University of Illinois Urbana-Champaign

Higher education, immigration & policy: a case study of highly educated African immigrants living in Central Illinois

Ogwal, Susan Akello

Content Files
OGWAL-DISSERTATION-2022.pdf

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https://hdl.handle.net/2142/115605

Description

Title
Higher education, immigration & policy: a case study of highly educated African immigrants living in Central Illinois
Author(s)
Ogwal, Susan Akello
Issue Date
2022-04-22
Director of Research (if dissertation) or Advisor (if thesis)
McCarthy , Cameron
Doctoral Committee Chair(s)
McCarthy , Cameron
Committee Member(s)
  • Zerai , Assata
  • Zamani-Gallaher, Eboni
  • Trent , William
  • Thorstensson-Davila, Liv
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • African immigration
  • Black African immigrant
  • immigration
  • immigration policy
  • immigrant students in higher education
  • immigrant students in community college
Abstract
An abundance of scholarship exists devoted to the general understanding of immigration. A number of studies are emerging pertaining to Black African immigrants and their transition to the United States. During their integration process, despite their highly educated status, they are often relegated to return to school or to search for less skilled employment in order to support themselves and their families. Few studies concentrate on their navigation toward gainful employment equivalent to their higher education status. Therefore, utilizing the three paper model, this dissertation takes the opportunity to explore the intersections of higher education, immigration, and policy with regard to Black African immigration to the U.S. I begin with introducing the subject of African immigration, raising the significance of the African immigrants being highly educated and asking two research questions: A) What are the experiences of highly educated African immigrants in Illinois? (B) How are educational institutions and policies attending to these students? Next, in Paper one, A Review of African Immigrant Students Enrolled in U.S. Colleges and Universities, I present a foundational understanding of immigrant students in higher education and highlight the barriers and experiences of African immigrant students at the undergraduate, graduate, and medical school training levels. Second, in Paper two, Caught in the Middle: A Case Study of Highly Educated African Immigrants Living in Central Illinois, I demonstrate the federal, state, and higher education policy layers that come into play for these African immigrants. Following this, I present the stories of three Black, African immigrants living in Central Illinois, with an exploratory analysis of their experiences and conclude with thoughts pertaining to potential education policy considerations. In Paper three, Critical Race Theory and Considerations for Black Immigration to the U.S., I add to the current conversation of critical race theory and its applications for Black African immigrants in the U.S along with recommendations for federal policy adjustments toward a more welcoming environment. Finally, I conclude with an overall picture of U.S. education and its progression and relationship with Native Americans, U.S. Black (domestic) citizens, and immigrant students while also posting my recommendations for future research.
Graduation Semester
2022-05
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/115605
Copyright and License Information
Copyright 2022 Susan A. Ogwal

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