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ABSTRACT
This study elucidates the experiences of HBCU (historically Black colleges and universities) students who are racially Black, but differ in nativity and nationality from their Black American peers. The purpose is to examine Black HBCU international students' sense of belonging on campus. This study engages qualitative individual interviews with ten Black international HBCU students and utilizes the constant comparative analytic process. Findings revealed Black international HBCU students' perceptions of race and nativity shape their university experiences as they sought to maintain national identity while adjusting to the HBCU environment and engaging in cross-cultural interactions with Black Americans. Recommendations include embracing a heterogeneous perspective when developing services, programs, and research studies related to the experiences of Black students.
Keywords: International Students, Historically Black Colleges and Universities, Sense of Belonging, Qualitative
Historically Black colleges and universities (HBCUs) are defined by their principal mission of educating African Americans and these institutions have been recognized for their success in fostering African American student satisfaction, achievement and retention at higher rates than predominantly White institutions (PWIs) (Allen, Jewell, Griffin, & Wolf, 2007; Palmer, 2010; Perna, 2001). However, since their origination, HBCUs have also provided access to diverse populations outside of the African American community. Extant literature illustrates the experiences of these populations, particularly focusing on White students, faculty, and staff at HBCUs (Conrad, Brier, & Braxton, 1997; Jackson & Daniels, 2005; Peterson & Hamrick, 2009).
I use the terms Black international student and foreign-bom Black student interchangeably. Additionally, I use the terms African American student, native-born Black student, and Black American student interchangeably. Another student demographic who attend HBCUs are those who racially identify as Black, but are not native-born Americans. The national origin of these students is typically - although not always - from Sub-Saharan Africa, Latin America, or the Caribbean (Kent, 2007). Despite shared race, Black international students often have differences in culture, ethnicity, and language from native-born Black Americans (Kent, 2007). Though much literature on HBCUs and Black HBCU students is situated within a historical context that stems from slavery in the United States and later, the Civil Rights movement; this is not the heritage of all Black students who attend HBCUs, particularly those of whom are foreign-born. Still, studies on Black college students often...