An Intersectional Understanding of African International Graduate Students' Experiences in U.S. Higher Education

Autor/inn/en	George Mwangi, Chrystal A.; Changamire, Nyaradzai; Mosselson, Jacqueline
Titel	An Intersectional Understanding of African International Graduate Students' Experiences in U.S. Higher Education
Quelle	In: Journal of Diversity in Higher Education, 12 (2019) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000076
Schlagwörter	Graduate Students; Foreign Students; Student Experience; Minority Group Students; Student Attitudes; Peer Relationship; College Faculty; Teacher Student Relationship; Student Adjustment; World Views; Conflict; Resistance (Psychology) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Schülerverhalten; Peer-Beziehungen; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Adjustment; Schüler; Schülerin; Adaptation; World view; Weltanschauung; Konflikt; Resistenz
Abstract	The adjustment of African international students in the United States may be different from the experiences of international students from other regions, as African students are considered racial/ethnic minorities in the United States, and, thus, they are exposed to racism, nativism, and other discrimination. This study focuses on the structural systems impacting African international graduate students in the United States and the intercentricity of various forms of opportunities and oppressions impacting their experiences. Findings reveal the following four themes: (1) assumptions made by American peers and faculty, (2) adjustment challenges situated within campus systems, (3) campus internationalization rhetoric, and (4) conflicting worldviews. Even though these themes illustrate how students' experience negative social positioning and other challenges on their campuses, they also demonstrate students resisting marginalizing experiences. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01