Understanding Support: Experiences of African International Students in U.S. Universities
Location
Hager-Lubbers Exhibition Hall
Description
PURPOSE: International students contributed significantly to the cultural diversity and economic growth of higher education institutions, yet they faced unique challenges in adapting to their new learning environments. Despite initial orientations and other support services offered by host institutions, navigating services like accommodation, transportation, and healthcare remained daunting. SUBJECT: There was limited scientific evidence on how African international students accessed support services and what resources they relied on for their well-being. This research explored the perceptions of African international students from West Michigan regarding the resources they relied on for support and characterized the unmet needs they faced in pursuing their education. METHODS: Data was collected through in-depth interviews with a purposive sample of 20 students using semi-structured questionnaires. Data was analyzed using the grounded theory approach, assigning codes based on themes that emerged from the interviews. RESULTS: The findings suggested that African students faced significant challenges navigating unfamiliar systems, workforce preparation, and cultural adjustment. Support services like university counseling and academic advising aided well-being, while student organizations and cultural events enhanced a sense of belonging. CONCLUSION: This research highlighted the importance of inclusive and accessible support services in enhancing African international students’ sense of belonging and academic success.
Understanding Support: Experiences of African International Students in U.S. Universities
Hager-Lubbers Exhibition Hall
PURPOSE: International students contributed significantly to the cultural diversity and economic growth of higher education institutions, yet they faced unique challenges in adapting to their new learning environments. Despite initial orientations and other support services offered by host institutions, navigating services like accommodation, transportation, and healthcare remained daunting. SUBJECT: There was limited scientific evidence on how African international students accessed support services and what resources they relied on for their well-being. This research explored the perceptions of African international students from West Michigan regarding the resources they relied on for support and characterized the unmet needs they faced in pursuing their education. METHODS: Data was collected through in-depth interviews with a purposive sample of 20 students using semi-structured questionnaires. Data was analyzed using the grounded theory approach, assigning codes based on themes that emerged from the interviews. RESULTS: The findings suggested that African students faced significant challenges navigating unfamiliar systems, workforce preparation, and cultural adjustment. Support services like university counseling and academic advising aided well-being, while student organizations and cultural events enhanced a sense of belonging. CONCLUSION: This research highlighted the importance of inclusive and accessible support services in enhancing African international students’ sense of belonging and academic success.