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• W1123059863 abstract "Although in recent decades Hispanic and Asian immigrants have comprised the majority of the immigrant population in the United States, the number of Black immigrants, mostly from Africa and the Caribbean, has more than doubled over the last two decades (Capps, McCabe, & Fix, 2011). In this article, the term 'Black immigrants' refers to foreign-bom individuals who have moved to the United States with the intention of establishing permanent residency as a naturalized citizen or permanent resident, and 'Black Americans' refer to U.S.-bom African Americans. Black international students, studying in the U.S. with a temporary student visa and intending to return to their country of origin, are excluded from the Black immigrant population. Black immigrants accounted for 8.5% of the immigrant population in 2009 and contributed to at least 20% of the U.S. Black population growth between 2001 and 2006 (Kent, 2007). The Black immigrant population grew by 34% between 2000 and 2009 as the total immigrant population rose by 23% (Capps et al., 2011). According to the U.S. Department ofEducation (2012), about 15% of all Black undergraduate students enrolled at U.S. postsecondary institutions in 2007-2008 were immigrants. Despite the increasing presence of Black immigrant students on college campuses, these students and their educational experiences are often overlooked because they are lumped in with those of Black/African American students. In response to such oversights, this qualitative study aims to explore how Black immigrant students negotiate the challenge of adjusting to a predominantly White institution (PWI), identifying sources of support that may help these students make academic and social connections within the establishment.REVIEW OF LITERATUREDespite limited research on Black immigrants' college enrollment experiences and levels of academic success, there have been some recent studies documenting differences in educational outcomes between Black immigrants and African Americans. Based on data from the National Longitudinal Study of Freshmen (NLSF) from 28 selective colleges and universities across the country, Massey and colleagues (2007) found that Black freshmen with an immigrant background represented more than one-quarter of Black student enrollment at the most selective institutions in the United States. Their study also suggested that Black students with immigrant origin fared better and were more likely to gain access to higher education than their African American counterparts. Additionally, the study indicated that a larger proportion (56.9%) of Black immigrant freshmen came from a two- parent family compared with 51.4% of African Americans; 70% of immigrant students' fathers had a college education while only 55.2% of the fathers of African Americans were similarly educated. These findings resonate with the increased attention paid to the presence of Black immigrant students on selective college campuses, as illustrated in the New York Times article 'Top Colleges Take More Blacks, But Which Ones? (Rimer & Arenson, 2004) However, while Black immigrants are more likely than African Americans to attend selective four-year institutions, Massey and his associates did not distinguish foreign-bom Black immigrants from second-generation immigrants (U.S.-bom with immigrant parents), and therefore failed to capture the nuanced educational experiences of Black immigrant students and the diverse educational challenges they encounter.In an attempt to differentiate between immigrant Blacks and native-born Blacks using data from NELS: 88, a nationally representative sample, Bennett and Lutz (2009) found that regardless of institution type (two-year, non-selective four-year, historically Black colleges and universities [HBCUs], selective four-year), 75.1% of immigrant Blacks in the sample had attended college by 1994, compared with 60.2% native-born Blacks and 72.5% Whites. Confirming findings from a study by Massey and associates, they observed that the chance of immigrant Blacks attending selective four-year colleges was markedly higher than that of native-born Blacks. …" @default.
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• W1123059863 date "2014-01-01" @default.
• W1123059863 modified "2023-10-16" @default.
• W1123059863 title "Bicultural Socialization Experiences of Black Immigrant Students at a Predominantly White Institution" @default.
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• W1123059863 doi "https://doi.org/10.7709/jnegroeducation.83.4.0580" @default.
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