Chrystal A. George Mwangi

The Acculturation Experiences of Foreign-Born Students of Color in Physics.

Abstract This study focuses on 15 foreign-born students majoring in physics who are also racial/ethnic minorities. We address the research question: What are the acculturation experiences of foreign-born Students of Color majoring in physics? Berry’s (2003) theory of acculturation and Bandura’s (1994) theory of self-efficacy were substantive frameworks for analyzing the data. The findings illustrate participants’ cultural, educational, and social adjustments. Emphasis is placed on how participants navigate and achieve success in this process.

(Re)Examining the role of family and community in college access and choice: A metasynthesis

Using meta-synthesis, this study analyzes higher education literature to provide a comprehensive understanding of the role of nonparent family and community (NPFC) members such as siblings, extended family, fictive kin, and peers in college access and choice. Findings revealed the diverse familial and community networks of today’s college going students as well as NPFC members’ multifaceted forms of support to both students and parents. Students who received support from NPFC members developed a sense of responsibility to be an educational role model and source of college knowledge in their families and communities.

Black Within Black: The Perceptions of Black Immigrant Collegians and Their U.S. College Experience

16 ABOUT CAMPUS / MAY–JUNE 2015 have become more inclusive, expanding beyond considerations of gender and race to include socioeconomic status, ethnicity, sexual identity, immigrant status, disabilities, athletes, and more. Notwithstanding this expansion, the issues of race and ethnicity continue to pose unique challenges and opportunities in our larger society and on our campuses. Research on racial and ethnic issues often focuses on differences across groups (e.g., Blacks and Whites; Latino/as and Whites; Asians and Whites). Yet, scholars increasingly call for examination of within-group differences, which challenge us to move beyond a monolithic understanding of groups as simply Asians, Latinos, Blacks, and Whites. Within-group research adds to the complexity and understanding of the many THE TOPIC OF DIVERSITY PERMEATES all aspects of American culture, particularly as it relates to the changing demographics of our nation and the impact that these changes are having on every sector in society. In higher education, the topic of diversity extends across multiple domains (e.g., students, faculty, staff, alumni, policy making, administrative issues, and governance). Discussions about student diversity are central to every campus, especially as they relate to who is admitted, the nature of their academic experience, and who ultimately completes a degree. In the 21st century, more scholars are studying diverse communities of students, which adds to our understanding of underrepresented students’ experiences in U.S. higher education. Moreover, definitions of diversity Black Within Black: The Perceptions of Black Immigrant Collegians and Their U.S. College Experience Chrystal A. George Mwangi and Sharon Fries-Britt disrupt the idea of a monolithic experience among Black students by reporting on Black within-group diversity and the perceptions and experiences of Black immigrants in higher education.

Examining Intraracial Dynamics and Engagement Between Native-Born and Foreign-Born Black Collegians in STEM:

For decades, higher education research has recognized the importance of cross-cultural interaction among students. However, this body of scholarship has largely examined this phenomenon across races, with few researchers examining within race interactions. Accordingly, the purpose of this study is to examine how native-born and foreign-born Black students interact in science, technology, engineering, and mathematics (STEM) classrooms. Findings reveal that there were both similarities and differences in how each group perceived each other, and that ultimately, cross-cultural engagement was beneficial for their academic development.

Partner Positioning: Examining International Higher Education Partnerships through a Mutuality Lens

Abstract:Scholarship on international higher education partnerships is often framed by strategic management and organization theories. These approaches are useful, but can minimize how power dynamics and positioning of partners impact engagement and outcomes. This study uses qualitative inquiry to examine 60 international higher education partnerships through the lens of mutuality in order to emphasize how partners negotiate and navigate power. Partnerships were comprised of a university in the U.S. and in the Majority World with the goal of addressing international development challenges. Findings emphasize the process of partnership creation, navigating cross-cultural contexts, partner positioning and partnership dynamics, and stakeholder engagement.

“I Want to Know About Everything That’s Happening in the World”: Enhancing Critical Awareness Through a Youth Participatory Action Research Project With Latinx Youths

Abstract Through a yearlong, qualitative ethnographic study that incorporated a youth participatory action research project, this research identifies and documents the learning outcomes achieved when core principles of critical pedagogy are brought into practice with urban Latinx youths to develop critical awareness. Analysis reveals three themes around how critical awareness was raised: attention to current events, an ethic of care, and challenging traditional curricula.

Exploring the intersection of transnationalism and critical race theory: a critical race analysis of international student experiences in the United States

ABSTRACT International student mobility to the United States (US) has increased over the past two decades. Despite the increase in numbers, international students may experience racism, nativism, and other forms of discrimination within the US context. Much of the existing literature focus on how international students can assimilate and cope with these issues rather than interrogating the systems of oppression that create negative student experiences. Thus, we utilized critical race theory (CRT) as a framework for interrogating how international student experiences are portrayed in current literature. Although CRT is grounded in US-based legal theory, we argue that CRT must move beyond the rigid confinement within US borders and expand to consider how transnationalism and global exchange contributes to the fluidity and applicability of this theory. We also provide recommendations for critical race praxis, with an emphasis on implications for practice, theory, and future research.

Beyond Stereotypes: Examining the Role of Social Identities in the Motivation Patterns of Black Immigrant and Black Native Students

This qualitative case study examines 43 black students’ understanding of the relationships of social identity, academic identity, and college-going aspirations. Specifically, we focus on understanding how stereotypes influence the academic motivation of black immigrant and black native-born students. Findings suggest distinctions across ethnicity and generational status in how black students perceive the influence of their social identities on their academic motivation. We conclude by recommending that future research on black collegians disaggregate by ethnicity to better understand the diverse backgrounds shaping academic motivation. Additionally, we offer insights into the importance of understanding intraracial diversity when working with black students, particularly in capacities such as mentoring and educational outreach.

Examining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs

Aim/Purpose The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholarpractitioner identity. Findings Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Scholar-Practitioner Identity through Peer-Led Communities 96 Recommendation for Researchers Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development.