Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis

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dc.contributor.authorDos Santos, Luis Miguelen
dc.date.accessed2019-11-05en
dc.date.accessioned2019-12-19T19:56:24Zen
dc.date.available2019-12-19T19:56:24Zen
dc.date.issued2019-07-01en
dc.description.abstractInternational students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience, difficulties, stress, and lived stories of their academic voyage at one of the historically black colleges and universities in the United States. The findings indicated that discrimination based on skin color, nationality, and race, the gaps in academic expectations, and social unfairness of internship opportunities are still significant. The result indicated the directions and recommendations for leaders, policymakers, school administrators, and related professionals to redesign the current university planning and related counseling services to not only international students but all minority people.en
dc.description.sponsorshipEducation Sciencesen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://www.researchgate.net/publication/334575397_Experiences_and_Expectations_of_International_Students_at_Historically_Black_Colleges_and_Universities_An_Interpretative_Phenomenological_Analysis/fulltext/5d31ffbb299bf1995b397184/Experiences-and-Expectations-of-International-Students-at-Historically-Black-Colleges-and-Universities-An-Interpretative-Phenomenological-Analysis.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/96072en
dc.identifier.volumeNo. 9, 189en
dc.language.isoenen
dc.publisherEducation Sciencesen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjecteducation, higher--government policyen
dc.subjectbarriers to entry (postsecondary education)en
dc.subjectinternational studentsen
dc.subjecteducational equityen
dc.titleExperiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysisen
dc.typeArticleen
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States