Sister Outsider in the Academy
Untold Stories of Afro-Caribbean Women in United States Colleges and Universities
Herausgeber: Talley-Matthews, Sheikia; Watson-Vandiver, Marcia; Wiggan, Greg
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Institutions of higher education in the United States enroll the largest number of foreign students in the world each year. As such, this book presents a phenomenological study that explores the perceptions and experiences of Afro-Caribbean international female graduate students attending Predominately White Institutions (PWIs) in the southeastern U.S. The experiences of Afro-Caribbean women have often been overlooked or homogenized in the literature as generalizable among foreign students or African Americans. Therefore, this book is guided by the following two research questions: 1. What are...
Institutions of higher education in the United States enroll the largest number of foreign students in the world each year. As such, this book presents a phenomenological study that explores the perceptions and experiences of Afro-Caribbean international female graduate students attending Predominately White Institutions (PWIs) in the southeastern U.S. The experiences of Afro-Caribbean women have often been overlooked or homogenized in the literature as generalizable among foreign students or African Americans. Therefore, this book is guided by the following two research questions: 1. What are the academic experiences of Afro-Caribbean international female graduate students attending predominately White colleges and universities in the southeastern United States? And, 2. What unique factors have shaped Afro-Caribbean international female graduate students' experiences while attending graduate schools at predominately White colleges and universities in the southeastern United States? The data presented in this book are in-depth interviews with eight (8) Afro-Caribbean international female graduate students attending PWIs in the U.S. The findings indicate that Afro-Caribbean women navigate multiple academic and campus-based challenges associated with race, gender, and international status in schools. The book presents meditating processes, strategies, and recommendations for higher education institutions.
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