Research findings generally agree that international-service-learning (ISL) experiences may contribute to changes in the self in service learners. However, few studies have investigated how the self is experienced and rediscovered in the process of ISL. The purpose of this study was to investigate how students experienced their own self-becoming…

This study employs narrative inquiry to explore the experiences of two female, first-generation immigrant- and refugee-background students from West Africa. Using interview as conversation for guiding open-ended research questions and Yosso's community cultural wealth (CCW) framework, we present participant narratives that speak to both similar…

Background/Context: Inclusion of African immigrant youth voices in educational and research discourses remains rare despite the steady growth of this population in the United States over the past four decades. Consequently, the multilingual abilities of these youth remain typically unnoticed or ignored in the classroom, and little is specifically…

Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on…