SUPPORTS AND CHALLENGES EXPERIENCED BY BLACK AFRICAN IMMIGRANT UNDERGRADUATE STUDENTS BRIDGING THEIR HOME AND SCHOOL CULTURES

Abstract

The purpose of this study was to examine lived experiences of first and second generation Black African immigrant undergraduate students in regard to self-identification and education achievement and to explore the support that these students need for a smooth bridging of cultural differences between their homes and school. The data were collected through responses from semi-structured interviews of thirteen student participants. Through the careful coding of the interview data, the researcher analyzed the emergent themes and sub themes from the participants. The findings show that self-identification is fluid among immigrant students as they try to maintain their original identification and at the same time want to identify with the host country. All participants cited education as most important and a ladder for social advancement. Participants appreciated support from their parents, helpful professors, and friends. However, the data revealed that parental support can sometimes be problematic when parents try to dictate what career path their children should pursue.