Interpersonal and Community Identity Development in Tertiary Education in Trinidad and Tobago

• In Event: Education in the African Diaspora: Using Postcolonial, Decolonial, and Culturally Responsive Frames

Abstract

Drawing on data from a mid-sized, public institution in the Caribbean, the University of Trinidad and Tobago, the purpose of this study is to identify the relationship between tertiary students’ university experiences and two domains of development relevant to the Caribbean and Trinidadian context: community identity development and interpersonal development. To guide our study, we blended US-based theories of student with an understanding of the unique goals of Trinidadian tertiary education and key aspects of Trinidadian culture that may influence student outcomes. Findings point to the importance of interactions with student support services staff and diverse peers in facilitating development, and identify student demographic and enrollment factors that may influence students’ experiences in tertiary education in Trinidad.

Authors

• Elizabeth Niehaus, University of Nebraska - Lincoln

• Letitia Williams, University Of the District of Columbia

• Adam Fullerton, University of Nebraska - Lincoln