Abstract
In this study, an investigation of the educational experiences of Afro-Caribbean student immigrants who were academically successful in the United States at the higher education level was conducted. Although immigrants of African descent experienced barriers such as immigrant status and racial minority status which led to a double disadvantage in educational institutions, this group was more likely to persist and achieve academic excellence. For this study, academic excellence is defined by achieving near completion (junior level) or completion of a bachelor’s degree or higher. The methodology utilized was qualitative in nature, and included an ethnographic case study. The purpose of this study was to understand the cultural influences motivating Afro-Caribbean student immigrants to work towards, and complete, a higher education degree. The data for this study were collected through in-person interviews, an online survey, and a focus group meeting of Afro-Caribbean student immigrants (first and second generation) who were graduates (or nearly graduates) of a mid-sized state university located in Southern North America. In this study, there were similar cultural aspects identified which may have influenced the study participants to achieve academic success. A cross-case analysis was used in conjunction with the Cultural Ecological Theory as the theoretical framework to analyze the interview and focus group data. The themes discovered included, familial influences, the impact of diverse pedagogical practices, social adjustment and assimilation issues, racism and discrimination, and cultural influences as themes. Additional research should be conducted to investigate the differences between first- and second-generation (or more) immigrants.