Understanding the lived intercultural experiences of international Black African students at a predominantly White liberal arts university in upstate New York

• Online Access: http://hdl.handle.net/2047/D20394196

The purpose of this study was to understand the lived intercultural experiences of international Black African students attending an undergraduate program in a private and predominantly White liberal arts university in Upstate New York. This study utilized an interpretative phenomenological analysis to understand how Black African students viewed their intercultural experiences and how those experiences impacted their sense of belonging and the development of their self-esteem. In addition, the research sought to determine to what extent international Black African students navigated themselves surrounding the stereotypes existing on a private and predominantly White campus. One overarching theme emerged, acceptance, along with three subthemes: intercultural experiences, conditioning, and social identity development. These findings were considered in light of the literature on this topic with Tajfel and Turner's social identity theory and stereotype threat theory as the guiding frameworks. The research suggests that private, predominantly White institutions enact appropriate diversity, equity, and inclusive practices that encourage the elimination of institutional policies and practices which will perpetuate discrimination in educational and social settings. Keywords: international Black African Students, intercultural experiences, social identity development, stereotype threat, self-esteem, culture shock, intergroup dialogue