Black students originating from African and Caribbean nations are well represented in the ranks of international students attending U.S. colleges, at over 51,000 annually (Institute of International Education, 2021). In addition to contributing heavily to the overall economic impact of the universities they attend (NAFSA, 2021), Black foreign-born…

This study explores experiences of 50 culturally and linguistically diverse African immigrant students attending public urban middle and high schools in the US. Drawing on in-depth interviews, and through constant comparison analysis, emerging findings highlight pedagogical, linguistic, and curricular variation struggles in the classroom;…

At the onset of Africa becoming the most populous continent in the world, there remains a wide gap in literature about the academic experiences of youth representing the vast diversity of the African continent. In an attempt to bridge some of the gap, the focus of this study is to identify the factors influencing the academic experiences of…

In this study, an investigation of the educational experiences of Afro-Caribbean student immigrants who were academically successful in the United States at the higher education level was conducted. Although immigrants of African descent experienced barriers such as immigrant status and racial minority status which led to a double disadvantage in…

Exposure to race-related stressors such as discrimination may take a toll on Black undergraduates attending predominantly White institutions (PWIs) who must contend with these stressors in addition to stressors common to the developmental space of emerging adulthood and the transition to college. The aim of this study was to explore Black…

This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the "triple bind" phenomenon and the stress buffer hypothesis. Student development…

The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse…

A positive and successful transition into University is crucial if students are to stay the course in higher education and experience successful outcomes. However, challenges exist in ensuring a connected transition from secondary and further education to higher education that is inclusive and supports the diversity in our current undergraduate…

Retention and graduation are major challenges in South African higher education institutions. These phenomena are especially troubling among Black and Colored (BC) students at both historically advantaged and historically disadvantaged institutions. The retention and graduation rates of these groups are disturbingly low compared to those of White…

Investigates relationships between sense of alienation, academic achievement, and school behavior for Black and White students in 10th through 12th grades. Examines possible differences between racial groups and predicts that alienation is inversely related to achievement and social involvement and positively associated with behavioral…

Compared the school adjustment and achievement of 20 African American male students in grades six through eight who attended a specialized, self-contained middle school program with a matched group who remained in the mainstream academic setting. The students in the self-contained program perceived themselves as more academically competent and…

This article reports on a qualitative approach used to identify developmental and contextual factors associated with academic success and career aspirations of 13 Black Zulu South African students transitioning into college or in their first year of college. Students were queried on their aspirations and values, definitions of success, and…

Data from the National Longitudinal Survey of Youth were used to examine factors related to the achievement and adjustment of 378 African American children in the early elementary grades. Consistent with past research, there was a positive relationship between the number of risk factors children were exposed to and the probability that they were…

Argues for a reconsideration of how culture affects minority school adjustment and academic performance, suggesting that minorities who recognize cultural differences as barriers are more successful at crossing cultural boundaries. The author demonstrates this point through two case studies, one of a minority group that does not recognize cultural…

Examined effects of normative school transition during early adolescence on self-esteem and perceived school and peer social contexts. Subjects were 580 black, white, and Latino youth from low-income families. Found that the transition from elementary to middle or junior high schools led to declines in self-esteem, class preparation, and grade…