Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education
DOI:
https://doi.org/10.32674/jis.v9i4.343Keywords:
acculturation, Afro-Caribbean, international students, social support, stressAbstract
This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.
References
Alfred, M. V. (2003). Sociocultural contexts and learning: Anglophone Caribbean immigrant women in U.S. postsecondary education. Adult Education Quarterly, 53(4), 242-260.
Ali, A., & Kohun, F. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1(1), 21-33.
Asher, N. (2010). How does the postcolonial, feminist academic lead? A perspective from the US South. International Journal of Leadership in Education, 13(1), 63-76.
Barbour, R. (2008). Doing focus groups. London: Sage Publications.
Basch, L., Schiller, N. G., & Blanc, C. S. (1994). Nations unbound: Transnational projects, postcolonial predicaments, and deterritorialized nation-states. New York, NY: Gordon & Breach.
Bilecen, B. (2014). International student mobility and transnational friendships. London: Palgrave Macmillan.
Cahir, N., & Morris, R. D. (1991). The psychology student stress questionnaire. Journal of Clinical Psychology, 47(3), 414-417.
Campos, B., Yim, I. S., & Busse, D. (2018). Culture as a pathway to maximizing the stress-buffering role of social support. Hispanic Journal of Behavioral Sciences, 40(3), 294-311.
Celious, A., & Oyserman, D. (2001). Race from the inside: An emerging heterogeneous race model. Journal of Social Issues, 57(1), 149-165.
Chelpi‐den Hamer, M., & Mazzucato, V. (2010). The role of support networks in the initial stages of integration: the case of West African newcomers in the Netherlands. International Migration, 48(2), 31-57.
Cohen, S. E., & Syme, S. (1985). Social support and health. Journal of Social and Personal Relationships, 8(1), 99-127.
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357.
Committee on the College Student, Group for the Advancement of Psychiatry. (2000). Helping students adapt to graduate school: Making the grade. New York, NY: Routledge.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.
Dirks, S. E., & Metts, S. (2010). An investigation of the support process: Decision, enactment, and outcome. Communication Studies, 61(4), 391-411.
Emory, C. W., & Cooper, D. R. (1991). Business research methods. Homewood IL: Richard D. Irwin.
Eisenhardt, K. M. (1989). Agency theory: An assessment and review. Academy of Management Review, 14(1), 57-74.
Esping, A. (2010). Motivation in doctoral programs: A logotherapeutic perspective. International Forum for Logotherapy, 33, 72-78.
Faist, T. (2000). The volume and dynamics of international migration and transnational social spaces (No. 304.8 F3).
Fernández González, L., González Hernández, A., & Trianes Torres, M. V. (2015). Relationships between academic stress, social support, optimism-pessimism and self-esteem in college students. Retrieved from http://repositorio.ual.es/bitstream/handle/10835/3345/Art%C3%ADculo%20en%20ingl%C3%A9s.pdf?sequence=1
Gold, S. J. (2001). Gender, class, and network: social structure and migration patterns among transnational Israelis. Global Networks, 1(1), 57-78.
Goldrick-Rab, S. (2016). Paying the price: College costs, financial aid, and the betrayal of the American dream. Chicago, IL: University of Chicago Press.
Green, D. O. N., & Kim, E. (2005). Experiences of Korean female doctoral students in academe: Raising voice against gender and racial stereotypes. Journal of College Student Development, 46(5), 487-500.
Hadjioannou, X., Shelton, N. R., Fu, D., & Dhanarattigannon, J. (2007). The road to a doctoral degree: Co-travelers through perilous passage. College Student Journal, 41(1), 160.
Harper, S. R. (2013). Am I my brother’s teacher? Black undergraduates, racial socialization, and peer pedagogies in predominantly white postsecondary contexts. Review of Research in Education, 37(1), 183-211.
Hawlery, P. (2003). Being bright is not enough. Springfield, IL: Charles C. Thomas.
Kelly, M. (2005). Psychological adaptation to graduate school: How to smell the roses while burning the midnight oil. Behavior Therapist, 28, 57-59.
Lewis, C. W., Ginsberg, R., Davies, T., & Smith, K. (2004). The experiences of African American Ph. D. students at a predominately White Carnegie I-research institution. College Student Journal, 38(2), 231.
Liamputtong, P. (2009). Qualitative data analysis: conceptual and practical considerations. Health Promotion Journal of Australia, 20(2), 133-139.
Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 1986(30), 73-84.
Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Lanham, MD: Rowman and Littlefield.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass.
Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
Misra, R., & Castillo, L. G. (2004). Academic stress among college students: Comparison of
American and international students. International Journal of Stress Management, 11(2), 132-138.
Mitchell, S. L., Greenwood, A. K., & Guglielmi, M. C. (2007). Utilization of counseling services: Comparing international and US college students. Journal of College Counseling, 10(2), 117-129.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.
Pachucki, M. A., & Breiger, R. L. (2010). Cultural holes: Beyond relationality in social networks and culture. Annual Review of Sociology, 36, 205-224.
Patton, M. Q. (2002). Designing qualitative studies. Qualitative Research and Evaluation Methods, 3, 230-246.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189 – 1208.
Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Oakland, CA: University of California Press.
Schnurr, P. P., & Green, B. L. (2004). Understanding relationships among trauma, post-traumatic stress disorder, and health outcomes. Advances in Mind-Body Medicine, 20(1), 18-29.
Shavitt, S., Cho, Y. I., Johnson, T. P., Jiang, D., Holbrook, A., & Stavrakantonaki, M. (2016). Culture moderates the relation between perceived stress, social support, and mental and physical health. Journal of Cross-Cultural Psychology, 47(7), 956-980.
Smith, W. A., Allen, W. R., & Danley, L. L. (2007). “Assume the position... you fit the description” psychosocial experiences and racial battle fatigue among African American male college students. American Behavioral Scientist, 51(4), 551-578.
Song, L., Son, J., & Lin, N. (2011). Social support. The SAGE Handbook of Social Network Analysis, 116-128.
Strayhorn, T. L. (2008). The role of supportive relationships in facilitating African American males' success in college. Naspa Journal, 45(1), 26-48.
Sullivan, C., & Kashubeck-West, S. (2015). The interplay of international students' acculturative stress, social support, and acculturation modes. Journal of International Students, 5(1), 1-11.
Thomas, P. A. (2016). The impact of relationship-specific support and strain on depressive symptoms across the life course. Journal of Aging and Health, 28(2), 363-382.
Thoits, P. A. (2010). Stress and health major findings and policy implications. Journal of Health and Social behavior, 51(1), 41-53.
Waldinger, R. (2008). Between “here” and “there”: immigrant cross‐border activities and loyalties. International Migration Review, 42(1), 3-29.
Waldinger, R. (2004). Immigrant "Transnationalism" and the Presence of the Past. UCLA: Department of Sociology, UCLA. Retrieved from https://escholarship.org/uc/item/33s8x24k
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
Yin, R. K. (1981). The case study crisis: Some answers. Administrative Science Quarterly, 26(1), 58-65.
Zhao, C. M., Kuh, G. D., & Carini, R. M. (2005). A comparison of international student and American student engagement in effective educational practices. The Journal of Higher Education, 76(2), 209-231.
Zhou, Y., Zhang, H., & Stodolska, M. (2018). Acculturative stress and leisure among Chinese international graduate students. Leisure Sciences, 40(6), 557-577.
Downloads
Published
Issue
Section
Categories
License
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.
