“We’re the unicorns in STEM”: Understanding how academic and social experiences influence sense of belonging for Latina undergraduate students.

2020 ◽  
Author(s):  
Sarah L. Rodriguez ◽  
Jennifer M. Blaney
Keyword(s):  
Undergraduate Students ◽  
Sense Of Belonging ◽  
Social Experiences ◽  
Academic And Social Experiences

Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Takahiro Sato ◽  
Samuel R. Hodge
Keyword(s):  
United States ◽  
Qualitative Study ◽  
Predominantly White ◽  
Undergraduate Students ◽  
The United States ◽  
Social Experiences ◽  
Academic Majors ◽  
Japanese Students ◽  
Predominantly White University ◽  
Academic And Social Experiences

AbstractThe purpose of this study was to explore Japanese students’ views about their academic and social experiences at majority White university in the United States (US). The six participants were Japanese undergraduate students (4 males, 2 females) with various academic majors. This descriptive qualitative study was situated in the concept of an academic Soujourner (

scholarly journals University Integration of Chinese Undergraduate Students in Canada and the United States

2019 ◽  
Vol 11 (Spring) ◽  
pp. 30-40
Author(s):  
Anke Li
Keyword(s):  
United States ◽  
Secondary School ◽  
Undergraduate Students ◽  
Lived Experiences ◽  
The United States ◽  
Social Experiences ◽  
Education Abroad ◽  
American University ◽  
Chinese Parents ◽  
Academic And Social Experiences

Increasingly Chinese parents send children to Canada and the United States for secondary school prior to university there. This article reports on the lived experiences of Chinese students with secondary education abroad, as well as those from international secondary schools in China. Students’ perceptions of academic and social experiences are uncovered through ethnographies and interviews in an American university and a Canadian university.

From Teen Parent to Student Parent: Latina Mothers’ Persistence in Higher Education

2020 ◽  
pp. 153819272098030
Author(s):  
Giselle Emilia Navarro-Cruz ◽  
Brianne A. Dávila ◽  
Claudia Kouyoumdjian
Keyword(s):  
Higher Education ◽  
Adolescent Mothers ◽  
Transition To Parenthood ◽  
Social Experiences ◽  
Latina Mothers ◽  
Post Secondary ◽  
Teen Parent ◽  
Academic And Social Experiences ◽  
Depth Interviews ◽  
Persistence In Higher Education

Less than half of adolescent mothers graduate from high school and fewer obtain a post-secondary degree. The purpose of this study is to understand how Latina mothers who experienced childbirth during adolescence transition to parenthood and higher education. We conducted 13 in-depth interviews with Latina mothers enrolled in higher education. We found that Latina mothers’ persistence in higher education is influenced by psychosocial factors, initial commitments, academic and social experiences in college, and final commitments.

“Making Up for Lost Time”: The Transition Experiences of Nontraditional Black Male Undergraduates

2018 ◽  
Vol 29 (4) ◽  
pp. 158-169 ◽  
Author(s):  
Ramon B. Goings
Keyword(s):  
Nontraditional Students ◽  
Life Events ◽  
Black Male ◽  
Social Experiences ◽  
Male Students ◽  
Institutional Agents ◽  
Black Male Students ◽  
Delayed Entry ◽  
Lost Time ◽  
Academic And Social Experiences

This qualitative study investigated the academic and social experiences and life events that propelled 13 Black male nontraditional undergraduates to transition back to college and explored the various programs and institutional agents these men used once on campus. Findings indicated that participant’s faced challenges with college as traditional-aged students due to being under and over involved with social activities on campus or choosing to pursue a work career. As a result, participants had either delayed entry into college or dropped out as traditional-aged students. However, participants transitioned back to college due to wanting to make up for not completing their degree earlier in life, needing to increase their employment opportunities, and wanting to prove their doubters wrong. Finally, findings indicated that while the men found support from certain professors on their campuses, there were few targeted programs specifically for nontraditional students on campus. Recommendations on how to support nontraditional Black male students are provided.

scholarly journals “Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students

2019 ◽  
Vol 8 (8) ◽  
pp. 234
Author(s):  
Anke Li ◽  
Chi Nguyen ◽  
Jinhee Choi
Keyword(s):  
International Students ◽  
Learning Community ◽  
Undergraduate Students ◽  
Social Experiences ◽  
Ethnographic Study ◽  
Christian Community ◽  
American University ◽  
The Social ◽  
Christian Fellowship ◽  
The University

This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions.

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