Готові списки джерел за темами / Black-African international students

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Добірка наукової літератури з теми "Black-African international students"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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Статті в журналах з теми "Black-African international students"

Ifeyinwa, Uchechi Onyenekwu. "Providing Culturally Relevant Services for International Black African Collegians in the United States: A Guide for Student Affairs Professionals." Journal of International Students 7, no. 4 (2017): 113–1125. https://doi.org/10.5281/zenodo.1035961.

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The experience of international Black African collegians (IBAC) in U.S. higher education has not been adequately investigated, particularly as it relates to understanding the diversity within Black and international student populations. In this manuscript, I offer seven culturally relevant suggestions for student affairs professionals, all of which build on my professional experiences working with IBAC in student affairs as well as my research with Nigerian collegians in U.S. higher education.

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<em>The experience of international Black African collegians (IBAC) in U.S. higher education has not been adequately investigated, particularly as it relates to understanding the diversity within Black and international student populations. In this manuscript, I offer seven culturally relevant suggestions for student affairs professionals, all of which build on my professional experiences working with IBAC in student affairs as well as my research with Nigerian collegians in U.S. higher education. </em>

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Boafo-Arthur, Susan. "Acculturative Experiences of Black-African International Students." International Journal for the Advancement of Counselling 36, no. 2 (2013): 115–24. http://dx.doi.org/10.1007/s10447-013-9194-8.

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Bartoli, Angie. "Assessment and International Students – black African Social Work students." Enhancing the Learner Experience in Higher Education 3, no. 1 (2011): 45. http://dx.doi.org/10.14234/elehe.v3i1.29.

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Hamilton-Hinch, Barbara-Ann, Jessie-Lee D. McIsaac, Mary-Jane Harkins, Sherry Jarvis, and John C. LeBlanc. "A Call for Change in the Public Education System in Nova Scotia." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 1 (2021): CI64—CI92. http://dx.doi.org/10.53967/cje-rce.v44i1.5025.

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The United Nation’s International Decade for People of African Descent and Nova Scotia’s Ministry of African Nova Scotian Affairs recognize that students of African descent continue to experience inequities. As previous studies indicate, parents of Black learners identified that many educators lack knowledge and experience in understanding students of African descent.This study explored student achievement from the perspective of parents of children of African descent attending public schools in Nova Scotia. Participants included individual interviews and focus groups with parents from rural a

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Caldwell, Elizabeth Frances, and Denis Hyams-Ssekasi. "Leaving Home: The Challenges of Black-African International Students Prior to Studying Overseas." Journal of International Students 6, no. 2 (2016): 588–613. http://dx.doi.org/10.32674/jis.v6i2.372.

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Much of the literature on international students centres on their experiences once they arrive in their host countries. This study explores the preparations of Black-African students for leaving their home countries to study abroad. Semi-structured interviews were carried out with 50 Black-African students studying at one British university. The students spoke of the complex and frustrating process of obtaining visas and applying to university abroad as well as the tensions they felt in leaving their communities. These pressures were extensive and impacted their subsequent ability to adjust to

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Yaro, Fatin, and Jennifer Mize Smith. "Black African Students in Predominantly White U.S. Higher Education Institutions." Journal of International Students 14, no. 3 (2024): 21–41. http://dx.doi.org/10.32674/jis.v14i3.5871.

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Black African students are increasingly choosing the United States as their preferred destination for higher education, and many choose to study at predominantly White institutions. The purpose of this qualitative study was to investigate factors that may influence their identification and commitment to those institutions. Researchers interviewed 20 sub-Saharan Africans at a predominantly White Southeastern university. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to w

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Rodriguez, Judith C., Deborah Kaye, Norma Stice, Karen Reedy, Josephine Frazier, and Barbara Brice. "Intragroup Differences Between Black Native and Transfer Students at a Predominantly White University: Implications for Advising." NACADA Journal 15, no. 1 (1995): 31–35. http://dx.doi.org/10.12930/0271-9517-15.1.31.

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This research project identified demographic, academic, and social differences between Black native (entering, first-year) and Black transfer students at a predominantly White, urban, public university. A questionnaire mailed to all Black students (N = 735) elicited 172 responses (23%). Most students from both groups felt that the university promoted a positive race attitude. They also expected their advisors to be accessible and to know academic programs and policies. The researchers found significant differences in age, marital status, and who had been most influential in a student's having

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Yeboah, Amy. "Beyond the Black Study Abroad Experience." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 1–21. http://dx.doi.org/10.32674/jimphe.v4i1.1165.

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The lack of participation in study abroad programs by Black students is a persistent concern in international higher education. The Penn Center for Minority Serving Institutions (Gasmen, 2016), reported three main obstacles facing students of color: financial burdens, fear of anticipated racism, and finding study abroad programs of interest to them. While most scholarship on Black students studying abroad concentrates solely on increasing the number of opportunities, this article was determined to shift the focus onto the cultural gap. This paper describes the development of the 2014 Young Afr

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Tedam, Prospera. "Enhancing the practice learning experiences of BME students: Strategies for practice education." Journal of Practice Teaching and Learning 13, no. 2-3 (2015): 146–61. http://dx.doi.org/10.1921/jpts.v13i2-3.820.

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Practice learning, also known as field education or practicum is central to social work education not only in the UK, but also in countries such as the United States of America, Australia, New Zealand, Canada and South Africa. It presents students with opportunities to integrate academic learning and practice experience with people, their families, communities and environments, and enables the development and enhancement of key skills and social work values. In England, recent studies have highlighted the disparity between black students and white students in terms of progression and attainmen

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Дисертації з теми "Black-African international students"

Coleman, Maame. "A GROUNDED THEORY ANALYSIS OF BLACK AFRICAN INTERNATIONAL STUDENTS’ RACIAL IDENTITY DEVELOPMENT." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1955.

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This study was designed to explore how Black African international students develop an understanding of their racial identity within the U.S. context. Although there has been considerable previous theoretical and empirical work examining the process of racial identity development (e.g. Cross, 1971; Sellers et al.1998), which has provided foundation for how we continue to understand how U.S. racial minorities develop their racial identities. However, there is a paucity of research on the racial identity development process of non-U.S. born Black people (Hocoy, 1999; Asante, 2012). Even less

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McGriggs, Mica Nicole. "Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6892.

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Little is known about the psychotherapy utilization, presenting concerns, and outcome differences between Black international and African American university students. The aim of this research is to identify potential similarities and differences between the two groups, as well as potential differences between the aforementioned groups and white students. This study examined archival data collected over the course of a 17-year period that focused on experiences of African-American, Black international, and White students at a large university in the Rocky Mountain West, United States. More spe

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Ayuninjam, Gwendoline Ibamiwi. "INTERACTION AS A MANIFESTATION OF IDENTITY: UNDERGRADUATE AFRICAN AND AFRICAN AMERICAN STUDENTS AT ONE HISTORICALLY BLACK UNIVERSITY." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/947.

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Thesis (Ph. D.)--University of Kentucky, 2008.<br>Title from document title page (viewed on December 10, 2008). Document formatted into pages; contains: x, 232 p. Includes abstract and vita. Includes bibliographical references (p. 220-230).

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Bailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.

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This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.

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Mwaura, John N. Tisdell Elizabeth J. "Black African international adult students' experiences in higher education a qualitative study /." 2008. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2498/index.html.

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Книги з теми "Black-African international students"

Walkre, Melanie, Monica McLean, Mikateko Mathebula, and Patience Mukwambo. Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes. African Minds, 2022. http://dx.doi.org/10.47622/9781928502395.

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This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-co

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Limb, Peter. Nelson Mandela. Greenwood Publishing Group, Inc., 2008. http://dx.doi.org/10.5040/9798400690488.

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Everyone should know the life story of Nelson Mandela, one of the greatest leaders of all time, the first black president of South Africa, the most famous African, and a major world statesman. His inspiring life receives a fresh retelling in this new biography written especially for students and general readers. This volume is an enjoyable, authoritative, and balanced way to not only understand a great man, but also to understand a critical time in world history and race relations. Mandela's quest for racial justice for black South Africans as a leader of the African National Congress led to t

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Lupton, Mary Jane. Maya Angelou. 2nd ed. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400683848.

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This book presents the extraordinary life and writings of Maya Angelou. It examines the changing viewpoints in her six autobiographies within the context of women's and African American autobiographies, with specific reference to the slave narrative and to contemporary fiction and film. Maya Angelou: The Iconic Self examines this iconic artist's work as an autobiographer, offering an up-to-date assessment of Angelou's contributions to American literature and to American and international culture. This is the only book to interpret Angelou's autobiographies as unique experiments in the history

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Holy Bible: Today's New International Version, Black, Bonded Leather, Reference Bible. Zondervan Publishing Company, 2008.

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NIV, Holy Bible, Compact, Paperback, Black. HarperCollins Publishers, 2019.

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Allen, Linda, and Spencer Moon. Reel Black Talk. Greenwood Publishing Group, Inc., 1997. http://dx.doi.org/10.5040/9798216006268.

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As evidenced in interviews included in this volume, many African American filmmakers consider themselves artists first, their ethnicity being only part of what influences their work. This is the first book by an African American on contemporary African American filmmakers. Here directors and producers speak for themselves, posing challenges to current thinking in the field. Special emphasis is given to the filmmakers' productions and their experiences. Essays on historic figures reveal the rich history of the African American contribution to cinema. From Oscar Micheaux and Spencer Williams to

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Zondervan. NIV Study Bible, Hardcover, Black Letter Edition. Zondervan, 2011.

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Good News Bible: Black Compact Gift Edition. HarperCollins Publishers Limited, 2011.

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NASB MacArthur Study Bible (Black). Thomas Nelson, 2006.

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NASB MacArthur Study Bible (Black). Thomas Nelson, 2006.

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Частини книг з теми "Black-African international students"

Wilkes, Lou Anne, Kisha Bryan Jordan, and Keisha C. Jones Omisanya. "Enhancing HBCU Global Competitiveness Through Strategic Support of Black African and Caribbean International Students." In Keeping Historically Black Colleges and Universities (HBCUs) Competitive in Global Higher Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-1335-1.ch011.

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This chapter examines how Historically Black Colleges and Universities (HBCUs) can enhance their global standing by better supporting Black African and Caribbean International Students (BACIS). Based on research with students from various African and Caribbean nations, findings reveal that while HBCUs provide culturally responsive environments, BACIS face significant challenges, including inadequate pre-arrival communication, housing difficulties, and financial barriers. The analysis focuses on three critical areas: pre-arrival support systems, financial obstacles specific to international stu

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Nwokedi, Peace Ginika, and Fumane Portia Khanare. "Black International Students in the 21st Century South African University." In Internationalisation of Higher Education for Sustainable Development. BRILL, 2025. https://doi.org/10.1163/9789004736610_008.

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Deachman, Bruce. "Ottawa-Led Coalition Helps Rescue 41 Black International Students from Ukraine." In African, Caribbean and Black People’s Resilience During COVID-19. Demeter Press, 2023. http://dx.doi.org/10.2307/jj.7794630.11.

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Okoli, Mercy, Emem Anwana, Orhe Arek-Bawa, and Christiana Ogulu. "Noise and Actions on the Well-Being of African International Students in South African Higher Educational Institutions." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7090-9.ch006.

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Internationalisation of South African higher education has increased the cross-border migration of students from other African nations. However, South Africa's socio-economic and developmental challenges have given rise to resentment and intimidation of African foreign nationals in some communities, unintendedly impacting the well-being of African International Students (AIS) in South Africa's Higher Educational Institutions (HEIs). The chapter examines the effect of the “Noise and Actions” within South Africa on the psychological well-being of AIS. A qualitative and exploratory research appro

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Masutha, Mukovhe. "Non-completion amongst black working-class students in South African universities: the dangers of a single story." In International Encyclopedia of Education(Fourth Edition). Elsevier, 2023. http://dx.doi.org/10.1016/b978-0-12-818630-5.02143-6.

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Hendricks, Wanda A. "The Bridge between Jim Crow and Apartheid." In The Life of Madie Hall Xuma. University of Illinois Press, 2022. http://dx.doi.org/10.5622/illinois/9780252044564.003.0005.

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Chapter 4 explores the significance of Madie Hall’s moved to New York City to attend Columbia University Teachers College during the Great Depression. She was welcomed by friends she had known in Winston-Salem and those who had spent more than a decade in South Africa, and the city became both the metaphorical and the actual bridge to a new life. She engaged in the bustling educational, social, and cultural milieu of the city; resided in International House with hundreds of students from around the world; and met physician Alfred B. Xuma. He was South African, American educated, and vice presi

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Simpson, Thula. "Adapt or Die." In History of South Africa. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197672020.003.0018.

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Abstract The chapter discusses the protests coordinated by the Soweto Students' Representative Council in the immediate aftermath of the June 1976 uprisings, and the ANC's attempts to capitalize on the ferment by establishing itself in Soweto. Both initiatives were crushed, but the ANC was able to regroup in exile, benefiting from the recent independence of Angola and Mozambique, which respectively granted the South African movement military camps and transit routes. Steve Biko's murder in 1977 saw South Africa targeted for fresh international outrage, while Britain, France, West Germany, the

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McClean, Marva Sylvana. "Who Shall Teach Our Children?" In The Struggle for Justice, Equity, and Peace in the Global Classroom. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7379-5.ch001.

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This chapter presents decolonized research methodologies that interrogate the profile of a conscientized teacher, qualified and prepared to teach Black and Brown children within the African diaspora. Based on research spanning more than twenty years at three school sites, this chapter identifies five specific qualities that characterize a teacher who is conscientized into a historical consciousness that goes beyond narrow margins of the socially constructed race and geographic borders to embrace the humanity of the children within classrooms across the globe. Methodologies and theories includi

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"Stokely Carmichael’s “Black Power” 1966." In Milestone Documents in African American History. Schlager Group Inc., 2010. https://doi.org/10.3735/9781935306153.book-part-101.

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On October 29, 1966, Stokely Carmichael addressed an audience consisting primarily of college students at the open-air Greek Theater at the University of California at Berkeley. Carmichael was a leading spokesperson for the American civil rights movement as well as for international human rights and the relationship between the two movements; he was also an outspoken critic of the Vietnam War. Carmichael had first become known as a representative of the Student Nonviolent Coordinating Committee, or SNCC, commonly pronounced “snick.” After breaking with SNCC in 1967, Carmichael became affiliate

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Osumare, Halifu. "The Sankofa Process." In Dancing the Afrofuture. University Press of Florida, 2024. http://dx.doi.org/10.5744/florida/9780813069876.003.0009.

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As she continues detailing her journey growing as a public intellectual, pursuing her mission to acknowledge and illuminate the “soul power” of Black people within the realms of music and dance, as well as Black people’s impact on American culture in general. All the while, as she continued advancing as an academic at the University of California, Davis, Osumare explains her introduction to a graduate student, who she grows into a mother-daughter relationship with. She also describes her trip to Brazil where she is able to present her research and also connect with the city of Salvador, Bahia

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Тези доповідей конференцій з теми "Black-African international students"

"AFRICAN LANGUAGES AND ICT EDUCATION - Attitudes of Black University Students." In 3rd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003350701710179.

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Zaborowska, Magdalena J., and Juan J. Rodríguez Barrera. "Black Digital Humanities in Interdisciplinary Undergraduate Teaching on Diversity, Gender, and Sexuality." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16101.

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Two undergraduate courses (2020-23) introduce students interested in the humanities and computing to the life, works, and intellectual and material legacy of the world-famous African American writer and activist James Baldwin (1924-1987). Cross-listed with the Afroamerican, American Culture, Digital Studies, and English Departments, these courses utilize an open-access digital collection documenting Baldwin’s life and his selected works. Through innovative and experiential application of literary history in conversation with the emerging fields of Black Digital Studies and Black Digital Humani

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Teegen, Bettina. "Black African International Doctoral Students: A Study of Acculturation in the United States (Poster 1)." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889408.

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Teegen, Bettina. "Black African International Doctoral Students: A Study of Acculturation in the United States (Poster 1)." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1889408.

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Pather, Magas. "LANGUAGE AS BARRIER TO COMMUNICATION AMONG BLACK AFRICAN STUDENTS AT THE UNIVERSITY OF JOHANNESBURG, SOWETO CAMPUS (GAUTENG, SOUTH AFRICA)." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0118.

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Grigorieva, Svetlana V. "THE EVOLUTION OF UNDERSTANDING THE NEW HISTORY OF AFRICAN COUNTRIES IN SOVIET HIGH SCHOOL TEXTBOOKS." In 32nd International Congress on Source Studies and Historiography of Asia and Africa “Russia and the East. Сommemorating 300th anniversary of St. Petersburg State University. St. Petersburg State University, 2024. http://dx.doi.org/10.21638/11701/9785288064135.21.

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The article analyzes the strengths and weaknesses of Soviet university textbooks on the new history of Asian and African countries. The emphasis is on presenting the history of the countries of the African continent in them, which is the scientific novelty of this study. Consideration in the article of three generations of textbooks, prepared mainly by scientists of the Moscow school of orientalists, allows us to conclude that this type of educational literature played an important role in the formation of knowledge of students of the former Soviet Union in African studies, the study of which

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Addo, Sampson, Pawan Tyagi, and Eva Mutunga. "Assessing Undergraduate Students’ Level of Awareness of Commercialization of Engineering Research Innovation at a Historically Black College and University." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-95446.

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Abstract Engineering Research Innovation Commercialization (ERIC) seeks to translate products or services from the research laboratory to the marketplace or the end-user for societal benefit. Research indicates that universities have distinctive capabilities that allow them to play an important role in the process of research innovation commercialization. Historically Black Colleges and Universities (HBCUs), though originally established mainly as teaching and blue-collar trade institutions to educate African Americans, have been gradually commercializing several research innovations through p

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