Examined different adjustment challenges experienced by African-born faculty members in higher education in the United States.
- Examined the commonalities underlying the experiences of ethnic and racial minority faculty members at various higher institutions of learning in the United States. Specifically, the focus is on African- born academics.
Used critical race theory as a framework and in-depth interviews of a purposive sample of nine
African-born academics selected from across the U.S.
- Phase 1: Sample size (n= 9)
- Phase 2: 2 months- Set up and conduct in-depth interviews
- Phase 3: 1 month categorization, data analysis and reporting
- African-born academics in U.S. higher education face challenges in communication, differences in academic systems, and culture, especially in the power distance between students and instructors.
- The study offers recommendations for aspiring diaspora and African-born faculties and the policymakers in U.S. universities and colleges that hire these professionals.
- This study fills a huge gap in the literature and speaks to the issue of Diversity, Inclusion and Equity.
- More indepth interviews mixed with ethnography in the spaces of these professionals.
African academics, minority faculty, blacks, higher education.