Nkwa (Life Affirming): A critical case study and Nkwaethnograhy of Black American students who studied abroad in the Black diaspora

Evans, Angelique C.

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Description

Title

Nkwa (Life Affirming): A critical case study and Nkwaethnograhy of Black American students who studied abroad in the Black diaspora

Author(s)

Evans, Angelique C.

Issue Date

2024-04-25

Director of Research (if dissertation) or Advisor (if thesis)

Haas Dyson, Anne

Doctoral Committee Chair(s)

Moton, Theopolies

Committee Member(s)

• Mabokela, Reitumetse
• Hopson, Rodney

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Black American students, African American student, Nkwaethnograpgy, ethnography, study abroad, Black Diaspora, Higher Education

Abstract

Nkwa (Life Affirming) is a study that seeks to contribute to the fields of global education and education abroad, specifically to address the low rate of participation of Black American students in education abroad experiences, while also examining the impact of education and study abroad on these students. Recognizing the diversity in educational experiences, aspirations, and realities, Black American students were recruited from both Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs). In total there were five participants from each institution represented, four Black men and seven Black women. These goals were attained by exploring the lived experiences of 10 Black American students, four of whom are focal participants, as they reflect on their: 1. formal and informal educational experiences that influenced their decision to participate in an education or study abroad program with a host destination in the Black Diaspora; 2. experiences while abroad and the impact it had on their identity, self-efficacy, and ways of knowing and meaning making; 3. impact on their experiences abroad on their sense of self, and career aspirations. Utilizing the culturally relevant methodology of Nkwa (life affirming) ethnography and a multi-case study design, this study engages in raw and honest conversation through a series of recorded semi-structured Zoom interviews. The interviews centered around the shared yet unique experiences of a diverse group of Black American student education and study abroad returnees and current participants. Zoom recordings went through two cycles of transcription, the first using Word’s audio transcription services, like those of Otter. Once the word transcription was complete, transcripts were edited to replace participant’s names with their pseudonyms and sent to the printer. The printed documents were then edited and further transcribed by hand, while I watched the Zoom recordings and made jottings, or notes on each transcription. As there was anywhere between 3 days and 2 weeks between interviews, the first round of coding followed the transcription process. The first round of coding centered on each interview, focusing on keywords, important information shared, and making more notes as I read each transcript. Once all of the initial interviews, transcriptions, and jottings for with participants were complete, I sent out emails to individuals for clarification of data collected or follow up questions curated during the transcription or initial coding phase. After clarification was received, I sorted participants transcriptions by interview questions, and completed another round of coding, this time to see similarities and differences in responses. This was also an opportunity to begin categorizing emerging themes within the data that had been collected. Finally, a final round of coding was completed to solidify themes, assertions, and sub-themes. Upon completing the first round of individual coding, I was curious the ways in which study abroad administrators (a) recognized the issue of underrepresentation of Black American student participation in education and study abroad programs, (b) were working to address the problem in comparison to best practices as discovered during my first qualifying doctoral exam, and (c) what they hoped to see done in the field to address the underrepresentation of Black American students over time. As such I interviewed four study abroad administrators, mirroring the representation of institutions presented by my student participants, I had two administrators from HBCUs and two from PWIs. The data collection and analysis for these participants were the same as student participants. An additional aspect of data collection and analysis was through a comparative analysis of the institutions represented strategic plans and internationalization or study abroad strategic plans if applicable and available. The Black American students’ findings of this study manifested in beautiful stories that highlighted: 1. the power and importance of education outside of the community, specifically regarding Black culture, language, religion, personhood, and identity; 2. ways institutions continue to enact and enable the exclusion of Black American students as education and study abroad are perceived as “members only” club(s); 3. the unique transformational experience(s) that Black American students experience as a result of exploring locations within the Black Diaspora, specifically the manifestation and engagement of Sankofa, the African principal that means to lift as you climb or “reach one -teach one.” Whereby the participants utilized their experiences abroad to reach out, engage, and serve as mentors and administrative supports within the field of global education for other generations of Black scholars. The study abroad administrators’ findings demonstrate: 1. Palpable difference in expectation of participation in study or education abroad between HBCUs and PWIs for their Black American students as demonstrated by the institutional articulation of support through comparative analysis of strategic plans and internationalization/study abroad plans. 2. Institutions are aware and working towards creating more equitable and accessible study abroad programming for students, yet there are still shortcomings and work to be done. 3. Study abroad administrators while having differing levels of interaction and engagement with the study abroad programs on campus remain optimistic that more opportunities to engage with Black American students to increase participation will come. This study assisted in gaining a better understanding of the obstacles that Black American students face when considering participation in education and study abroad programs. Supporting the previous literature about the importance and impact of education and study abroad opportunities within the Black Diaspora as a means of increasing Black American student participation, this study also demonstrates ways that even with such opportunities available, such programs are still perceived as a “members only” venture. Furthermore, this study demonstrated ways that study abroad administrators and institutions can create more accessible, equitable, and inclusive programs that will make Black American student participation more feasible, not only from the viewpoint of Black American students but exemplified by the work being done on the campuses of the study abroad administrators who participated in this study. Finally, this study exemplifies the importance, necessity, and feasibility of curating a study around Black personhood, scholarship, and humanity, one that centers our joy and triumphs in this life and within the academy not (solely) our trauma and pain. This study engages in the soul work, rooted in spirituality, Black power, Sankofa, and freedom; providing an itinerary to and through the Black Diaspora through the eyes of Black Butterflies (students). Who found not only themselves but healed their inner child along the way by sharing their story and providing nkwa (life affirming) proof of the endless possibilities study abroad within the Black Diaspora can provide.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Angelique Evans

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