Outsider in the academy

Experiences and perspectives of Caribbean women attending predominantly White institutions in the southeastern region of the United States

Bibliographic Data

ID12584159
AuthorsSheikia Talley-Matthews (University of North Carolina at Charlotte), Greg Wiggan (0000-0001-7202-1028, University of North Carolina at Charlotte), Marcia J Watson-Vandiver (0000-0002-5866-8738, Towson University, corresponding author)
Year2020
Volume25
Issue6
Pages795-814
Publication date2020-01-30
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueRace Ethnicity and Education (JOURNAL)
Journal identifiersISSN: 1361-3324 • E-ISSN: 1470-109X
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/13613324.2020.1718077
OpenAlexW3004319339
LanguageEN
Citations received3
References cited35

Most studies on international education focus on Asian or European student experiences. This typically ignores the perspectives of African-descent international students. To that end, this phenomenological study examines the experiences of Afro-Caribbean international women pursuing graduate degrees at Predominantly White Institutions [PWIs] in the U.S. Using Black Feminist Post-Coloniality as a theoretical framework, this study antagonizes the role of race and gender within international student experiences. Participants of this study reveal feelings of being an ‘outsider’ in the academy, as described by isolation, unwelcoming environments, and stereotyping. Results of this study reveal imperative needs within higher education reform and international student support, especially in relation to race and gender

Feeling · Higher education · International education · International studies · Political science · Race (biology · Racism · Social science · Sociology · White (mutation · Gender Studies · Global Education and Multiculturalism · Higher Education Governance and Development · International Student and Expatriate Challenges · Law · Psychology · Social Psychology

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