Navigating Academia Away From Home: Exploring the Challenges of African-Born Academics

Navigating Academia Away From Home: Exploring the Challenges of African-Born Academics

Adaobi Vivian Duru (University of Louisiana at Monroe, USA) and Ngozi Akinro (Texas Wesleyan University, USA)
Copyright: © 2022 |Pages: 18
ISBN13: 9781668445075|ISBN10: 1668445077|EISBN13: 9781668445082
DOI: 10.4018/978-1-6684-4507-5.ch055
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MLA

Duru, Adaobi Vivian and Ngozi Akinro. "Navigating Academia Away From Home: Exploring the Challenges of African-Born Academics." Research Anthology on Racial Equity, Identity, and Privilege, edited by Information Resources Management Association, IGI Global, 2022, pp. 1025-1042. https://doi.org/10.4018/978-1-6684-4507-5.ch055

APA

Duru, A. V., & Akinro, N. (2022). Navigating Academia Away From Home: Exploring the Challenges of African-Born Academics. In I. Management Association (Ed.), Research Anthology on Racial Equity, Identity, and Privilege (pp. 1025-1042). IGI Global. https://doi.org/10.4018/978-1-6684-4507-5.ch055

Chicago

Duru, Adaobi Vivian, and Ngozi Akinro. "Navigating Academia Away From Home: Exploring the Challenges of African-Born Academics." In Research Anthology on Racial Equity, Identity, and Privilege. edited by Management Association, Information Resources, 1025-1042. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4507-5.ch055

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Abstract

This study examined different adjustment challenges experienced by African-born faculty members in higher education in the United States. Using the critical race theory as a framework and in-depth interviews of a purposive sample of nine African-born academics selected from across the U.S., the authors explored the factors that militate against the smooth transition of these diaspora faculties in higher education in the country and offer insights into a better understanding of their needs and experiences. The findings show that African-born academics in U.S. higher education face challenges in communication, differences in academic systems, and culture, especially in the power distance between students and instructors. The authors offer recommendations for aspiring diaspora and African-born faculties and the policymakers in U.S. universities and colleges that hire these professionals.

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