Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education

Cynthia Hudley

doi:10.17583/ijep.2016.2226

Abstract

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country.

Highlights

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature
This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory
Research on educational questions has typically not attended to immigration history in this population

Summary

Introduction

Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. La investigación sobre rendimiento académico comparando a estudiantes inmigrantes Negros, de segunda generación y estudiantes no inmigrantes como grupos distintos es sorprendentemente escasa en la literatura sobre educación superior. Los resultados sobre el rendimiento académico favorecieron a los estudiantes de segunda generación, siendo esto consistente con la teoría eclógica cultural, mientras que los resultados sobre expectativas fueron más consistentes con la teoría de la asimilación segmentada. For immigrant Black adults from the African continent, 24% of had attained a Bachelor’s degree and 19% attained a graduate degree

Methods

Results

Conclusion