The Adaptation of the Horn of Africa Immigrant Students in Higher Education

By Hailu, Tekleab Elos; Ku, Heng-Yu | The Qualitative Report, July 14, 2014 | Go to article overview

The Adaptation of the Horn of Africa Immigrant Students in Higher Education


Hailu, Tekleab Elos, Ku, Heng-Yu, The Qualitative Report


Introduction

The Horn of Africa, a sub-region of East Africa, also sometimes called North Eastern Africa includes Djibouti, Eritrea, Ethiopia, Somalia, Sudan, and South Sudan (Feyissa & Hoehne 2010, Woodward, 2006). The Horn of Africa has been an unstable sub-region for ages due to the divide and rule policy of colonialists, wars among the countries and within the countries, the unfair interferences of superpowers, and natural calamities including droughts and famines. Bariagaber (2006) described the sub-region as one of the most conflict-ridden regions in the world and as a huge source of refugees and immigrants. Border disputes and displaced populations are the norms in this region. Hence, a large number of people have migrated from this sub-region to different parts of the world, especially to the United States of America, beginning at the end of the 1970's.

The Horn of Africa is believed to be a cradle of human beings. Thus, it is one of the areas in the world that has been first inhabited by man (Fattovich, 2001). Its proximity to the oil rich Middle East, to the Red Sea, and the Indian Ocean, which are important trade routes, makes it an important strategic region in the world. It is also a source of a large number of immigrants due to the continuous wars and the consequent natural calamities (Bariagaber, 2006). Among the immigrants are college students who aspire to continue their studies and improve themselves.

These immigrant students usually come to their destination with a lot of hope and ambition to change their lives for the better. However, immigrating to another country is not easy, as it has many ups and downs. Immigrant students face the same problems as other immigrants but have the added stress that comes with being in a new educational learning environment and the rigorous learning experience of higher education. Jaffe-Walter and Lee (2011, p. 281) noted that "recently arrived immigrant students face multiple issues related to linguistic and cultural dislocation."

As Pike and Kuh (2005) stated, the term "first generation college students" is defined in different ways. They defined first generation to mean the student is the first one in his/her family to attend college. In this study, first generation refers to the immigrant students who are the first in their families to go to college in the United States after their immigration, irrespective of their parents or siblings' education levels and/or the immigrant student's attendance of a college in his/her home country. Thus, this study is different from other first generation college students which explore the experiences of students who are the first to go to college among their family.

First generation immigrant students have various factors that motivate them to persevere and graduate from college. Peguero and Bondy (2011, p. 167) also argued that, "... first generation immigrant youth arrive in the United States with higher levels of educational aspirations, commitment, and determination for success and progress." But at the same time, there are many pitfalls that would hinder them from graduating or even attending college. They may take longer to graduate than the average years that it takes non-immigrants to graduate or they may encounter some challenging experiences. As Brilliant (2000) indicated, immigrant students are usually older than the traditional college age student because they spent a lot of time in the process of immigration, for some in refugee camps, and many need to work in order to save money to start school.

Isolation and lack of identity is more pronounced among immigrant students. Hutchison in Huchison, Quach, and Wiggan's study (2009) shared his experiences of a similar situation when he was asked in his home country if he is an African American and his experience in the United States. He underscored that ". back in the United States, I am never mistaken for a U.S.-born native, owing to (what I thought was) my 'unmistakable' African accent and parlance. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

The Adaptation of the Horn of Africa Immigrant Students in Higher Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.