'Studying in This England Is Wahala (Trouble)': Analysing the Experiences of West African Students in a UK Higher Education Institution

Autor/in	Owusu-Kwarteng, Louise
Titel	'Studying in This England Is Wahala (Trouble)': Analysing the Experiences of West African Students in a UK Higher Education Institution
Quelle	In: Studies in Higher Education, 46 (2021) 11, S.2405-2416 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1723528
Schlagwörter	Foreign Countries; Foreign Students; College Students; Student Attitudes; Educational Quality; Cultural Differences; Student Adjustment; Coping; Success; Barriers; Teacher Student Relationship; Racial Bias; Blacks; Minority Group Students; Ethnicity; Social Capital; Cultural Capital; Student Experience; Acculturation; Ethnic Stereotypes; Nigeria; Ghana; Sierra Leone; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Quality of education; Bildungsqualität; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bewältigung; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Racial discrimination; Rassismus; Black person; Schwarzer; Ethnizität; Sozialkapital; Studienerfahrung; Akkulturation; National stereotype; Nationales Stereotyp
Abstract	'Studying in this England is Wahala' critically analyses social/academic experiences of 12 West African overseas undergraduate/postgraduate students in a London University. It discusses structural and individual factors impacting on decisions to study here, including perceptions of differences between quality of university education in the UK and 'back home'. To analyse this, I draw on the 'Push-Pull' model and Gidden's (1991) Structuration approach as theoretical frameworks. I also examine students' experiences of adapting to life in the UK, views on teaching and learning experiences in the UK and their home countries, and strategies used to facilitate their educational success. In so doing positives and challenges faced by students are highlighted. These were largely shaped by staff-student relationships, some of which were positive and supportive. In others, racism was prevalent, which reflects ongoing debates about Black and Minority Ethnic (BAME) student experiences in UK Higher Education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01