International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

scholarly journals Navigating the First Year: Transition and Adjustment Experiences of International Students of Color at a Predominantly White Institution

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Christina W. Yao ◽  
Jennifer N. Rutt ◽  
Kaleb Briscoe ◽  
Alexandra Kirshenbaum ◽  
Matthew W. Knight ◽  
...  
Keyword(s):  
Higher Education ◽  
International Students ◽  
Students Of Color ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
First Year ◽  
Political Issues ◽  
Predominantly White Institution ◽  
White Institution

International student mobility has been a highly discussed topic in higher education in the United States (U.S.). Yet current geo-political issues necessitate a re-examination of how international students, especially those who would be considered students of Color, are transitioning to U.S. higher education institutions. Findings from three interviews that spanned participants’ first year on campus include the importance of social interactions, challenges with academic adjustments, and navigating the effects of politics. Suggestions for student affairs practice are addressed, including pre-sojourn connections and peer engagement.

Claws and All

2019 ◽  
pp. 122-143
Author(s):  
Ursula C. Thomas ◽  
Karen W. Carter
Keyword(s):  
Higher Education ◽  
Women Of Color ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
The United States ◽  
Communication Styles ◽  
Female Leaders ◽  
Predominantly White Institution ◽  
Industrialized Nations ◽  
White Institution

Understanding why women are underrepresented in various levels of higher education leadership fields remains an important area of research. In the United States and in many industrialized nations around the world, higher education professions remain male dominated. Explanations for why women of color are not successful or are experiencing difficulty in higher education leadership professions are many and diverse. This chapter seeks to examine the discourse of Black female leaders in a predominantly White institution. The chapter will focus on types of management and communication styles that are disruptive to women of color in leadership as they lead without readily identified support in upper division administration.

Claws and All

2021 ◽  
pp. 341-357
Author(s):  
Ursula C. Thomas ◽  
Karen W. Carter
Keyword(s):  
Higher Education ◽  
Women Of Color ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
The United States ◽  
Communication Styles ◽  
Female Leaders ◽  
Predominantly White Institution ◽  
Industrialized Nations ◽  
White Institution

Understanding why women are underrepresented in various levels of higher education leadership fields remains an important area of research. In the United States and in many industrialized nations around the world, higher education professions remain male dominated. Explanations for why women of color are not successful or are experiencing difficulty in higher education leadership professions are many and diverse. This chapter seeks to examine the discourse of Black female leaders in a predominantly White institution. The chapter will focus on types of management and communication styles that are disruptive to women of color in leadership as they lead without readily identified support in upper division administration.

scholarly journals Friendship Within and Across Borders

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Kaleb L. Briscoe ◽  
Christina Yao ◽  
Evangela Oates ◽  
Jennifer N. Rutt ◽  
Kathleen Buell
Keyword(s):  
Social Networks ◽  
International Students ◽  
Predominantly White ◽  
Students Of Color ◽  
Future Research ◽  
First Year ◽  
Domestic Students ◽  
Predominantly White Institution ◽  
Shared Experiences ◽  
White Institution

Establishing social networks can be extremely challenging when international students, particularly those of Color, move to a new academic and social environment. We examined first-year international students of Color perceptions of their social networks and how these networks affect their experiences at a predominantly White institution (PWI). This study illuminated participants' relationships with U.S. domestic students and the power of language, culture, and shared experiences through a longitudinal narrative inquiry. Implications for practice and recommendations for future research are described in-depth for practitioners.

Critical Co-Constructed Autoethnography: Reflections of a Collaborative Teaching Experience of Two Black Women in Higher Education

2021 ◽  
pp. 002193472110574
Author(s):  
Kiesha Warren-Gordon ◽  
Angela Jackson-Brown
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Predominantly White ◽  
Teaching Experience ◽  
Predominantly White Institution ◽  
Capstone Courses ◽  
Global Pandemic ◽  
White Institution

Within this paper, two Black women teaching at a predominantly white institution of higher education utilize critical co-constructed autoethnography to reflect on their experiences of using a Womanist approach to co-teach two capstone courses during a global pandemic. Womanism is an epistemology focused on the experiences and concerns of Black women. Using this collaborative inquiry technique, we explore how forms of systemic racism within predominantly white institutions affects our ability to teach and grow as researcher in our specific fields. Critical co-constructed autoethnography is a methodology steeped in critical theory, critical pedagogy, and critical race theory that reflects the tempo, uncertainty, and complexity of research relationships that creates spaces for collaborating researchers to work across differences. We conclude this paper by highlighting the value of using co-constructed autoethnography as a method of articulating the voices of those who have traditionally been underrepresented in academia. This method also allows for the congruency of voices, which is a limitation within traditional autoethnography.

scholarly journals The Lived Experiences of First-Generation College Students of Color Integrating into the Institutional Culture of a Predominantly White Institution

2020 ◽  
Author(s):  
Talisha Adams ◽  
Juliann McBrayer
Keyword(s):  
College Students ◽  
Predominantly White ◽  
Students Of Color ◽  
Lived Experiences ◽  
First Generation ◽  
First Generation College Students ◽  
Student Body ◽  
Predominantly White Institution ◽  
White Institution ◽  
First Generation College

As many colleges and universities continue to increase their enrollment and diversification of their student body, the number of first-generation college students of color will continue to rise. Colleges have been charged with the challenge of not only enrolling this student population but also ensuring that they are connected to the university and persist to graduation. The purpose of this phenomenological qualitative study was to examine the lived experiences of first-generation college students of color at a Predominantly White Institution (PWI). This study utilized individual in-depth interviews and a focus group to examine how first-generation students of color experienced college at a PWI. Four major themes were revealed: a college degree is a means to a better lifestyle; money always matters; a heightened sense of safety concerns exists; and there is a desire for a supportive multicultural campus environment. The findings of this study may aid institutional leaders in understanding the first-generation college student of color experience at a PWI and assist in establishing and maintaining academic and social support programs that are geared towards these students.

NCOBPS Fifty Years

2020 ◽  
Vol 1 (1) ◽  
pp. 132-135
Author(s):  
William J. Daniels
Keyword(s):  
Predominantly White ◽  
Black Student ◽  
Personal Narrative ◽  
Fundamental Rights ◽  
The Political ◽  
Political Protest ◽  
Predominantly White Institution ◽  
Significant Events ◽  
White Institution ◽  
The 1960S

This personal narrative recounts the experiences of an NCOBPS founder, who discusses significant events in his life from student to faculty that motivated his professional journey, including his participation in the founding of NCOBPS. It reflects on what it meant to be a black student, and later, a black faculty member teaching at a predominantly white institution in the political science discipline in the 1960s. It also provides a glimpse into how the freedom movements shaped his fight for fundamental rights as a citizen. Finally, it gives credence to the importance of independent black organizations as agents for political protest and vehicles for economic and social justice.

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