African Students Research Articles

A mixed-method case study of Readers’ Theatre with African immigrant and refugee students

ABSTRACT Readers' Theatre, a drama-based literacy intervention, has been studied for its academic benefit with the socio-emotional impacts largely neglected. In the current study, the Principal Investigator partnered with a summer Readers' Theatre intervention for public middle school students. Following, students completed a self-concept measure and participated in an interview on the experience. This study presents results of the first-and-second-generation African immigrant and refugee participants. Three themes from the interviews are explored: (1) culturally based-arts experiences and intervention buy-in, (2) emphasis on perceived achievement, and (3) the relationship of self-reported impact on middle school readiness, reading attitudes, and sense of ensemble.

From anti-colonialism to anti-imperialism: African student associations and activism in 1960s Italy

After the end of European colonial rule, the presence of university students from the newly independent countries increased on both sides of the Iron Curtain. Although the students were involved in political activities both in the Eastern bloc and in Western Germany, France and Great Britain, there is a gap in academic research on this involvement in the Italian case. This article offers the first reconstruction of African student activism in Italy in the 1960s, tracing the modalities of association and mapping the links of this activism with various Italian organisations, in particular anti-colonial student organisations and the Catholic Ufficio Centrale Studenti Esteri in Italia. The article shows that throughout the decade, the African students' interests shifted from anti-colonialism to anti-imperialism and that their associations underwent a process of radicalisation, partly linked to the concurrent transformations of the Italian student movement, and partly to developments in African politics.

Emotional Intelligence, Adjustment, Media and Technology Usage, and Gender as Predictors of Psychological Well-being Amongst Undergraduate University Students

South African undergraduate university students face many unique challenges that put them at risk of developing mental health concerns such as depression, anxiety, stress, suicidal ideation, and posttraumatic stress disorder. However, psychological well-being has been found to play an essential role when it comes to effectively coping with and adjusting to university life. This study aimed to identify the predictor variable(s) or combination(s) of predictor variables that explained a significant percentage of the variance in psychological well-being amongst undergraduate university students. A total of 1,191 students between the ages of 18 and 30 participated in the study. This was a non-experimental study using a cross-sectional correlational research design. The results from the hierarchical regression analyses indicated that adjustment to university life statistically and practically significantly contributed to the explanation of the variance of the following dimensions of psychological well-being: Positive Relations, Self-acceptance, and Purpose in Life. These findings suggest that interventions that target adjustment could be used to improve the psychological well-being of undergraduate university students.

The availability, access, challenges and advancements in neurosurgical care in Africa: a mini review.

The availability and accessibility of neurosurgical care across Africa remains limited despite recent advancements. Overall, Africa accounts for 15% of the global neurosurgical disease burden but has access to less than 1% of neurosurgeons globally. While the number of neurosurgeons has increased in recent decades, huge workforce shortages remain, with the region facing the second-largest neurosurgical deficit. Access to adequate facilities and equipment is also lacking. Barriers like poverty, conflicts, and distance from care centres negatively impact patients' ability to access services. However, training programs like the World Federation of Neurosurgical Societies Rabat Training Center have contributed to building local capacity. Use of technologies like neuro-endoscopy is expanding access to more cost-effective interventions for conditions such as hydrocephalus. Undergraduate medical education is also seeing a rise in African students interested in neurosurgery. Despite these advancements, workforce shortfalls, inadequate infrastructure, and challenges posed by geopolitical instability continue to hinder the provision of comprehensive neurosurgical care. Limited research and funding discourage experienced surgeons from practicing in their home countries. Increased international collaboration, support for education, and tackling of structural issues are needed to continue strengthening Africa's neurosurgical capacity and reducing the disease burden. This narrative review aims to provide an overview of the current state of neurosurgery on the continent, highlight achievements, and identify persisting challenges.

International students’ education for global peace: Insights from master students of international media studies at the Deutsche Welle Academy, Germany

This study examines international students’ education for global peace. Students who leave their home countries for educational tourism abroad encounter several challenges: a language barrier, cultural, ethical, and different educational systems, amongst others. Studies have shown that many international students face many challenges because of the need to interact in their new environment; these include communication problems (language), culture shock, the adaptation of value changes, and adjustment to new or completely different ethical principles, amongst others. Hence, this study investigates how 27 international students from 5 continents and 23 countries at the Master's Programme “International Media Studies” (IMS) at the Deutsche Welle Academy in Bonn, Germany, who graduated in 2016, communicated, collaborated, and peacefully coexisted during their two years of studies. Based on the mixed research method and the instrument of the questionnaire, the study is anchored on the symbolic interactionism theory. Findings show that American and African students were the fastest to adjust to an international setting. Findings also reveal that American students are the most optimistic about the IMS programme helping to promote global peace, while African and European students are less optimistic. The study recommends that African and Asian international students should learn more about the culture of the host country when they travel abroad for studies, especially on issues of politeness, patience, and tolerance, and international students, in general, should understand the ethical issues surrounding giving tips when they travel abroad for studies.

Invariance and item bias of the Mental Health Continuum Short-Form for South African university first-year students

Over the last decade, higher education institutions (HEIs) have become increasingly interested in student well-being. However, since the student population is very diverse in South Africa, questionnaires measuring the well-being of students must be psychometrically sound for different cultural and demographic groups. This study aimed to determine the psychometric properties of the Mental Health Continuum Short-Form (MHC-SF), including factorial validity, measurement invariance, item bias and internal consistency. The sample consisted of 1285 first-year university students. The three-factor structure of the MHC-SF was confirmed, indicating that emotional, social and psychological well-being are three independent factors. Invariance results showed that the MHC-SF produced similar results across campuses and gender sub-groups, although partial invariance was present among language groups. Item bias was present for different sub-groups, but the practical impact was negligible. Reliability scores indicated that all three dimensions are reliable in this sample. This study’s findings could help higher education institutions with preliminary results on the validity and reliability of a widely used well-being measure to assess university students’ subjective well-being and could aid in investigating and measuring first-year students’ overall well-being during their transition to tertiary education.Contribution: This study contributes to creating knowledge about fair and unbiased measurement of student well-being across different sub-groups in South Africa.

Challenging Neoliberal Global Capitalism in South African Higher Education Student Funding: A Decolonial Perspective

Challenging Neoliberal Global Capitalism in South African Higher Education Student Funding: A Decolonial Perspective

Unhealthy diets increase the likelihood of being overweight or obese among African migrant students in China, but not among African non-migrant students: a cross-sectional study.

The impact of non-communicable diseases (NCDs) is disproportionately felt by immigrants from low- to medium-income countries (LMICs), partly due to their dietary habits. To thrive in their new environment, migrants either omit or consume certain food items, which could lead to nutritional deficits. As a result, most migrants experience more NCDs than their compatriots in their native countries. Therefore, we evaluated the difference in dietary habits, quality, and the influencing factors of overweight or obesity among African migrant students in Nanjing (China) and non-migrant students in Africa using cross-sectional data. The researchers used the food frequency questionnaire and the global diet quality score metrics to assess food intake and quality, respectively. Then, cross-tabulation was employed to explore the differences between the groups in meal skipping, eating habits, and diet quality. Finally, the factors associated with overweight or obesity were assessed with binary logistic regression stratified by African students in Nanjing and students in their native countries. Approximately 678 responses were received, mainly between 18-25 years (46.7%) and 26-36 years (45.4 %). The majority of them (52.3%) were international students. The non-migrant African students' diets lacked citrus fruits (22.2%), deep orange fruits (15.4%), deep orange vegetables (18%), cruciferous vegetables (24.6%), and dark leafy vegetables (26.5%). While the African migrant students consumed more high-fat dairy (50.7%), processed meats (23.9%), sweets and ice creams (51.3%), sugar-sweetened beverages (40.5%), and juice (61.5%), p < 0.001. Furthermore, consuming late-night meals constantly [Exp (B) = 39.607, p = 0.049], eating twice a day [Exp (B) = 6.527, p = 0.036], consuming red meat [Exp (B) = 29.287, p = 0.001], processed meats [Exp (B) = 719.979, p = 0.0011], refined grains and baked foods [Exp (B) = 15.752, p = 0.013], and sweets and ice cream [Exp (B) = 193.633, p = 0.006] were factors inducing overweight or obesity among only African migrant students. Controlling the what (Western diet and nature of late-night meals) and the when of eating can drastically reduce their influence on obesogenic condition formation in African migrant students in China and elsewhere.

Demographic correlates of indices of psychological well-being and COVID-19 related distress among South African university students

Following the COVID-19 pandemic we sought to determine the relationships between anxiety, hopelessness, alcohol use, perceived vulnerability to infection, resilience, traumatic stress, and satisfaction with life amongst university students at three tertiary higher education institutions in South Africa. Our participants were a convenience sample (N = 803) of South African students attending three universities. Participants completed an online survey that contained a battery of psychological measures that measured fear of COVID-19, Perceived Vulnerability to Disease, Resilience, Satisfaction with Life Scale, Hopelessness, Anxiety, PTSD, Alcohol Use, Traumatic Stress, and worry about infection with COVID-19. The mean age of participants was 25 (SD = 8.22), most of whom were female (51%). An increase in age amongst respondents was significantly positively correlated with hopelessness and life satisfaction, but also significantly negatively associated with symptoms of anxiety, PTSD, and alcohol use. Multivariate analysis showed that women reported significantly higher levels of fear of COVID-19, perceived vulnerability to disease, PTSD, and COVID-19 related worries compared to men and those identifying as “other.” Students at the urban university reported higher levels of fear of COVID-19, perceived vulnerability to disease, and COVID-19 related worries but lower levels of anxiety compared to those at the peri-urban and rural university. Students at the rural institution reported greater levels of alcohol use compared to those at the other institutions. Psychological distress among students was exacerbated during the pandemic. It may be useful to identify students in the first term who are struggling academically and to direct them to both academic and counseling support services.

Internationalisation and the lived experiences of Non-South African postgraduate students in accessing higher education in South Africa

The internationalisation of higher education has resulted in an increase in student mobility from countries of their origin to experience a different kind of education elsewhere. South Africa absorbs most international students within Africa. According to Chasi and Quinlan (2021, 209) the Council for Higher Education reported that 6.5 per cent of the total number of enrolments in universities in South Africa are international students, which is a significant proportion of the student body. The success of these students contributes to raising the profile of South African universities as far as rankings are concerned as well as generating revenue for the institutions. This article explores the lived experiences of postgraduate international students at a university in South Africa. The aim of the article is to identify the opportunities and constraints that students experience, coming from outside South Africa to pursue postgraduate studies. Using Sen’s capability approach, the article endeavoured to unveil conversion factors that international students encounter while studying for their postgraduate programmes. A qualitative approach was employed to generate data through interviews with students who had completed their postgraduate studies. The findings revealed the capability to study as a “doing” that mattered to the students with the intention of ultimately attaining their postgraduate qualifications. Experiences along the way included both enabling and constraining factors such as immigration, cultural adjustments, supervision and institutional factors. There is a compelling need to revisit the processes of admission and immigration regarding international students aimed at benefiting both students and institutions.

Is there equal employment opportunity in tourism? An evaluation of African students' perceptions of future careers

PurposePrior to the COVID-19 pandemic, African students studying tourism and hospitality internationally had diverse experiences in their professional endeavours. This study seeks to examine the effects of the COVID-19 pandemic on the career progression and perspectives of African undergraduate students specialising in higher education in the fields of tourism and hospitality.Design/methodology/approachThe study utilised qualitative content analysis, which involves subjectively interpreting text data by systematically categorising and coding it to identify themes or patterns.FindingsThe findings deviate from how the COVID-19 pandemic has affected the career advancement of African international students studying tourism and hospitality in North Cyprus. Consequently, most developing nations face an increased need for security measures. Tourists will pay higher prices to visit highly secure areas rather than risking their lives. This is one of the reasons why many students from developing nations choose to pursue their careers in developed countries.Practical implicationsIt is imperative for the governments of developing nations to make substantial financial contributions to the development of their respective tourism sectors. Augmented investment has the potential to allure international tourists, thereby generating employment prospects for the host economies. The lack of investment forces young individuals to pursue their education overseas. Furthermore, it is imperative for developing nations to enhance their security infrastructure.Social implicationsOur findings suggest that policymakers should establish a diverse management team that includes student employees to develop suitable strategies for industry management. Insufficient student inclusivity can result in a lack of dedication, whereas involving them in management strategies can contribute to the industry’s prosperity.Originality/valueThe findings obtained from this research can stimulate the formulation of strategies within the tourism industry to tackle the intersection of career obstacles.

Exploring upbringing styles of highly resilient students in South Africa: A mixed methods study

Parents play a critical role in supporting the development of resilience in childhood and early adolescence. Most South Africans lack basic resources, so research into and commitment to resilience is of great importance. This study investigated the styles of parenting experienced by highly resilient South African students. Participants were 136 South African university students aged 18 to 23 (female = 44.9%, black = 66.9%). They completed the Child and Youth Resilience Measure. Further, six of the highest scoring students participated in in-depth semi-structured interviews on their retrospective parenting experiences. Quantitative analysis showed females had a higher mean resilience score than males. Qualitatively, thematic analysis identified the following parenting styles: loving caregiving, and behavioural control. Loving caregiving was expressed through accounts of encouragement, acceptance, and attentive regard. Behavioural control was demonstrated by verbal interactions of discipline, corporal punishment, and curfews. This implies a connection between specific parenting practices and high resilience in students, providing valuable insights for developing programs to boost children's resilience.

Sense of belonging and academic persistence among undergraduate university students: The chain mediation effect of emotional and academic adjustment

This study examined the relationship between sense of belonging and academic persistence, as mediated by emotional and academic adjustment. A total of 955 South African undergraduate students were participants (female = 71.7%; black = 44.8%; mean age = 27.80 years, SD = 7.65 years). They completed surveys on sense of belonging, emotional adjustment, academic adjustment, and academic persistence. Mediation analysis results showed that a sense of belonging significantly predicted academic persistence. Furthermore, emotional and academic adjustment independently and significantly mediated the relationship between sense of belonging and academic persistence, for higher academic persistence. The results further showed that emotional and academic adjustment played a significant chain mediation role in the relationship between sense of belonging and academic persistence. From these findings, we conclude that sense of belonging influences academic persistence through emotional and academic adjustment. These results suggest the need for university programmes to foster academic persistence in students by being supportive of their sense of belonging and providing resources for emotional and academic adjustment.

African Students in East Germany, 1949–1975 by Sara Pugach (review)

African Students in East Germany, 1949–1975 by Sara Pugach (review)

Strengthening critical thinking through debriefing - experiential learning theory: A case study.

There is a dire need to strengthen students' critical thinking in clinical training since it is an essential skill in clinical practice to optimize patient care. Debriefing is a formal or informal post-activity discussion that aims to improve learning outcomes, including critical thinking in clinical practice. There is a lack of research that focuses on students' experiences of debriefing to promote critical thinking in the South African context using experiential learning theory as a theoretical lens. This study aimed to explore South African students' lived experiences of debriefing to improve critical thinking. The author employed a qualitative single-case study design within an interpretivist paradigm. A purposive sampling technique was adopted. Six participants were recruited for this study. The author invited the participants to participate in semi-structured interviews. Data were analyzed through the six-step data analysis framework proposed by Creswell. To ensure the trustworthiness, the author employed multiple techniques to improve the credibility, conformability, dependability, and transferability of this study. These techniques included a well-planned research design and methods, thick descriptions of data, and an audit trail that was audited by a second coder. The findings revealed that participants shared positive experiences toward debriefing and furthermore debriefing through optimized student engagement and improved learning outcomes. This study also revealed that students experienced less stress in group debriefings. However, this study also identified some challenges in conducting debriefing. The challenges were primarily related to incompetent facilitators, inappropriate duration of debriefing sessions, and limited space in the clinic. Moreover, small group debriefing is recommended. Debriefing is an effective pedagogical approach to optimize critical thinking in clinical practice. It is recommended that debriefing should be implemented as a norm in clinical training at higher education institutions. Further studies are recommended to be conducted at national and international levels.

Academic Factors Influencing Students Career Choices in the IT Field: Insights from South African IT Students

Effective career decision-making is pivotal for students, influencing their prospects and employability. This study delves into the nuanced relationship between academic factors and career choices among Information Technology (IT) students. While existing literature acknowledges the broad impact of academic performance on career decisions, limited research explores this dynamic within the context of South African universities. This research employs a comprehensive mixed-methods approach, examining the influence of educational experience, mentorship, access to resources, and institutional support on students' academic performance and subsequent career choices. Through statistical analysis and qualitative interviews, the study unveils unique insights into the interconnected effects of these factors on IT career pursuits. The findings bear significance for educators, career counselors, policymakers, and industry stakeholders. By understanding the multifaceted elements shaping academic performance and career decisions, institutions can tailor support programs, refine curricula, and nurture holistic student development. Employers stand to gain insights into the attributes of high-performing individuals, aiding talent management and recruitment. For IT students, this research provides a profound exploration of the intricate links between academic performance, career choices, and outcomes, contributing to the broader discourse on workforce development and the future of the IT sector.

“Who Created These Rules?”: Narrative Accounts of Two First Generation Black African Immigrant Students with Dis/Ability Labels

The scholars in Disability Studies in Education (DSE) have explored critical connections between race, disability, and other markers of identity. This article specifically explores narrative accounts of two first generation Black African immigrant students’ educational navigation and their English as Second Language (ESL) and special education experiences. A pluralistic theoretical approach including Disability Critical Race Studies (DisCrit) and Ethnic Racial Identity (ERI) Formation framework is employed. The author proposes a disability-integrated ERI (D-ERI) framework. Some important findings from participant narratives suggest their awareness of the ESL as a formalized system leading to special education placement, and their acts of resistance against the deficit perceptions about their intersectional ethnic-racial identities in U.S. schools.

South African Rural University Students’ Experiences of Open Distance E-Learning Support

South Africa, like many developing countries, has rural areas which suffer from a scarcity of resources and tools required to enable open-distance e-learning. Universal approaches often sideline these communities and the like. The aim of this empirical study was to look at the experiences of rural online students with a lens of openness (widening access) to comprehend their experiences of online support in the Open Distance e-Learning support context. This study followed a descriptive and qualitative case study, which employed individual interviews. The study involved (15) rural participants from University of South Africa. Findings revealed that there were many challenges associated with online learning for rural students. However, the use of cell phones by participants to access online materials and connect to online classes helped widen access to this group of students faced with scarcity of resources and infrastructure. Participants preferred to use cell phones because cell phones easily connect to the internet when compared to computers because cell phones require less bandwidth connection. Additionally, cell phones build a sense of community amongst the participants through the social media platform. Accordingly, the students were enthusiastic and were motivated about working online in the Open Distance e-Learning (ODeL) environment. Therefore, cell phones have a potential to widen access for developing under-resourced communities. Hence, the study emphasises the importance of tailored online support programmes for diverse group of students for ODeL to be considered equivalent to traditional learning. Universities must not presume the culture of use and access for students without background considerations.

Africans and the Soviet Rights Archipelago

AbstractThe history of Soviet “rights defenders” is seemingly well known. Emerging in the 1960s in response to fears of a creeping re-Stalinization, the rights movement was part of the broader dissident milieu that coalesced in the Khrushchev and Brezhnev eras. Drawing on new documents from the Ukrainian KGB, this article broadens the canon of what we consider “Soviet rights talk” by focusing on a group completely ignored in the existing history of Soviet rights defenders: African students. As the article demonstrates, Soviet citizens were not the only people to draw on a discursive repertoire of civil and universal rights to articulate their demands against the Soviet state. By closely examining the letters and petitions activists produced, it becomes clear that African students’ language of rights grew alongside and, in many respects, pre-empted the Soviet rights movement. The article concludes by considering why, despite sharing the same discursive and physical spaces, neither African nor Soviet rights defenders succeeded in building bridges between their respective islands of protest. Examining this failure to build meaningful solidarities demonstrates the value of pursuing the social history of internationalism; it is only in the banality of the everyday that the capacity for Soviet internationalism to create unanticipated frictions and conflicts reveals itself.

(Tat)who Am I? Tattoos as an Expression of Narrative Identity

ABSTRACT Humans have been getting tattoos and telling stories for thousands of years. Although research on narratives has been gaining momentum in the past few decades, it is only now that the connection between tattoos and the life story is arousing interest among researchers. For this study, the use of tattoos as an expression of narrative identity was explored using reflective writing exercises and semi-structured interviews. Ten South African university students with at least one tattoo were selected through purposive sampling. Thematic narrative analysis revealed that the participants used tattoos to express their agency and unique identities and to represent their communion in the form of affiliation and intimacy. The participants expressed their resilience with their tattoos and the redemption narratives connected to them. Tattoos were used as reminders of the nuclear events that shaped their narrative identity and for some, incorporated the vicarious narratives from family. This study emphasizes the importance of all three layers of the self for narrative identity development by describing how the actor, agent, and author use tattoos to perform their various roles.