Curriculum Experiences of African Female Graduate Students in the United States and Sub-Sahara Africa

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Decentering the ethos of decolonial curriculum

Abstract

Africa will account for over half of the global population increase, reaching 3.9 billion by 2100. Empowering women through education is vital for sustainable development. Yet, African women, particularly in Sub-Saharan Africa, face persistent barriers in accessing quality education, especially in underrepresented fields like STEM. This study explores African female graduate students’ curriculum experiences in the U.S. and Sub-Saharan Africa, analyzing challenges and opportunities through Critical Postcolonial Curriculum Theory (CPCT), transnationalism, and intersectionality. Using a qualitative multiple-case study design, it employs semi-structured interviews with purposively sampled participants from diverse sub-Saharan African nations and disciplines. Data was analyzed via within-case and cross-case comparisons using MAXQDA. The study fills gaps in the literature, expands theoretical frameworks, and provides gender-sensitive curriculum recommendations.

Author

• Ernestina Wiafe, Kansas State University