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The Effects of Racial Experiences on Former Ugandan Students in U.S. Universities : = A Phenomenological Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Racial Experiences on Former Ugandan Students in U.S. Universities :/
Reminder of title:	A Phenomenological Study.
Author:	Sserugga, Frederick.
Description:	1 online resource (197 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28355844click for full text (PQDT)
ISBN:	9798557044356

The Effects of Racial Experiences on Former Ugandan Students in U.S. Universities : = A Phenomenological Study.
Sserugga, Frederick.

The Effects of Racial Experiences on Former Ugandan Students in U.S. Universities :A Phenomenological Study. - 1 online resource (197 pages)

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2016.

Includes bibliographical references

The purpose of this study was to explore the racial experiences Ugandan students encountered in U.S. universities and the effects on those students when they returned to Uganda after completing their studies. In order to gather data relevant to this study, I interviewed six Ugandan women and six Ugandan men, and I employed a qualitative design and a phenomenological approach. I derived three themes from the students' racial experiences; namely, on-campus experiences, off-campus experiences, and the university as a racial buffer zone. Also, from the effects of the racial experiences, I derived three themes: openness to race and appreciation of racial diversity, the awareness of being a people of color and pride in Black heritage, and change of worldview. To shed light on the findings, I used six theoretical lenses: acculturation model (Jandt, 2004), assimilation model (Park & Burgess, 1921/1969), critical race theory (D. Bell, 1995), racial microaggressions theory (Sue et al., 2007), resilience theory (Van Breda, 2001), and adjustment model (Lin & Yi, 1997), the overarching theory. I made recommendations to three areas: Leaders of U.S. institutions of higher education should endeavor to understand the different cultural background from which Ugandan/African students hail, and Ugandan students should attend all programs tailored for their adjustment in the U.S. and readjustment back in Uganda. Future studies could investigate the effects of such factors as class, power, and gender on African/international students both in the U.S. and upon returning to their homelands.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798557044356Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Ugandan studentsIndex Terms--Genre/Form:

542853
Electronic books.

The Effects of Racial Experiences on Former Ugandan Students in U.S. Universities : = A Phenomenological Study.
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500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
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504 $a Includes bibliographical references
520 $a The purpose of this study was to explore the racial experiences Ugandan students encountered in U.S. universities and the effects on those students when they returned to Uganda after completing their studies. In order to gather data relevant to this study, I interviewed six Ugandan women and six Ugandan men, and I employed a qualitative design and a phenomenological approach. I derived three themes from the students' racial experiences; namely, on-campus experiences, off-campus experiences, and the university as a racial buffer zone. Also, from the effects of the racial experiences, I derived three themes: openness to race and appreciation of racial diversity, the awareness of being a people of color and pride in Black heritage, and change of worldview. To shed light on the findings, I used six theoretical lenses: acculturation model (Jandt, 2004), assimilation model (Park & Burgess, 1921/1969), critical race theory (D. Bell, 1995), racial microaggressions theory (Sue et al., 2007), resilience theory (Van Breda, 2001), and adjustment model (Lin & Yi, 1997), the overarching theory. I made recommendations to three areas: Leaders of U.S. institutions of higher education should endeavor to understand the different cultural background from which Ugandan/African students hail, and Ugandan students should attend all programs tailored for their adjustment in the U.S. and readjustment back in Uganda. Future studies could investigate the effects of such factors as class, power, and gender on African/international students both in the U.S. and upon returning to their homelands.
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