The Experiences of African-Born Professors in Higher Education: A Phenomenological Study

• In Event: Complexities of Educational Experiences of Africans at Home and in the Diaspora

Abstract

The purpose of this study is to examine the experiences of African-born professors in American institutions of higher education. The major goals of the study is to analyze (1) the transition experiences of African-born professors, (2) the socialization experiences of African-born professors, (3) the mentoring experiences of African-born professors, (4) the challenges African-born professors faced in their transition in higher education, and (5) keys to successful transition for African-Born professors in higher education. Findings from this phenomenological study show that the experiences of the twenty-four participants varied. The majority of the participants had unstructured socialization and mentoring experiences. Some of the challenges of isolation, marginalization, and unfair practices were faced by the participants in public institutions of higher education.

Authors

• Amon Okey Okpala, Fayetteville State University

• Comfort O. Okpala, North Carolina A&T State University