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Author: Gladys Chege Publisher: ISBN: Category : Community college students Languages : en Pages : 124
Book Description
With the globalization of education, an increasing number of foreign students are enrolling in U.S. colleges and universities (Open Doors, 2013). These international students encounter a myriad of challenges as they adjust to student life in the US (Mokua, 2012). By examining the challenges face by international students, researchers hope to find ways to improve the student experience. While many specific student groups have been studied, prior to the present study, there has been limited research focused on the experiences of international students from Kenya studying in the US (Mutai, 2007). The present qualitative study explored the lived experiences of Kenyan students enrolled in community colleges in the state of Georgia to determine what challenges these students face and what academic, social, and psychological adjustments they make in response to those challenges. The researcher interviewed 10 Kenyan immigrant students and analyzed the data from those interviews. The research demonstrated that Kenyan immigrant students face challenges related to culture shock; language barriers; the need to balance family, school, and work life; the high cost of living, insufficient support systems, and negative emotions associated with their transition from Kenya to the US. The research also demonstrated that these students develop a number of coping strategies including aligning their cultural expectations, mediating language barriers, working while in school, seeking additional financial and social resources, establishing new support systems, and working to integrate into their local communities. Based on the findings, it is clear that more can and should be done to ease the transitions for foreign students.
Author: Gladys Chege Publisher: ISBN: Category : Community college students Languages : en Pages : 124
Book Description
With the globalization of education, an increasing number of foreign students are enrolling in U.S. colleges and universities (Open Doors, 2013). These international students encounter a myriad of challenges as they adjust to student life in the US (Mokua, 2012). By examining the challenges face by international students, researchers hope to find ways to improve the student experience. While many specific student groups have been studied, prior to the present study, there has been limited research focused on the experiences of international students from Kenya studying in the US (Mutai, 2007). The present qualitative study explored the lived experiences of Kenyan students enrolled in community colleges in the state of Georgia to determine what challenges these students face and what academic, social, and psychological adjustments they make in response to those challenges. The researcher interviewed 10 Kenyan immigrant students and analyzed the data from those interviews. The research demonstrated that Kenyan immigrant students face challenges related to culture shock; language barriers; the need to balance family, school, and work life; the high cost of living, insufficient support systems, and negative emotions associated with their transition from Kenya to the US. The research also demonstrated that these students develop a number of coping strategies including aligning their cultural expectations, mediating language barriers, working while in school, seeking additional financial and social resources, establishing new support systems, and working to integrate into their local communities. Based on the findings, it is clear that more can and should be done to ease the transitions for foreign students.
Author: Krishna Bista Publisher: OJED/STAR ISBN: Category : Business & Economics Languages : en Pages :
Book Description
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education. visit: www.ojed.org/jis
Author: Mary Wairimu Gatua Publisher: ISBN: 9781124886183 Category : Kenyan students Languages : en Pages : 256
Book Description
This qualitative study examines educational and socio-cultural experiences of seven Kenyan women pursuing higher education in the United States. The study uses in depth interviews to explore the participants' socio-cultural experiences, how they negotiate their multiple identities, and their transformative learning experiences. Three theoretical frameworks guide the methodology and analysis of the data: socio-cultural theory of learning, transformative theory and feminist pedagogy perspective. I assume that the participants' educational and socio-cultural experiences are shaped by social, cultural, and economic influences and that those experiences are modified throughout their lives. Socio-cultural theory asserts that learning and knowledge are intertwined with the context within which they occur. It extends beyond physical location to include individual, cultural, social, institutional and historical locations. Transformative learning claims that when individuals change their frames of reference by critically reflecting on their assumptions and beliefs; that bring about new ways of defining their worlds. Transformative learning is also understood as the process of using a prior interpretation to construe a new or a revised interpretation of the meaning of one's experience in order to guide future actions. The Feminist pedagogy perspective contends that dialogue and developing meaning from experience are the central element to the perspective. It assists in documenting the ways in which females' educational experience is shaped by culture and by institutions that disadvantage females by silencing their voices. The three theories guide the discussion of the contradicting messages about women's lived experiences as they negotiate, confront their multiple identities, and make meaning out of their learning experiences. The narrative inquiry methodology provides an in depth understanding of the participants' experiences and perspectives and the stories that give meaning to their learning journeys. Studying the stories and lives of these women has the potential to give voice to the voiceless and increase our knowledge about Kenyan and African women in general. In addition, the findings will be of interest to adult educators and postsecondary faculty by offering guidance as they work towards improving the academic experience for diverse students in their classrooms. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Irene B. Omariba Publisher: ISBN: Category : Conflict of generations Languages : en Pages : 130
Book Description
The purpose of this phenomenological study was to discover the lived experiences of first-generation immigrant Kenyan mothers on the nature of conflict with their first-generation immigrant Kenyan junior-high aged daughters in the Twin Cities, Minnesota. Twelve first-generation immigrant mothers from Kenya were selected from the Twin Cities, Minnesota. Purposive criterion sampling and snowballing were used to select the sample. Data collected were analyzed using modified Stevick-Colaizzi-Keen method of analysis. The study was selected because of absence of literature on this topic and personal experiences as a Kenyan immigrant. Seven themes with supportive sub-themes emerged from data analysis and included: areas of disagreements; peer influence; cultural differences; support systems; resolving conflict; how conflict affected mother, daughter, and other family members; and close relationship and monitoring. The study has implications for Kenyan immigrant parents, counselors, education institutions, religious organizations, and transition organizations.
Author: Mary C. WATERS Publisher: Harvard University Press ISBN: 9780674044944 Category : Social Science Languages : en Pages : 431
Book Description
The story of West Indian immigrants to the United States is generally considered to be a great success. Mary Waters, however, tells a very different story. She finds that the values that gain first-generation immigrants initial success--a willingness to work hard, a lack of attention to racism, a desire for education, an incentive to save--are undermined by the realities of life and race relations in the United States. Contrary to long-held beliefs, Waters finds, those who resist Americanization are most likely to succeed economically, especially in the second generation.
Author: Carola Suárez-Orozco Publisher: Harvard University Press ISBN: 0674044126 Category : Social Science Languages : en Pages : 220
Book Description
Now in the midst of the largest wave of immigration in history, America, mythical land of immigrants, is once again contemplating a future in which new arrivals will play a crucial role in reworking the fabric of the nation. At the center of this prospect are the children of immigrants, who make up one fifth of America's youth. This book, written by the codirectors of the largest ongoing longitudinal study of immigrant children and their families, offers a clear, broad, interdisciplinary view of who these children are and what their future might hold. For immigrant children, the authors write, it is the best of times and the worst. These children are more likely than any previous generation of immigrants to end up in Ivy League universities--or unschooled, on parole, or in prison. Most arrive as motivated students, respectful of authority and quick to learn English. Yet, at the same time, many face huge obstacles to success, such as poverty, prejudice, the trauma of immigration itself, and exposure to the materialistic, hedonistic world of their native-born peers. The authors vividly describe how forces within and outside the family shape these children's developing sense of identity and their ambivalent relationship with their adopted country. Their book demonstrates how "Americanization," long an immigrant ideal, has, in a nation so diverse and full of contradictions, become ever harder to define, let alone achieve.
Author: Cecilia Menjívar Publisher: Cambridge University Press ISBN: 1107041597 Category : Law Languages : en Pages : 417
Book Description
This collection examines how immigration law shapes immigrant illegality, the concept of immigrant illegality, and how its power is wielded and resisted.
Author: Gladys Chege
Author: Gladys Chege
Author: Krishna Bista
Author: Joyce Kemuma
Author: Mary Wairimu Gatua
Author: Irene B. Omariba
Author: Mary C. WATERS
Author: Carola Suárez-Orozco
Author: 
Author: Cecilia Menjívar
Author: