International students are crucial to the UNITED STATES’ higher education, both for academic reputation and economic advantages. This mixed-method study examines the traumatic experiences of African international graduate students’ in North Dakota in the United States of America. Using the explanatory sequential approach, thirty African graduate international students participated in a quantitative analysis questionnaire, while seven participants discussed their experiences in the qualitative thematic analysis interview. The quantitative analysis findings indicated that most African international graduate students had encountered challenges in North Dakota. The themes from qualitative suggest that most African graduate international students interviewed experienced trauma in their respective Universities. This study calls for university campuses to be treated as a safe place that encourages innovation and creativity. Higher educational institutions are responsible for understanding cultural diversity and disparities in religion, language, and socialization.
|Advisor:||Conn, Daniel R.|
|Commitee:||Zucca-Scott, Luara, Rammell, Charlotte S.|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 82/7(E), Masters Abstracts International|
|Subjects:||Cognitive psychology, Curriculum development, Higher education, Educational administration, International Relations, African American Studies|
|Keywords:||African graduates, Cultural diversity, Explanatory sequential approach, International students, Traumatic experience, University Campuses|
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