Journal of Student Affairs Research and Practice
Volume 54, Issue 4, 2017, Pages 357-370

“Trying to be accepted”: Exploring foreign-born immigrants’ interactions with faculty and practitioners (Article)

Stebleton M.J.* , Rost-Banik C. , Greene E. , DeAngelo L.
  • a Department of Organizational, Leadership, Policy, and Development (OLPD), College of Education and Human Development, University of Minnesota-Twin Cities, United States
  • b Department of Curriculum and Instruction, University of Minnesota-Twin Cities, United States
  • c OLPD, University of Minnesota-Twin Cities, United States
  • d Faculty Fellow Center for Urban Education, University of Pittsburgh, United States

Abstract

This multi-institutional qualitative study included an examination of foreignborn, undergraduate, immigrant college students’ interactions with faculty members and student affairs professionals. Individual interviews with 103 immigrant students-representing over 40 countries-were collected across three U.S.-based institutions. Using Bronfenbrenner as a guiding framework and Charmaz’s constructivist grounded theory, three main theoretical categories that impact students’ sense of belonging emerged: navigating the system, encountering injustices, and seeking validating relationships. Implications for student affairs practice are highlighted. © NASPA 2017.

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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045886382&doi=10.1080%2f19496591.2017.1331444&partnerID=40&md5=cf90e9ba7779496e82c698dc8bb59f30
DOI: 10.1080/19496591.2017.1331444
ISSN: 19496591
Cited by: 2
Original Language: English