Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-13T13:23:09.815Z Has data issue: false hasContentIssue false

Chapter 20 - A Duoethnography of Immigrant Educators’ Experiences in Higher Education

from Part IV - Looking Forward

Published online by Cambridge University Press:  16 May 2024

By
Michelle Maria Leao  and
Stephen John Quaye
Edited by
Blake R. Silver  and
Graziella Pagliarulo McCarron
Blake R. Silver
Affiliation:
George Mason University
Graziella Pagliarulo McCarron
Affiliation:
George Mason University
Get access

Summary

Immigrant college students represent a diverse population across the United States. In this chapter, Michelle Leao and Stephen John Quaye engage in a quest to use our own immigrant stories to enrich the larger narrative of immigrant college students in the United States. We utilized a duoethnography to capture our higher education experiences through our undergraduate and graduate experiences. From our conversations, we focus on four themes: studying people around us, assimilating and fitting in, using our accent and language, and developing our immigrant identities. With those themes in mind, we close by offering recommendations for policy and practice to support immigrant college students.

Keywords

immigrantsduoethnographystudent affairscollege transitionimmigrant identitycollege studentsgraduate students
Type
Chapter
Information
Supporting College Students of Immigrant Origin
New Insights from Research, Policy, and Practice
 , pp. 422 - 437
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alba, R., & Maggio, C. (2022). Demographic change and assimilation in the early 21st-century United States. Proceedings of the National Academy of Sciences, 119(13), e2118678119. https://doi.org/10.1073/pnas.2118678119CrossRefGoogle ScholarPubMed
Ashlee, A. A., & Quaye, S. J. (2020). On being racially enough: A duoethnography across minoritized racial identities. International Journal of Qualitative Studies in Education, 34(3), 243–261. Advance online publication. https://doi.org/10.1080/09518398.2020.1753256CrossRefGoogle Scholar
Campa, K. (2022). Interconnections between being both: Exploring intrapersonal multiracial and interfaith identities. In Ashlee, A. & Combs, L. D. (Eds.) Identity interconnections: Pursuing poststructural possibilities in student affairs praxis (pp. 25–38). Stylus Publishing, LLC.Google Scholar
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.CrossRefGoogle Scholar
George Mwangi, C. A., Mansour, K., & Hedayet, M. (2021). Immigrant identity and experiences in U.S. higher education research: A systematic review. International Journal of Multicultural Education, 23(2), 45–69.CrossRefGoogle Scholar
Higher Ed Immigration Portal. (2023). National Data on Immigrant Students. www.higheredimmigrationportal.org/national/national-data/Google Scholar
Kim, E., & Diaz, J. (2013). Special issue: Immigrant students and higher education. ASHE Higher Education Report, 38(6), 1–170. https://doi.org/10.1002/aehe.20006Google Scholar
Norris, J., & Sawyer, R. D. (2012). Toward a dialogic methodology. In Norris, J., Sawyer, R. D., & Lund, D. E. (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 9–40). Left Coast Press.Google Scholar
Norris, J., Sawyer, R. D., & Lund, D. E. (2012). Duoethnography: Dialogic methods for social, health, and educational research. Left Coast Press.Google Scholar
Snipes, J. T., & LePeau, L. A. (2017). Becoming a scholar: A duoethnography of transformative learning spaces. International Journal of Qualitative Studies in Education, 30(6), 576–595. https://doi.org/10.1080/09518398.2016.1269972CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×