Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List

Full text release has been delayed at the author's request until June 02, 2025

ETD Abstract Container

Abstract Header

A Phenomenological Study of International African Graduate Students’ Transition and Persistence at Four-Year US Universities

Ngbabare, Susan Mongalla John
http://orcid.org/0009-0000-0833-0862
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1680595313158354

Abstract Details

2023, Doctor of Philosophy (PhD), Ohio University, Higher Education (Education).
Despite growing efforts to address the challenges international graduate students face while studying at US Institutions of Higher Learning (IHLs), there is a dearth of research on the factors that influence their persistence (Curtis et al., 2013; Jackson et al., 2019; Khoshlessan & Das, 2019; Luo et al., 2019; Mitchell et al., 2017; Okusolubo, 2018; Wang et al., 2018; Zhang, 2016). Part of the problem is that international students are studied as a homogeneous group. Understanding the diversity that exists within the international students population is vital to IHSs to best serve and support them. This study employed Tinto's (1993) theory of persistence and Whitney and Cooperrider's (2011) model of Appreciative Inquiry (AI) to examine the transitional experiences and persistence of African international graduate students at 4-year US research universities. The study utilized a phenomenological research design to understand how participants' experienced transitioning and persistence. The study consisted of 13 African students in their second year of their graduate program. Data was collected through in-depth virtual interviews with the participants. Data analysis involved a combination of interpretative interactions with the transcript and keeping reflection notes throughout the study. Findings revealed that perceived discrimination, lack of cultural diversity, financial constraints, and linguistic challenges negatively affected participants’ experience. However, the study also identified that faculty mentorship, motivation and commitment, resilience, peer network, financial support, and spirituality influenced participants' persistence. The findings are consistent with the literature and have implications for university faculty, student affairs professionals, and policymakers to better support the transition and persistence of African international graduate students.
Laura Harrison (Committee Chair)
Lijing Yang (Committee Member)
Emmanuel Jean-Francois (Committee Member)
Peter Mather (Committee Member)
229 p.
Academic Guidance Counseling; African Studies; Education Policy; Educational Leadership; Higher Education; Higher Education Administration; Minority and Ethnic Groups; School Counseling
International students, African graduate students, Appreciative Inquiry, persistence, Academic and social adjustment, Transition.

Recommended Citations

Citations

  • Ngbabare, S. M. J. (2023). A Phenomenological Study of International African Graduate Students’ Transition and Persistence at Four-Year US Universities [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1680595313158354

    APA Style (7th edition)

  • Ngbabare, Susan. A Phenomenological Study of International African Graduate Students’ Transition and Persistence at Four-Year US Universities. 2023. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1680595313158354.

    MLA Style (8th edition)

  • Ngbabare, Susan. "A Phenomenological Study of International African Graduate Students’ Transition and Persistence at Four-Year US Universities." Doctoral dissertation, Ohio University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1680595313158354

    Chicago Manual of Style (17th edition)

ohiou1680595313158354
© 2023, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.