Leveraging Generative AI to Promote Educational Equity for African International Graduate Students in U.S. Higher Education

• In Event: Roundtable Session 14
  In Refereed Roundtable Session: Navigating Inequality in Higher Education: Student Identity, Resilience, and Emerging Supports

Proposal

Abstract
Study Purpose
This roundtable presentation explores the lived experiences of African international graduate students at a Southwestern university in the United States and their use of generative artificial intelligence (GenAI) tools in academic contexts. These students face challenges such as language barriers, cultural integration issues, and limited academic resources. This study investigates how GenAI can address these barriers, promote educational equity, and improve academic success for African international students. The aim is to understand how GenAI tools can help these students overcome challenges related to academic performance, self-efficacy, and inclusion within U.S. higher education.
Theoretical Framework
This study will adopt a phenomenological approach of van Manen (2014), which focuses on understanding individuals lived experiences and their interpretations. The phenomenological framework enables an in-depth exploration of the subjective experiences of African international students as they engage with GenAI tools. The study aims to reveal how GenAI influences students' sense of belonging, academic confidence, and perceptions of educational equity. This approach provides insights into how these tools either facilitate or hinder their academic journeys.
Methodology
A qualitative phenomenological methodology will be used to examine the experiences of African international graduate students at a Southwestern university. In-depth, semi-structured interviews will be the primary data collection method, allowing participants to describe their experiences with GenAI tools in academic contexts. The interviews will explore how students perceive the impact of GenAI on tasks such as research, writing support, and problem-solving. The transcribed data will be analyzed using thematic analysis, a qualitative method for identifying recurring themes and patterns. The analysis will begin with an immersive familiarization phase, followed by initial coding using NVivo software. This iterative process will provide a comprehensive understanding of students' experiences with GenAI in their academics.
Preliminary Findings
Preliminary findings will suggest that GenAI tools positively impact the academic success of African international graduate students. These tools help overcome language barriers and improving writing clarity. GenAI will also empower students by fostering academic independence and reducing isolation often associated with cultural differences. However, the study will highlight concerns about the accessibility of these tools for lower-income students and potential data privacy issues. Despite these challenges, students view GenAI as a valuable resource that enhances academic performance and contributes to a more inclusive educational environment.
Significance and Contributions
This study contributes to the growing body of research on educational equity and technology’s role in promoting inclusion in higher education. By focusing on African international graduate students, it offers valuable insights into the challenges they face and how GenAI can help overcome these barriers. The findings suggest that GenAI has the potential to transform the academic experience for marginalized students, providing new opportunities for support and empowerment. This paper highlights the need for equitable access to GenAI tools and advocates for further integration of technology to support diverse student populations in U.S. higher education.
Keywords: Generative AI, Educational Equity, African Graduate Students, International Students

Author

• Yetunde Omoyiwola Fawehinmi, Texas A&M University College Station