West Indian Immigrant Women: The Higher Education Lived Experiences of Undergraduate and Graduate Students at Florida Atlantic University

Autor/in	Lalla, Shireen
Titel	West Indian Immigrant Women: The Higher Education Lived Experiences of Undergraduate and Graduate Students at Florida Atlantic University
Quelle	(2019), (160 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-7329-6
Schlagwörter	Hochschulschrift; Dissertation; Females; Immigrants; College Students; Acculturation; Student Adjustment; Student Attitudes; Family Influence; Paying for College; Emotional Response; Barriers; College Role; Student Empowerment; Cultural Differences; Student Financial Aid; Access to Health Care; Dining Facilities; Mentors; Student Personnel Services; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; Immigrant; Immigrantin; Immigranten; Collegestudent; Akkulturation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Studienfinanzierung; Emotionales Verhalten; Studienberechtigung; Kultureller Unterschied; Finanzielle Beihilfe; Studienförderung; Mensa
Abstract	This phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on-one interviews with each participant. Stories emerged that highlight the immigrant experiences of these female West Indian students. Such narratives have been lacking in the higher education literature about how this population of women persists in colleges and universities in the United States (U.S.). Six findings emerged that constituted the acculturation and adjustment experiences of these women: (1) family influence, (2) financial difficulties, (3) emotional and physical challenges, (4) institutional support, (5) women's empowerment, and (6) host society adaptation. In conclusion, female West Indian immigrant students are a valuable asset and provide a tremendous benefit to higher education institutions in the U.S. in terms of cultural and academic contributions that they offer. More attention needs to be paid towards better preparing university staff, administrators, and faculty. This can lead to increased retention and graduation rates. The study gives voice to these women whose lived experiences in higher education have been so seldom addressed. Analysis of their experiences suggests a plan of action that includes: family engagement programming, on-campus financial support, student health services outreach, healthier dining options, mentorship programs, immigrant student support services department, online community support, faculty, cultural awareness, and immigrant student programming. Recommendations for future research are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01