Date of Award

2022

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Joan Birringer-Haig

Second Advisor

Stephen Kotok

Third Advisor

Ceceilia Parnther

Abstract

This narrative research study design was conducted to explore second-generation Nigerian males' perceptions of how family heritage influences college success. The streaming of immigrants from the continent of Africa has led to an influx of foreign-born Backs in schools in the United States. Many second-generation Nigerian youths in schools nationwide are from immigrant backgrounds, partly because of the streaming of immigration from the continent of Africa. The experiences in education from Black immigrant children from Africa, specifically Nigeria, have been understudied. This study captured the first-hand account of how second-generation Nigerian males navigated the United States educational system and how the males learned to manage identities. One was a foreign-born Black in America, and the second was labeled the American Black. The study findings will become a resource that will allow foreign-born Blacks and U.S.-born blacks to learn from each other and hopefully bridge the cultural gap, which will create a stronger connection. The cultural gap can be defined as any systematic difference between two cultures that hinders mutual understanding or relations. Such differences include the values, behavior, education, and customs of the respective cultures. The study used in-depth interviews of second-generation Nigerian males and a focus group interview of second-generation Nigerian males and artifacts from the participants to explore the lived experiences of second-generation Nigerian males to identify factors that determine their educational attainment. It is anticipated that the results of this study will contribute to the literature on immigrant, minority, and Black students’ education in the United States.

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