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Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education
Journal of International Students Pub Date : 2019-11-15 , DOI: 10.32674/jis.v9i4.343
Sophia Rahming

This two-year qualitative single critical case study research investigated the stressrelated adjustment experiences and academic progression of a female Englishspeaking 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.

中文翻译:

美国高等教育中一名讲英语的加勒比黑人女学生的社会支持和与压力相关的文化适应经验

这项为期两年的定性单一批判性案例研究通过“三重束缚”现象和压力缓冲假说的视角,调查了美国大专院校一名讲英语的非洲裔加勒比女大学生的压力相关调整经历和学业进展。学生发展理论和对大学生成果的研究主要通过同质的非裔美国人文化视角关注黑人学生的经历和成就成果。现有的最少研究表明,在美国高等教育中,非裔加勒比学生与国内非裔美国学生的生活经历和成就结果存在差异。
更新日期:2019-11-15
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