Examining Intraracial Dynamics and Engagement Between Native-Born and Foreign-Born Black Collegians in STEM

Abstract

For decades, higher education research has recognized the importance of cross-cultural interaction among students. However, this body of scholarship has largely examined this phenomenon across races, with few researchers examining within race interactions. Accordingly, the purpose of this study is to examine how native-born and foreign-born Black students interact in science, technology, engineering, and mathematics (STEM) classrooms. Findings reveal that there were both similarities and differences in how each group perceived each other, and that ultimately, cross-cultural engagement was beneficial for their academic development.

Keywords

higher education Black immigrants STEM cross-cultural Black students

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