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Black African international adult st...

Mwaura, John N.

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Black African international adult students' experiences in higher education: A qualitative study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Black African international adult students' experiences in higher education: A qualitative study./
作者:	Mwaura, John N.
面頁冊數:	342 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2986.
Contained By:	Dissertation Abstracts International69-08A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3325953
ISBN:	9780549774365

Black African international adult students' experiences in higher education: A qualitative study.
Mwaura, John N.

Black African international adult students' experiences in higher education: A qualitative study. - 342 p.

Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2986.

Thesis (D.Ed.)--The Pennsylvania State University, 2008.

Making the decision to attend higher educational institutions in the United States is a major life event that affects non-traditional-age, adult international students. Much has been written on international students in psychology and sociology but hardly any literature exists addressing non-traditional-age or adult international students per se. This lack of literature on adult international learners in adult and higher education is an indication that this population of learners and their contributions to higher education has been overlooked. Even more lacking are literature addressing Black African adult international students.

ISBN: 9780549774365Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Black African international adult students' experiences in higher education: A qualitative study.
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245 1 0 $a Black African international adult students' experiences in higher education: A qualitative study.
300 $a 342 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2986.
502 $a Thesis (D.Ed.)--The Pennsylvania State University, 2008.
520 $a Making the decision to attend higher educational institutions in the United States is a major life event that affects non-traditional-age, adult international students. Much has been written on international students in psychology and sociology but hardly any literature exists addressing non-traditional-age or adult international students per se. This lack of literature on adult international learners in adult and higher education is an indication that this population of learners and their contributions to higher education has been overlooked. Even more lacking are literature addressing Black African adult international students.
520 $a The purpose of this study was to explore the lived experiences of adjusting to U.S. culture among non-traditional-age, adult Black African international students while attending predominantly White higher education institutions. This study explored how the role of race as well as cultural background informs their experiences as Black African adult international students, thus distinguishing them from other international students. In order to explore the lived experiences of these students, a qualitative research method drawing largely on heuristic phenomenology as well as insights from critical race theory as applied to research was employed. Purposive sampling was used to identify participants for this study and in-depth personal interviews as well as a focus group interview were the primary means of data collection.
520 $a The theoretical framework for the study is drawn from three intersecting areas. Critical Race Theory and sociocultural theories drawing from John Ogbu, Franz Fanon, and scholars from adult and higher education inform the educational aspects of this study. These theoretical approaches are relevant to the study since they explicitly attend to culture, ethnicity, race, class, and gender that affect adult Black African international students in the U.S. system of higher education. Given the emphasis on international students' adjustment, Jandt's (2004) acculturation model also informs this study.
520 $a Five themes emerged from this research that constituted the experiences of Black African international adult students. First, the perceived motivations that influenced Black African adult international students to study in the United States are highlighted to give background to the study. The second set of findings focus on the challenges encountered by participants as a result of facing a new educational system. The third set of findings focus more specifically on participants' growing awareness of race, while the fourth set deal with the realities of being in a new culture. The last set of findings center on post-arrival experiences in the United States' educational journey.
520 $a The study provides key implications for adult education and also recommendations for faculty and higher education administration working with Black African adult international students on American university campuses.
590 $a School code: 0176.
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650 4 $a Black Studies. $3 1017673
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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