Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-19T03:07:37.731Z Has data issue: false hasContentIssue false

Part III - Institutional Arrangements

Published online by Cambridge University Press:  16 May 2024

Blake R. Silver
Affiliation:
George Mason University
Graziella Pagliarulo McCarron
Affiliation:
George Mason University
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Supporting College Students of Immigrant Origin
New Insights from Research, Policy, and Practice
, pp. 247 - 352
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

References

Ardoin, S. (2018). College aspirations and access in working-class, rural communities: The mixed signals, challenges, and new language first-generation students encounter. Lexington Books.Google Scholar
Anderson, D. L., & Hooks, T. (2022). Academic reality check: A fast, free, practical tool for freshmen retention. Journal of College Student Retention: Research, Theory & Practice, 24(2), 448473. https://doi.org/10.1177/1521025120921178CrossRefGoogle Scholar
Bourdieu, P. (1986). The forms of capital. In Richardson, J. G. (Ed.), Handbook of theory and research for the sociology of education (pp. 241258). Greenwood.Google Scholar
Bresciani Ludvik, M. J. (2019). Outcomes-based program review: Closing achievement gaps in- and outside the classroom with alignment to predictive analytics and performance metrics. Stylus.Google Scholar
Cahalan, M., & Perna, L. (2015). Indicators of higher education equity in the United States. The Pell Institute. https://files.eric.ed.gov/fulltext/ED583543.pdfGoogle Scholar
Campbell, K., Garcia, D. M., Granillo, C. V., & Chavez, D. V. (2012). Exploring the Latino paradox: How economic and citizenship status impact health. Hispanic Journal of Behavioral Sciences, 34(2), 187207. https://doi.org/10.1177/0739986312437552CrossRefGoogle Scholar
Cook, J., & Lawson, G. (2016). Counselors’ social class and socioeconomic status understanding and awareness. Journal of Counseling & Development, 94(4), 442453. https://doi.org/10.1002/jcad.12103CrossRefGoogle Scholar
Culver, K. C., Swanson, E., Hallett, R. E., & Kezar, A. (2021). Identity-conscious strategies to engage at-promise students in a learning community: Shared courses in a comprehensive college transition program. Teachers College Record, 123(8), 146175. https://doi.org/10.1177/0161468121104865CrossRefGoogle Scholar
Deil-Amen, R., & Rosenbaum, J. E. (2003). The social prerequisites of success: Can college structure reduce the need for social know-how? Annals of the American Academy of Political and Social Science, 586(1), 120143. https://doi.org/10.1177/0002716202250216CrossRefGoogle Scholar
Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105126. https://doi.org/10.1177/107780040200800107CrossRefGoogle Scholar
Delgado Bernal, D., Burciaga, R., & Flores Carmona, J. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363372. http://dx.doi.org/10.1080/10665684.2012.698149CrossRefGoogle Scholar
Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. (3rd ed.). New York University Press.Google Scholar
Donaldson, S. (2022, April 20). Why students quit college during Covid. The Chronicle of Higher Education. www.chronicle.com/article/why-students-quit-college-during-covidGoogle Scholar
Ellis, K. C. (2014). Academic advising experiences of first-year undecided students: A qualitative study. NACADA Journal, 34(2), 4250. https://doi.org/10.12930/NACADA-13-001CrossRefGoogle Scholar
Gordon, V. N. (1981). The undecided student: A developmental perspective. The Personnel and Guidance Journal, 59(7), 433439. https://doi:10.1002/j.2164-4918.1981.Tb00590.xCrossRefGoogle Scholar
Graves, D. L. (2023). Latinx community college students experiencing financial aid income verification: A critical race analysis. Journal of Diversity in Higher Education. https://dx.doi.org/10.1037/dhe0000461CrossRefGoogle Scholar
Harris, J. C. & Poon, O. A. (2019). Critical race theory: Interrogating race and racism in college students’ development. In Abes, E. S., Jones, S. R., & Stewart, D. L.. (Eds.), Rethinking college student development theory using critical frameworks (pp. 1725). Stylus.Google Scholar
Herodotou, C., Rienties, B., Boroowa, A., Zdrahal, Z., & Hlosta, M. (2019). A large-scale implementation of predictive learning analytics in higher education: The teachers’ role and perspective. Educational Technology Research and Development, 67(5), 12731306. https://doi.org/10.1007/s11423-019-09685-0CrossRefGoogle Scholar
Kitchen, J. A., Kezar, A., & Hypolite, L. I. (2021). At-promise college student major and career self-efficacy ecology model. Journal of Diversity in Higher Education, 16(3), 369383. http://dx.doi.org/10.1037/dhe0000324CrossRefGoogle Scholar
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 724. https://doi.org/10.1080/095183998236863CrossRefGoogle Scholar
Leach, J. K., & Patall, E. A. (2016). Need-supportive advising for undecided students. NACADA Journal, 36(2), 2033. https://doi.org/10.12930/NACADA-15-035CrossRefGoogle Scholar
Liou, D. D., Antrop-González, R., & Cooper, R. (2009). Unveiling the promise of community cultural wealth to sustaining Latina/o students’ college-going information networks. Educational Studies: A Journal of the American Educational Studies Association, 45(6), 534555. https://doi.org/10.1080/00131940903311347CrossRefGoogle Scholar
Liu, W. M., Soleck, G., Hopps, J., Dunston, K., & Pickett, T. (2004). A new framework to understand social class in counseling: The social class worldview model and modern classism theory. Journal of Multicultural Counseling and Development, 32(1), 95122. https://doi.org/10.1002/j.2161-1912.2004.tb00364.xCrossRefGoogle Scholar
Locke, L. M., & Shirley, M. (2022). Access after admissions: Rethinking the ways postsecondary institutions support students. Journal of College Student Development, 63(3), 343346. https://doi.org/10.1353/csd.2022.0029CrossRefGoogle Scholar
Lopez, B. G., Lezama, E. & Heredia, Jr., D. (2019). Language brokering experience affects feelings toward bilingualism, language knowledge, use, and practices: A qualitative approach, Hispanic Journal of Behavioral Sciences, 41(4), 481503. https://doi.org/10.1177/0739986319879641CrossRefGoogle Scholar
Manning, K., Kinzie, J., & Schuh, J. (2014). One size does not fit all: Traditional and innovative models of student affairs practice (2nd ed.) Routledge.Google Scholar
Martin, G. L. (2015a). “Always in my face”: An exploration of social class consciousness, salience, and values. Journal of College Student Development, 56(5), 471487. https://doi.org/10.1353/csd.2015.0048CrossRefGoogle Scholar
Martin, G. L. (2015b). “Tightly wound rubber bands”: Exploring the college experiences of low-income, first-generation White students. The Journal of Student Affairs Research and Practice, 52(3), 275286. https://doi.org/10.1080/19496591.2015.1035384CrossRefGoogle Scholar
Martin, G. L., & Ardoin, S. (2021). Social class supports: Programs and practices to serve and sustain poor and working-class students through higher education. Stylus Publishing, LLC.Google Scholar
Martin, G. L., & Breeden, R. L. (in press). Social class considerations in mentoring and advising. In Yu, E. A., Chang, E. C., & Lucas, A. G. (Eds.), Positive mentoring, teaching, and supervision in multicultural contexts (pp. TBD). Springer Nature.Google Scholar
McMurtrie, B. (2022, June 17) The Student-Success Challenge: Engineering a better college experience requires more than tinkering around the edges. The Chronicle of Higher Education. www.chronicle.com/article/the-student-success-challengeGoogle Scholar
Morales, T. (2020). Exploring Latina students’ understanding of the financial aid process: A qualitative narrative inquiry. (Publication No. 28265333). [Doctoral dissertation, Rowan University]. ProQuest Dissertations & Theses Global.Google Scholar
Multicultural Services and Programs. (n.d.). MSP Student Organizations. University of Georgia. https://msp.uga.edu/student-organizations/Google Scholar
Museus, S. D., & Jayakumar, U. M. (Eds.) (2012). Creating campus cultures: Fostering success among racially diverse student populations. Routledge.CrossRefGoogle Scholar
National Center for Education Statistics. (2017). https://nces.ed.gov.Google Scholar
Noe-Bustamante, L. (2020, April 7). Education levels of recent Latino immigrants in the U.S. reached new highs as of 2018. Pew Research Center. www.pewresearch.org/fact-tank/2020/04/07/education-levels-of-recent-latino-immigrants-in-the-u-s-reached-new-highs-as-of-2018/Google Scholar
O’Hara, E. M. (2022). Latino student retention: A case study in perseverance and retention. Journal of Hispanic Higher Education, 21(3), 315332. https://doi.org/10.1177/1538192720968509CrossRefGoogle Scholar
Pardee, C. F. (2004). Organizational structures for advising. Resource document. NACADA Clearinghouse of Academic Advising. https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Organizational-Models-for-Advising.aspx.Google Scholar
Parnell, A., Jones, D., Wesaw, A., & Brooks, D. C. (2018). Institutions’ use of data and analytics for student success: Results from a national landscape analysis. EDUCAUSE Center for Analysis and Research (ECAR), 11, 131. www.naspa.org/images/uploads/main/DATA2018_DOWNLOAD.pdfGoogle Scholar
Perez Huber, L. (2009). Challenging racist nativist framing: Acknowledging the immigration debate. Harvard Educational Review, 79(4), 704730. https://doi.org/10.17763/haer.79.4.r7j1xn011965w186CrossRefGoogle Scholar
Pino, N. W., Martinez-Ramos, G. P., & Smith, W. L. (2012). Latinos, the academic ethic, and the transition to college. Journal of Latinos and Education, 11(1), 1731. https://doi.org/10.1080/15348431.2012.631437CrossRefGoogle Scholar
Puente, M., & Ramirez, B. R. (2020). Relearning self, recentering comunidad, and reidentifying within academia: A culturally relevant approach to summer bridge programs for incoming Latinx undergraduate students, About Campus, 25(6), 2328. https://doi.org/10.1177/1086482220962004CrossRefGoogle Scholar
Razfar, A., & Simon, J. (2011). Course-taking patterns of Latino ESL students: Mobility and mainstreaming in urban community colleges in the United States. TESOL Quarterly, 45(4), 595627. www.jstor.org/stable/41307659CrossRefGoogle Scholar
Rendón, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), 3351. https://doi.org/10.1007/BF01191156CrossRefGoogle Scholar
Sáenz, R. (2020). Latino continual demographic growth: Implications for educational practices and policy. Journal of Hispanic Higher Education, 19(2), 134148. https://doi.org/10.1177/153819271990038CrossRefGoogle Scholar
Solórzano, D. G., & Delgado Bernal, D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an Urban context. Urban Education, 36(3), 308342. https://doi.org/10.1177/0042085901363002CrossRefGoogle Scholar
Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counterstorytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 2344. https://doi.org/10.1177/107780040200800103CrossRefGoogle Scholar
Storlie, C. A., Moreno, L. S., & Portman, T. A. A. (2014). Voices of Latinx college students: A content analysis of qualitative research. Latinx Journal of Behavioral Sciences, 36(1), 6478. https://doi.org/10.1177/0739986313510283Google Scholar
Strayhorn, T. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge.Google Scholar
Swadener, B. B., & Lubeck, S. (Eds.). (1995). Children and families “at promise”: Deconstructing the discourse of risk. State University of New York Press.Google Scholar
The Council for the Advancement of Standards in Higher Education (CAS). (2019). CAS Glossary. www.cas.edu/standardsGoogle Scholar
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.Google Scholar
Tinto, V. (1993). Leaving college: Rethinking the causes and cures for student attrition (2nd ed.) University of Chicago Press.Google Scholar
Tinto, V. (2017). Reflections on student persistence. Student Success, 8(2), 18. https://doi.org/10.5204/ssj.v8i2.376CrossRefGoogle Scholar
Tippetts, M. M., Brandley, A. T., Metro, J., King, M., Ogren, C., & Zick, C. D. (2022). Promoting persistence: The role of academic advisors. The Journal of College Student Retention: Research, Theory & Practice, 24(2), 526547. https://doi.org/10.1177/1521025120924804CrossRefGoogle Scholar
Valdes, F. (1998). Under construction: LatCrit consciousness, community, and theory. La Raza Law Journal, 10(5), 356.Google Scholar
Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The Review of Higher Education, 27(1), 4573. https://doi.org/10.1353/rhe.2003.0044CrossRefGoogle Scholar
Wang, L., Gonzalez, P. D., Lau, P. L., Vaughan, E. L., Costa, M. F. (2023). “Dando gracias”: Gratitude, social connectedness, and subjective happiness among bilingual Latinx college students, Journal of Latinx Psychology, 11(3), 203219. https://doi.org/10.1037/lat0000227CrossRefGoogle Scholar
Wang, R., & OrrJr., J. E. (2022). Use of data analytics in supporting the advising of undecided students. Journal of College Student Retention: Research, Theory & Practice, 23(4), 824849. https://doi.org/10.1177/152102511988081CrossRefGoogle Scholar
Ward, L., Siegel, M. J., & Davenport, Z. (2012). First-generation college students: Understanding and improving the experience from recruitment to commencement. Jossey-Bass.Google Scholar
Williams, B. M., & Martin, G. (2022). Exploring the rhetoric of social class among first-generation, low-income college students in US higher education. Higher Education Research & Development, 41(6), 20942107. https://doi.org/10.1080/07294360.2021.1967885CrossRefGoogle Scholar
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 6991. https://doi.org/10.1080/1361332052000341006CrossRefGoogle Scholar
Zembrodt, I. (2021). Commitment: Predicting persistence for low-SES students. Journal of College Student Retention: Research, Theory & Practice, 23(3), 580606. https://doi.org/10.1177/1521025119858340CrossRefGoogle Scholar

References

Alharbi, E., & Smith, A. (2018). A review of the literature on stress and wellbeing among international students in English-speaking countries. International Education Studies, 11(5), 2244. https://doi.org/10.5539/ies.v11n6p22CrossRefGoogle Scholar
Anderson, E., Baily, S., Iyengar, R., & Witenstein, M. A. (2019). New directions for consideration: Looking forward and ahead. In Manion, C., Anderson, E., Baily, S., Call-Cummings, M., Iyengar, R., Shah, P. P., & Witenstein, M. A. (Eds.), Interrogating and innovating comparative and international education research (pp. 241249). Brill.CrossRefGoogle Scholar
Batalova, J., & Fix, M. (2011). Up for grabs: The gains and prospects of first-and second- generation young adults. Migration Policy Institute. www.migrationpolicy.org/pubs/youngadults-upforgrabs.pdfGoogle Scholar
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Stipes.Google Scholar
Bloom, J. L., & Robinson, C. R. (2011, April 13). Empowering at-risk probationary students using appreciative advising inside and outside the classroom [Webinar]. Innovative Educators.Google Scholar
Charles, J. L., Holley, L. C., & Kondrat, D. C. (2017). Addressing our own biases: Social work educators’ experiences with students with mental illnesses. Social Work Education, 36(4), 414429. https://doi.org/10.1080/02615479.2017.1297393CrossRefGoogle Scholar
Chimel, M., & Hurst, H. (2022). Practitioner inquiry to develop antiracist advising practice: Investigating issues of equity and access. NACADA Review, 3(2), 214. https://doi.org/10.12930/NACR-20-05CrossRefGoogle Scholar
Cooperrider, D. L., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. In Holman, P. & Devane, T. (Eds.), The change handbook (pp. 245263). Berrett–Koehler.Google Scholar
Dali, S., Atasuntseva, A., Shankar, M., Ayeroff, E., Holmes, M., Johnson, C., Terkawi, A. S., Beadle, B., Chang, J., Boyd, K., & Dunn, T. (2022). Say my name: Understanding the power of names, correct pronunciation, and personal narratives. The AAMC Journal of Teaching and Learning Resources, 18, 11284. https://doi.org/10.15766%2Fmep_2374-8265.11284Google ScholarPubMed
Drake, J. K., Jordan, P., & Miller, M. A. (Eds.). (2013). Academic advising approaches: Strategies that teach students to make the most of college (1st ed.). Jossey-Bass.Google Scholar
Enchautegui, M. E., & Menjívar, C. (2015). Paradoxes of family immigration policy: Separation, reorganization, and reunification of families under current immigration laws. Law & Policy, 37(1–2), 3260. https://doi.org/10.1111/lapo.12030CrossRefGoogle Scholar
Foronda, C., Baptiste, D. L., Reinholdt, M. M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27(3), 210217. https://doi.org/10.1177/1043659615592677CrossRefGoogle ScholarPubMed
Gámez, R., Lopez, W., & Overton, B. (2017). Mentors, resiliency, and ganas: Factors influencing the success of DACAmented, undocumented, and immigrant students in higher education. Journal of Hispanic Higher Education, 16(2), 144161. https://doi.org/10.1177/1538192717697755CrossRefGoogle Scholar
Garcia, C. E. (2017). Latinx college student sense of belonging: The role of campus subcultures. (Publication No. 10271563) [Doctoral dissertation, The University of Nebraska-Lincoln]. ProQuest Dissertations & Theses Global.Google Scholar
Gordon, V. N., & Steele, G. E. (2015). The undecided college student: An academic and career advising challenge (4th ed.). Charles, C. Thomas Publishers, Ltd.Google Scholar
Gordon, V. N., Habley, W. R., Grites, T. J., & Grites, T. J. (2008). Academic advising: A comprehensive handbook (2nd ed.). Jossey-Bass.Google Scholar
Grites, T. J. (2013). Developmental academic advising. In Drake, J. K., Jordan, P., & Miller, M. (Eds.), Academic advising approaches: Strategies that teach students to make the most of college (pp. 4560). Jossey-Bass.Google Scholar
Harwood, S. A., Mendenhall, R., Lee, S. S., Riopelle, C., & Huntt, M. B. (2018). Everyday racism in integrated spaces: Mapping the experiences of students of color at a diversifying predominantly white institution. Annals of the American Association of Geographers, 108(5), 12451259. https://doi.org/10.1080/24694452.2017.1419122CrossRefGoogle Scholar
Higgins, E. M. (2017). The advising relationship is at the core of academic advising. Academic Advising Today, 40(2). https://nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/The-Advising-Relationship-is-at-the-Core-of-Academic-Advising.aspxGoogle Scholar
Hong, B. S. (2015). Qualitative analysis of the barriers college students with disabilities experience in higher education. Journal of College Student Development, 56(3), 209226. https://doi.org/10.1353/csd.2015.0032CrossRefGoogle Scholar
Hutson, B. L., He, Y., Davis, B. A., & Ross, R. A. (2009). The impact of an appreciative advising– based sophomore university studies course on college student academic achievement: Patterns and effects. Proceedings of the 2009 Hawaii International Conference on Education, 7, 260276.Google Scholar
Kamphoff, C. S., Hutson, B. L., Amundsen, S. A., & Atwood, J. A. (2007). A motivational/ empowerment model applied to students on academic probation. Journal of College Student Retention: Research, Theory, and Practice, 8(4), 397412. https://doi.org/10.2190/9652-8543-3428-1J06CrossRefGoogle Scholar
King, N. S. (2008). Advising delivery: Group strategies. In Gordon, V., Habley, W., & Grites, T. (Eds.), Academic advising: A comprehensive handbook (2nd ed.) (pp. 279291). Jossey-Bass.Google Scholar
Kiyama, J. M. (2010). College aspirations and limitations: The role of educational ideologies and funds of knowledge in Mexican American families. American Educational Research Journal, 47(2), 330356. https://doi.org/10.3102/0002831209357468CrossRefGoogle Scholar
Kiyama, J. M. (2011). Family lessons and funds of knowledge: College-going paths in Mexican American families. Journal of Latinos and Education, 10(1), 2342. https://doi.org/10.1080/15348431.2011.531656CrossRefGoogle Scholar
Koszalka, T. A., Pavlov, Y., & Wu, Y. (2021). The informed use of pre-work activities in collaborative asynchronous online discussions: The exploration of idea exchange, content focus, and deep learning. Computers & Education, 161, 104067. https://doi.org/10.1016/j.compedu.2020.104067CrossRefGoogle Scholar
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2011). Student success in college: Creating conditions that matter. John Wiley & Sons.Google Scholar
Llopart, M., & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50(2), 145161. https://doi.org/10.1080/00220272.2016.1247913CrossRefGoogle Scholar
Luna De La Rosa, M. (2019). The need for cultural humility in these challenging times. About Campus, 24(2), 1822. https://doi.org/10.1177/1086482219870786CrossRefGoogle Scholar
Mikhaylov, N. S. (2016). Curiosity and its role in cross-cultural knowledge creation. International Journal of Emotional Education, 8(1), 95108.Google Scholar
Mitchell Patterson, T. (2022). Putting in the pre-work to teach the holocaust for racial justice. In: Pellegrino, A. & Parker, J. (Eds.), Teaching and learning through the Holocaust (pp. 155163). Palgrave Macmillan.CrossRefGoogle Scholar
Morales, A., Herrera, S., & Murry, K. (2011). Navigating the waves of social and political capriciousness: Inspiring perspectives from DREAM-eligible immigrant students. Journal of Hispanic Higher Education, 10(3), 266283. https://doi.org/10.1177/1538192708330232CrossRefGoogle Scholar
Mullainathan, S., & Shafir, E. (2013). Scarcity: Why having too little means so much. Macmillan.Google Scholar
Nicolazzo, Z. (2016). Trans* in college: Transgender students’ strategies for navigating campus life and the institutional politics of inclusion. Stylus.Google Scholar
Nunn, L. M. (2021). College belonging: How first-year and first-generation students navigate campus life. Rutgers University Press.CrossRefGoogle Scholar
Ovink, S. M. (2014). “They always call me an investment”: Gendered familism and Latino/a college pathways. Gender & Society, 28(2), 265288. https://doi.org/10.1177/0891243213508308CrossRefGoogle Scholar
Owens, J., & Lynch, S. M. (2012). Black and Hispanic immigrants’ resilience against negative-ability racial stereotypes at selective colleges and universities in the United States. Sociology of Education, 85(4), 303325. https://doi.org/10.1177/0038040711435856CrossRefGoogle ScholarPubMed
Paik, S. J., Kula, S. M., Saito, L. E., Rahman, Z., & Witenstein, M. A. (2014). Historical perspectives on diverse Asian American communities: Immigration, incorporation, and education. Teachers College Record, 116(8), 145. https://doi.org/10.1177/016146811411600804CrossRefGoogle Scholar
Priest, K. L., Kaufman, E. K., Brunton, K., & Seibel, M. M. (2013). Appreciative inquiry: A tool for organizational, programmatic, and progress-focused change. Journal of Leadership Education, 12(1), 1833.Google Scholar
Pritchard, A., & McChesney, J. (2018). Focus on student affairs, 2018: Understanding key challenges using CUPA-HR data. College and University Professional Association for Human Resources.Google Scholar
Puroway, A. W. (2016). Critical advising: A Freirian-inspired approach. NACADA Journal, 36(2), 410. https://doi.org/10.12930/NACADA-15-015CrossRefGoogle Scholar
Rocca, K. A. (2007, February). Immediacy in the classroom: Research and practical implications [Conference presentation]. Student Motivations and Attitudes: The Role of the Affective Domain in Geoscience Learning Conference, Northfield, MN.Google Scholar
Salazar, C. (2021). “I knew it was gonna be hard, but I always knew I had support from my parents”: The role of family on undocumented students’ college aspirations and persistence. Journal of College Student Retention: Research, Theory & Practice, 123. https://doi.org/10.1177/15210251211018826Google Scholar
Smith, B. (2013). Mentoring at-risk students through the hidden curriculum of higher education. Lexington Books.Google Scholar
Smith, W. A., Hung, M., & Franklin, J. D. (2011). Racial battle fatigue and the miseducation of Black men: Racial microaggressions, societal problems, and environmental stress. Journal of Negro Education, 80(1), 6382. www.jstor.org/stable/41341106Google Scholar
Stebleton, M. J. (2011). Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal, 31(1), 4254. https://doi.org/10.12930/0271-9517-31.1.42CrossRefGoogle Scholar
Strayhorn, T. L. (2009). Fittin’in: Do diverse interactions with peers affect sense of belonging for Black men at predominantly White institutions? Journal of Student Affairs Research and Practice, 45(4), 953979. https://doi.org/10.2202/1949-6605.2009Google Scholar
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271286. https://psycnet.apa.org/doi/10.1037/0003-066X.62.4.271CrossRefGoogle ScholarPubMed
Sue, D. W., & Constantine, M. G. (2007). Racial microaggression as instigators of difficult dialogues on race: Implications for student affairs educators and students. College Student Affairs Journal, 26(2), 136143.Google Scholar
Torres, R. M., & Wicks-Asbun, M. (2014). Undocumented students’ narratives of liminal citizenship: High aspirations, exclusion, and “in-between” identities. The Professional Geographer, 66(2), 195204. https://doi.org/10.1080/00330124.2012.735936CrossRefGoogle Scholar
U.S. Department of State. (n.d.). Student visa. U.S. Department of State – Bureau of Consular Affairs. https://travel.state.gov/content/travel/en/us-visas/study/student-visa.htmlGoogle Scholar
Vélez‐Ibáñez, C. G., & Greenberg, J. B. (1992). Formation and transformation of funds of knowledge among US‐Mexican households. Anthropology & Education Quarterly, 23(4), 313335. www.jstor.org/stable/3195869Google Scholar
Volpe, V. V., & Jones, B. M. (2021). “Enriching the Africana soul”: Black college students’ lived experiences with affinity housing at a predominately White institution. Journal of Diversity in Higher Education, 16(2), 157169. https://psycnet.apa.org/doi/10.1037/dhe0000332CrossRefGoogle Scholar
Winkle-Wagner, R. (2009). The unchosen me: Race, gender, and identity among Black women in college. JHU Press.CrossRefGoogle Scholar
Witenstein, M. A., Davila, N., Karikari, L., & Wright, C. (2023). Conceptualizing a proposed model for re-orienting career centers for immigrant college students. Journal of Career Development, 50(3), 519533. https://doi.org/10.1177/08948453221112441CrossRefGoogle Scholar
Witenstein, M. A., & Niese, M. (2019). Applying guiding principles to resist erasure of immigrant community college students in an ever-changing climate through a critical theory of love. Journal of Applied Research in the Community College, 26(2), 110.Google Scholar
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8(1), 6991. https://doi.org/10.1080/1361332052000341006CrossRefGoogle Scholar
Zhang, Y. L. (2018). Using Bronfenbrenner’s ecological approach to understand academic advising with international community college students. Journal of International Students, 8(4), 17641782. https://doi.org/10.5281/zenodo.1468084Google Scholar

References

Alfred, M. V. (2003). Sociocultural contexts and learning: Anglophone Caribbean immigrant women in U.S. postsecondary education. Adult Education Quarterly, 53(4), 242260. https://doi.org/10.1177/0741713603254028CrossRefGoogle Scholar
Amuyunzu-Nyamongo, M. (2013). The social and cultural aspects of mental health in African societies. Commonwealth Health Partnerships. www.commonwealthhealth.org/wp-content/uploads/2013/07/The-social-and-cultural-aspects-of-mental-health-in-African-societies_CHP13.pdfGoogle Scholar
Anderson, J. D. (1988). The education of Blacks in the South, 1860–1935. University of North Carolina Press.CrossRefGoogle Scholar
Anderson, M. (2015). A rising share of the U.S. Black population is foreign born. Pew Research Center. www.pewresearch.org/social-trends/2015/04/09/a-rising-share-of-the-u-s-black-population-is-foreign-born/Google Scholar
Arthur, J. A. (2000). Invisible sojourners: African immigrant diaspora in the United States. Greenwood Publishing Group.Google Scholar
Baber, L. D. (2012). Bicultural experiences of second-generation Black American males. In Palmer, R. T. & Wood, J. L. (Eds.), Black men in college: Implications for HBCUs and beyond (pp. 89106). Routledge.Google Scholar
Barnes-Boateng, M. (2020). The lived educational experiences of African international graduate students at a U.S. midwestern university (Publication No. 27996777). [Doctoral dissertation, Webster University]. ProQuest Dissertations & Theses Global.Google Scholar
Batalova, J., & Lorenzi, J. (2022). Sub-Saharan African immigrants in the United States. Migration Policy Institute. www.migrationpolicy.org/article/sub-saharan-african-immigrants-united-statesGoogle Scholar
Bennett, P. R., & Lutz, A. (2009). How African American is the net Black advantage? Differences in college attendance among immigrant Blacks, Native Blacks, and Whites. Sociology of Education, 82(1), 70100. https://doi.org/10.1177/003804070908200104CrossRefGoogle Scholar
Benson, J. E. (2006). Exploring the racial identities of Black immigrants in the United States. Sociological Forum, 21(2), 219247. https://doi.org/10.1007/s11206-006-9013-7CrossRefGoogle Scholar
Bolland, O. N. (2004). The birth of Caribbean civilisation: A century of ideas about culture and identity, nation and society. Ian Randle PublishersGoogle Scholar
Browne, S. (2015). Dark matters: On the surveillance of Blackness. Duke University Press.Google Scholar
Bryce-Laporte, R. S. (1972). Black immigrants: The experience of invisibility and inequality. Journal of Black Studies, 3(1), 2956. https://doi.org/10.1177/0021934772003001CrossRefGoogle Scholar
Carnevale, A. P., & Fry, R. A. (2000). Crossing the great divide: Can we achieve equity when Generation Y goes to college? Educational Testing Service. www.ets.org/research/policy_research_reports/publications/report/2000/cglv.htmlGoogle Scholar
Charron, K. M. (2012). Freedom’s teacher: The life of Septima Clark. University of North Carolina Press.Google Scholar
da Silva, D. F. (2007). Toward a global idea of race. The University of Minnesota PressGoogle Scholar
Dei, G. J. S. (2017). [Re]framing Blackness and Black solidarities through anti-colonial and decolonial prisms. In Dei, G. J. S. (Ed.), Critical studies of education (pp. 130). Springer.Google Scholar
Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. The New Press.Google Scholar
Djamba, Y. K. (1999). African immigrants in the United States: A socio-demographic profile in comparison to native Blacks. Journal of Asian and African Studies, 34(2), 210215. https://brill.com/view/journals/jaas/34/2/article-p210_4.xmlCrossRefGoogle Scholar
Erisman, W. (2007, April). Opening the door to the American dream: Increasing higher education access and success for immigrants. Institute for Higher Education Policy. https://files.eric.ed.gov/fulltext/ED497030.pdfGoogle Scholar
Fanon, F. (1952). Black skin, White masks. Grove Press.Google Scholar
Ferguson, R. A. (2011). The lateral moves of African American studies in a period of migration. In Hong, G. K. & Ferguson, R. A. (Eds.), Strange affinities: The gender and sexual politics of comparative racialization (pp. 113130). Duke University Press.CrossRefGoogle Scholar
Fries-Britt, S., George-Mwangi, C. A., & Peralta, A. M. (2014). Learning race in a U.S. context: An emergent framework on the perceptions of race among foreign-born students of color. Journal of Diversity in Higher Education, 7(1), 113. https://doi.org/10.1037/a0035636CrossRefGoogle Scholar
Gandhi, R. (2021). Being Brown: An autoethnographic exploration of internalised colonisation. Psychodynamic Practice, 27(2), 117. https://doi.org/10.1080/14753634.2021.1893211CrossRefGoogle Scholar
Gatwiri, K., & Anderson, L. (2021). Boundaries of belonging: Theorizing Black African migrant experiences in Australia. International Journal of Environmental Research and Public Health, 18(1), 3848. https://doi.org/10.3390/ijerph18010038CrossRefGoogle Scholar
George Mwangi, C. A. (2014). Complicating Blackness: Black immigrants & racial positioning in U.S. higher education. Journal of Critical Thought and Praxis, 3(2), 127. www.iastatedigitalpress.com/jctp/article/id/591/CrossRefGoogle Scholar
George Mwangi, C. A. (2016). Exploring sense of belonging among Black international students at an HBCU. Journal of International Students, 6(4), 10151037. www.ojed.org/index.php/jisCrossRefGoogle Scholar
George Mwangi, C. A., Daoud, N., Peralta, A., & Fries-Britt, S. (2019). Waking from the American dream: Conceptualizing racial activism and critical consciousness among Black immigrant college students. Journal of College Student Development, 60(4), 401420. https://doi.org/10.1353/csd.2019.0037CrossRefGoogle Scholar
George Mwangi, C. A., & English, S. (2017). Being Black (and) immigrant students: When race, ethnicity, and nativity collide. International Journal of Multicultural Education, 19(2), 100130. https://doi.org/10.18251/ijme.v19i2.1317CrossRefGoogle Scholar
George Mwangi, C. A., & Fries-Britt, S. (2015). Black within Black: The perceptions of Black immigrant collegians and their U.S. college experience. About Campus, 20(2), 1523. https://doi.org/10.1002/abc.21187Google Scholar
Griffin, K. A., Cunningham, E. L., & George Mwangi, C. A. (2016). Defining diversity: Ethnic differences in Black students’ perceptions of racial climate. Journal of Diversity in Higher Education, 9(1), 3449. https://doi.org/10.1037/a0039255CrossRefGoogle Scholar
Hamilton, T. G. (2020). Black immigrants and the changing portrait of Black America. Annual Review of Sociology, 46(1), 295313. https://doi.org/10.1146/annurev-soc-121919-054728CrossRefGoogle Scholar
Harper, S. R., & Nichols, A. H. (2008). Are they not all the same? Racial heterogeneity among Black male undergraduates. Journal of College Student Development, 49(3), 199214. https://doi.org/10.1353/csd.0.0003CrossRefGoogle Scholar
Hartman, S. V. (2007). Lose your mother: A journey along the Atlantic slave route. Farrar, Straus, and Giroux.Google Scholar
Hutchinson, D. (2018). Overlooked and invisible: Student success among first-generation, foreign-born Caribbean Black immigrants. [Doctoral dissertation, University of Nebraska – Lincoln]. https://digitalcommons.unl.edu/dissertations/AAI10792995/Google Scholar
Iyengar, M. M. (2014). Not mere abstractions: Language policies and language ideologies in U.S. settler colonialism. Decolonization: Indigeneity, Education & Society, 3(2), 3359. https://jps.library.utoronto.ca/index.php/des/article/view/19559Google Scholar
Jones, C., & Erving, C. L. (2015). Structural constraints and lived realities: Negotiating racial and ethnic identities for African Caribbeans in the United States. Journal of Black Studies, 46(5), 521546. https://doi.org/10.1177/0021934715586506CrossRefGoogle Scholar
Kasinitz, P. (2008). Becoming American, becoming minority, getting ahead: The role of racial and ethnic status in the upward mobility of the children of immigrants. The Annals of the American Academy of Political and Social Science, 620(1), 253269. https://doi.org/10.1177/0002716208322880CrossRefGoogle Scholar
Kauanui, J. K., &Wolfe, P. (2012). Settler colonialism then and now: A conversation between J. Kēhaulani Kauanui and Patrick Wolfe. Politica & Societá, 2, 235258. https://doi.org/10.4476/37055Google Scholar
Kent, M. M. (2007). Immigration and America’s Black population. Population Bulletin, 62(4), 316. https://u.demog.berkeley.edu/~jrw/Biblio/Eprints/PRB/files/62.4immigration.pdfGoogle Scholar
Kim, E. (2014). Bicultural socialization experiences of Black immigrant students at a predominantly White institution. The Journal of Negro Education, 83(4), 580594. https://doi.org/10.7709/jnegroeducation.83.4.0580Google Scholar
Lewis, O. (1966). La Vida: A Puerto Rican family in the culture of poverty – San Juan and New York. Random House.Google Scholar
Luibhéid, E. (2014). Immigration. In Burgett, B. & Hendler, G. (Eds.), Keywords for American cultural studies (2nd ed., pp. 125129). NYU Press.Google Scholar
Malcolm, Z. T., & Mendoza, P. (2014). Afro-Caribbean international students’ ethnic identity development: Fluidity, intersectionality, agency, and performativity. Journal of College Student Development, 55(6), 595614. https://doi.org/10.1353/csd.2014.0053CrossRefGoogle Scholar
Massey, D. S., Mooney, M., Torres, K. C., & Charles, C. Z. (2007). Black immigrants and Black natives attending selective colleges and universities in the United States. American Journal of Education, 113(2), 243271. https://doi.org/10.1086/510167CrossRefGoogle Scholar
McCarthy, C., Goel, K. M., Bulut, E., Crichlow, W., Sanya, B. N., & Henson, B. (2020). Spaces of new colonialism: Reading schools, museums, and cities in the tumult of globalization. Peter Lang Publishing.CrossRefGoogle Scholar
Moynihan, D. P. (1965). The Negro family: The case for national action. Office of Policy Planning and Research, U.S. Department of Labor.Google Scholar
Mugane, J. (2005). Necrolinguistics: Linguistic death-in-life. Du Bois Review, 2 (2), 159186. https://doi.org/10.1017/S1742058X05050137CrossRefGoogle Scholar
Mukiibi, E. (2015). African immigrant children’s educational experiences in California: Racial discrimination and identity construction. International Journal of Arts & Sciences, 8(3), 587598. www.universitypublications.net/ijas/0904/index.htmlGoogle Scholar
Museus, S. D. (2014). The culturally engaging campus environments (CECE) model: A new theory of success among racially diverse college student populations. In Paulsen, M. B. (Ed.), Higher education: Handbook of theory and research (Volume 29, pp. 189227). Springer.CrossRefGoogle Scholar
Museus, S. D., Yi, V., & Saelua, N. (2017). The impact of culturally engaging campus environments on sense of belonging. Review of Higher Education, 40(2), 187215. https://doi.org/10.1353/rhe.2017.0001CrossRefGoogle Scholar
Ngai, M. M. (2004). Impossible subjects: Illegal aliens and the making of modern America. Princeton University Press.Google Scholar
Ogali-Frederic, N. D. (2023). Exploring the graduate school experiences of African immigrant-origin students at historically White institutions in the United States [Doctoral dissertation, Rutgers University]. https://doi.org/10.7282/t3-spbq-dc92CrossRefGoogle Scholar
Payne, C. M. (2007). I’ve got the light of freedom: The organizing tradition and the Mississippi freedom struggle. The University of California Press.CrossRefGoogle Scholar
Perry, T., Steele, C., & Hillard, A. G. (2004). Young, gifted, and Black: Promoting high achievement among African-American Students. Beacon Press.Google Scholar
Pierre, J. (2004). Black immigrants in the United States and the “cultural narratives” of ethnicity. Identities: Global Studies in Culture and Power, 11(2), 141170. https://doi.org/10.1080/10702890490451929CrossRefGoogle Scholar
Portes, A., & Rumbaut, R. (2014). Immigrant America: A portrait. University of California Press.CrossRefGoogle Scholar
Ransby, B. (2003). Ella Baker and the Black freedom movement: A radical democratic vision. University of North Carolina Press.Google Scholar
Rong, X. L., & Brown, F. (2002). Socialization, culture, and identities of Black immigrant children: What educators need to know and do. Education and Urban Society, 34(2), 247273. https://doi.org/10.1177/0013124502342008CrossRefGoogle Scholar
Sanya, B. N. (2021). Blackness, biopolitics, borders: African immigration, racialization, and the limits of American exceptionalism. Ethnic and Racial Studies, 44(9), 15271548 https://doi.org/10.1080/01419870.2021.1909742CrossRefGoogle Scholar
Span, C. M., & Sanya, B. N. (2019). The African diaspora and the history of education. In Rury, J. & Tamura, E. (Eds.), The Oxford handbook of history of education (pp. 399412). Oxford University Press.Google Scholar
Spivak, G. C. (1988). Can the subaltern speak? In Nelson, C. & Grossberg, L. (Eds.), Marxism and the interpretation of culture (pp. 271313). Walther König, Köln/Afterall Books.Google Scholar
Stein, S. (2021). What can decolonial and abolitionist critiques teach the field of higher education? The Review of Higher Education, 44(3), 387414. https://doi.org/10.1353/rhe.2021.0000CrossRefGoogle Scholar
Suárez‐Orozco, C., Rhodes, J., & Milburn, M. (2009). Unraveling the immigrant paradox. Academic engagement among recently arrived immigrant youth. Youth and Society, 20(10), 133. https://doi.org/10.1177/0044118X09333647Google Scholar
Tamir, C., & Anderson, M. (2022). One-in-ten Black people living in the U.S. are immigrants. Pew Research Center. www.pewresearch.org/race-ethnicity/2022/01/20/one-in-ten-black-people-living-in-the-u-s-are-immigrants/Google Scholar
Tesfai, R. (2019). Double minority status and neighborhoods: Examining the primacy of race in Black immigrants’ racial and socioeconomic segregation. City & Community, 18(2), 509528. https://doi.org/10.1111/cico.12384CrossRefGoogle ScholarPubMed
Thiong’o, N. W. (1986). Decolonizing the African mind: The politics of language in African literature. James Curry.Google Scholar
Thomas, A. (2013). Immigrant and native Black college students: Social experiences and academic outcomes. LFB Scholarly Publishing.Google Scholar
Tometi, O. (2016). The difficult bridge facing Black immigrants. Ebony Magazine. www.ebony.com/news-views/black-immigrants-challenges#axzz4Hoas971HGoogle Scholar
Volpp, L. (2010). Excesses of culture: On Asian American citizenship and identity. Asian American Law Journal, 17, 6381. www.law.berkeley.edu/library/ir/aalj/Google Scholar
Volpp, L. (2015). The indigenous as alien. UC Irvine Law Review, 5(2), 289325. www.law.uci.edu/lawreview/Google Scholar
Walker, V. S. (2009). Second-class integration: A historical perspective for a contemporary agenda. Harvard Educational Review, 79(2), 269284. https://doi.org/10.17763/haer.79.2.b1637p4u4093484mCrossRefGoogle Scholar
Walker, V. S. (2018). The lost education of Horace Tate: Uncovering the hidden heroes who fought for justice in schools. The New Press.Google Scholar
Waters, M. (1999). Black identities: West Indian immigrant dreams and American realities. Russell Sage Foundation.CrossRefGoogle Scholar
Wilder, C. S. (2013). Ebony and ivy: Race, slavery, and the troubled history of America’s universities. Bloomsbury Publishing.Google Scholar
Williams, H. A. (2005). Self-taught: African American education in slavery and freedom. University of North Carolina Press.Google Scholar
Wolfe, P. (2006). Settler colonialism and the elimination of the native. Journal of Genocide Research, 8(4), 387409. https://doi.org/10.1080/14623520601056240CrossRefGoogle Scholar
Woodson, C. G. (2006). The mis-education of the Negro. Tribeca Books.Google Scholar
Zaidi, Z., Verstegen, D., Vyas, R., Hamed, O., Dornan, T., & Morahan, P. (2016). Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue. Medical Education Online, 21(1), 33145. https://doi.org/10.3402/meo.v21.33145CrossRefGoogle ScholarPubMed

References

Almeida, D. J., Byrne, A. M., Smith, R. M., & Ruiz, S. (2021). How relevant is grit? The importance of social capital in first-generation college students’ academic success. Journal of College Student Retention: Research, Theory & Practice, 23(3), 539559. https://doi.org/10.1177/1521025119854688CrossRefGoogle Scholar
Aragon, A. (2018). Achieving Latina students: Aspirational counterstories and critical reflections on parental community cultural wealth. Journal of Latinos and Education, 17(4), 373385. http://dx.doi.org/10.1080/15348431.2017.1355804CrossRefGoogle Scholar
Atherton, M. C. (2014). Academic preparedness of first-generation college students: Different perspectives. Journal of College Student Development, 55(8), 824829. https://doi.org/10.1353/csd.2014.0081CrossRefGoogle Scholar
Batalova, J., Blizzard, B., & Bolter, J. (2020). Frequently requested statistics on immigrants and immigration in the United States. Migration Policy Institute. www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states-2019Google Scholar
Batalova, J., & Feldblum, M. (2020). Immigrant-origin students in US higher education: A data profile. Migration Policy Institute. www.migrationpolicy.org/research/immigrant-origin-students-us-higher-educationGoogle Scholar
Bryan, E., & Simmons, L. A. (2009). Family involvement: Impacts on post-secondary educational success for first-generation Appalachian college students. Journal of College Student Development, 50(4), 391406. https://doi.org/10.1353/csd.0.0081CrossRefGoogle Scholar
Cataldi, E. F., Bennett, C. T., & Chen, X. (2018). First-generation students: College access, persistence, and postbachelor’s outcomes (NCES 2018–421). U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018421Google Scholar
Cejda, B. D., & Hoover, R. E. (2010). Strategies for faculty-student engagement: How community college faculty engage Latino students. Journal of College Student Retention: Research, Theory & Practice, 12(2), 135153. https://doi.org/10.2190/CS.12.2.bCrossRefGoogle Scholar
Chang, J., Wang, S.-W., Mancini, C., McGrath-Mahrer, B., & Orama de Jesus, S. (2020). The complexity of cultural mismatch in higher education: Norms affecting first-generation college students’ coping and help-seeking behaviors. Cultural Diversity and Ethnic Minority Psychology, 26(3), 280294. https://doi.org/10.1037/cdp0000311CrossRefGoogle ScholarPubMed
Da Graca, M., & Dougherty, L. (2015). First generation college students: Navigating higher education. University of Southern California. https://scalar.usc.edu/works/first-generation-college-student-/indexGoogle Scholar
Eitel, S. J., & Martin, J. (2009). First-generation female college students’ financial literacy: Real and perceived barriers to degree completion. College Student Journal, 43(2), 616631. https://link.gale.com/apps/doc/A201608577/AONE?u=nysl_oweb&sid=googleScholar&xid=270cec9eGoogle Scholar
Fruiht, V., & Chan, T. (2018). Naturally occurring mentorship in a national sample of first-generation college goers: A promising portal for academic and developmental success. American Journal of Community Psychology, 61(3–4), 386397. https://doi.org/10.1002/ajcp.12233CrossRefGoogle Scholar
Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first- and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253263. https://doi.org/10.1037/cou0000066CrossRefGoogle ScholarPubMed
Glaessgen, T. A., MacGregor, C. J., Cornelius-White, J. H. D., Hornberger, R. S., & Baumann, D. M. (2018). First-generation students with undecided majors: A qualitative study of university reacculturation. NACADA Journal, 38(1), 2235. https://doi.org/10.12930/NACADA-16-030CrossRefGoogle Scholar
Gloria, A. M., & Castellanos, J. (2012). Desafíos y bendiciones: A multiperspective examination of the educational experiences and coping responses of first-generation college Latina students. Journal of Hispanic Higher Education, 11(1), 8299. https://doi.org/10.1177/1538192711430382CrossRefGoogle Scholar
Gofen, A. (2009). Family capital: How first‐generation higher education students break the intergenerational cycle. Family Relations, 58(1), 104120. https://doi.org/10.1111/j.1741-3729.2008.00538.xCrossRefGoogle Scholar
Hurd, N. M., Tan, J. S., & Loeb, E. L. (2016). Natural mentoring relationships and the adjustment to college among underrepresented students. American Journal of Community Psychology, 57(3–4), 330341. https://doi.org/10.1002/ajcp.12059CrossRefGoogle ScholarPubMed
Ives, J., & Castillo-Montoya, M. (2020). First-generation college students as academic learners: A systematic review. Review of Educational Research, 90(2), 139178. https://doi.org/10.3102/0034654319899707CrossRefGoogle Scholar
Jargowsky, P. A. (2009). Immigrants and neighbourhoods of concentrated poverty: Assimilation or stagnation? Journal of Ethnic and Migration Studies, 35(7), 11291151. https://doi.org/10.1080/13691830903006150CrossRefGoogle Scholar
Karp, M. M. (2013). Entering a program: Helping students make academic and career decisions (CCRC Working Paper No. 59). Columbia University, Teachers College, Community College Research Center. https://ccrc.tc.columbia.edu/publications/entering-a-program-academic-and-career-decisions.htGoogle Scholar
Karp, M. M. Ackerson, S., Cheng, I., Cocatre-Zilgien, E., Costelloe, S., Freeman, B., Lemire, S., Linderman, D., McFarlane, B., Moulton, S., O’Shea, J., Porowski, A., & Richburg-Hayes, L. (2021). Effective advising for postsecondary students: A practice guide for educators (WWC 2022003). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/PracticeGuide/28Google Scholar
Kim, Y. K., & Sax, L. J. (2009). Student–faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. Research in Higher Education, 50(5), 437459. http://dx.doi.org/10.1007/s11162-009-9127-xCrossRefGoogle Scholar
Kouyoumdjian, C., Guzmán, B. L., Garcia, N. M., & Talavera-Bustillos, V. (2017). A community cultural wealth examination of sources of support and challenges among Latino first- and second-generation college students at a Hispanic serving institution. Journal of Hispanic Higher Education, 16(1), 6176. https://doi.org/10.1177/1538192715619995CrossRefGoogle Scholar
Larrotta, C., & Yamamura, E. K. (2011). A community cultural wealth approach to Latina/Latino parent involvement: The promise of family literacy. Adult Basic Education and Literacy Journal, 5(2), 7483. https://shorturl.at/lorN2Google Scholar
Lauderdale, M. K., & Heckman, S. J. (2017). Family background and higher education attainment among children of immigrants. Journal of Family and Economic Issues, 38(3), 327337. https://doi.org/10.1007/s10834-017-9537-4CrossRefGoogle Scholar
Means, D. R., & Pyne, K. B. (2017). Finding my way: Perceptions of institutional support and belonging in low-income, first-generation, first-year college students. Journal of College Student Development, 58(6), 907924. https://doi.org/10.1353/csd.2017.0071CrossRefGoogle Scholar
Moschetti, R. V., & Hudley, C. (2015). Social capital and academic motivation among first-generation community college students. Community College Journal of Research and Practice, 39(3), 235251. https://doi.org/10.1080/10668926.2013.819304CrossRefGoogle Scholar
Nesteruk, O. (2022). Family dynamics at the intersection of languages, cultures, and aspirations: Reflections of young adults from immigrant families. Journal of Family Issues, 43(4), 10151038. https://doi.org/10.1177/0192513X211007527CrossRefGoogle Scholar
Nunn, L. M. (2021). Ethnoracial diversity and belonging. In College belonging: How first-year and first-generation students navigate campus life (pp. 112137). Rutgers University Press. https://doi.org/10.36019/9781978809536-006CrossRefGoogle Scholar
O’Brien, C., & Shedd, J. (2001). Getting through college: Voices of low-income and minority students in New England. The Institute for Higher Education Policy.Google Scholar
Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249284. https://doi.org/10.1080/00221546.2004.11772256Google Scholar
Pike, G. R., & Kuh, G. D. (2005). First- and second-generation college students: A comparison of their engagement and intellectual development. The Journal of Higher Education, 76(3), 276300. https://doi.org/10.1080/00221546.2005.11772283CrossRefGoogle Scholar
Rondini, A. C. (2018). “Cautionary tales”: Low-income first-generation college students, educational mobility, and familial meaning-making processes. In Rondini, A. C., Richards, B. N., & Simon, N. P. (Eds.), Clearing the path for first-generation college students: Qualitative and intersectional studies of educational mobility (pp. 1949). Lexington Books.Google Scholar
Salis Reyes, N. A., & Nora, A. (2012). Lost among the data: A review of Latino first generation college students [White paper]. Hispanic Association of Colleges and Universities. www.hacu.net/images/hacu/OPAI/H3ERC/2012_papers/Reyes%20nora%20-%20rev%20of%201st%20gen%20latino%20college%20students%20-%202012.pdfGoogle Scholar
Scrivener, S., & Weiss, M. J. (2009). More guidance, better results? Three-year effects of an enhanced student services program at two community colleges. MDRC.Google Scholar
Shumaker, R., & Wood, J. L. (2016). Understanding first-generation community college students: An analysis of covariance examining use of, access to, and efficacy regarding institutionally offered services. Community College Enterprise, 22(2), 917. www.proquest.com/docview/1858820967?pq-origsite=gscholar&fromopenview=trueGoogle Scholar
Soria, K. M., & Stebleton, M. J. (2012). First-generation students’ academic engagement and retention. Teaching in Higher Education, 17(6), 673685. https://doi.org/10.1080/13562517.2012.666735CrossRefGoogle Scholar
Tovar, E. (2015). The role of faculty, counselors, and support programs on Latino/a community college students’ success and intent to persist. Community College Review, 43(1), 4671. https://doi.org/10.1177/0091552114553788CrossRefGoogle Scholar
Vasquez-Salgado, Y., Greenfield, P. M., & Burgos-Cienfuegos, R. (2015). Exploring home-school value conflicts: Implications for academic achievement and well-being among Latino first-generation college students. Journal of Adolescent Research, 30(3), 271305. https://doi.org/10.1177/0743558414561297CrossRefGoogle Scholar
Wang, C. D. C., Scalise, D. A., Barajas-Munoz, I. A., Julio, K., & Gomez, A. (2016). Attachment, acculturation, and psychosomatic complaints among Hispanic American university students. Journal of College Counseling, 19(1), 4560. https://doi.org/10.1002/jocc.12030CrossRefGoogle Scholar
What Works Clearinghouse. (2020). Single Stop USA’s community college initiative (WWC Intervention Report, NCES 2021–002). U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=WWC2021002Google Scholar
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 6991. https://doi.org/10.1080/1361332052000341006CrossRefGoogle Scholar

References

Abe, J., Talbot, D. M., & Geelhored, R. J. (1998). Effects of a peer program on international student adjustment. Journal of College Student Development, 39(6), 539547.Google Scholar
Allen, K. (2020). “When does hot become cold”: Why we should be disrupting narrow and exclusive discourses of success in higher education. International Studies in Widening Participation, 7(1), 821.Google Scholar
Altbach, P. G. (2004). Higher education crosses borders: Can the United States remain the top destination for foreign students? Change: The Magazine of Higher Learning, 36(2), 1825. https://doi.org/10.1080/00091380409604964CrossRefGoogle Scholar
Amuedo-Dorantes, C., & Furtado, D. (2019). Settling for academia? H-1B visas and the career choices of international students in the United States. Journal of Human Resources, 54(2), 401429. https://doi.org/10.2139/ssrn.2834216CrossRefGoogle Scholar
Atay, A., & Bhattacharya, K.(2022). Introduction: The im/possibility of finding home in academia: Personal narratives of transnationally minoritized scholars in higher education. Qualitative Inquiry, 28(6), 599601. https://doi.org/10.1177/10778004211021811CrossRefGoogle Scholar
Boafo-Arthur, S. (2014). Acculturative experiences of Black African International students. International Journal of Advanced Counseling, 36(2), 115124. https://doi.org/10.1007/s10447-013-9194-8CrossRefGoogle Scholar
Bound, J., Braga, B., Khanna, G., & Turner, S. (2021). The globalization of postsecondary education: The role of international students in the U.S. higher education system. Journal of Economic Perspectives, 35(1), 163184. https://doi.org/10.1257/jep.35.1.163CrossRefGoogle ScholarPubMed
Burke, P. J., Bennett, A., Burgess, C., Gray, K., & Southgate, E. (2016). Capability, belonging and equity in higher education: Developing inclusive approaches. In: Report submitted to the National Centre for Student Equity in Higher Education (NCSEHE), Curtin University, Perth. Retrieved from http://hdl.voced.edu.au/10707/398871Google Scholar
Brown, J., & Brown, L. (2013). The international student sojourn, identity conflict, and threats to well-being. British Journal of Guidance & Counseling, 41(4), 395413. https://doi.org/10.1080/03069885.2012.729026CrossRefGoogle Scholar
Cemalcilar, Z., Falbo, T., & Stapleton, L. M., (2005). Cyber communication: A new opportunity for international students’ adaptation? International Journal of Intercultural Relations, 29(1), 91110. https://doi.org/10.1016/j.ijintrel.2005.04.002CrossRefGoogle Scholar
Chioncel, N. E., Van Der Veen, R. G. W., Wildemeersch, D., & Jarvis, P. (2003). The validity and reliability of focus groups as a research method in adult education. International Journal of Lifelong Education, 22(5), 495517. https://doi.org/10.1080/0260137032000102850CrossRefGoogle Scholar
Choudaha, R., & Schulmann, P. (2014). Bridging the gap: Recruitment and retention to improve student experience. NAFSA: Association of International Educators.Google Scholar
Constantine, M. G., Anderson, G. M., Berkel, L. A., Caldwell, L. D., & Utsey, S. O. (2005). Examining the cultural adjustment experiences of African International college students: A qualitative analysis. Journal of Counseling Psychology, 52(1), 5766. https://doi.org/10.1037/0022-0167.52.1.57CrossRefGoogle Scholar
Daddow, A., Cronshaw, D., Daddow, N., & Sandy, R. (2020). Hopeful cross-cultural encounters to support student well-being and graduate attributes in higher education. Journal of Studies in International Education, 24(4), 474490. https://doi.org/10.1177/1028315319861362CrossRefGoogle Scholar
Fisher-Borne, M., Cain, J. M., & Martin, S. L., (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence. Social Work Education, 34(2), 165181. https://doi.org/10.1080/02615479.2014.977244CrossRefGoogle Scholar
Fouron, G., & Schiller, N. G. (2001). All in the family: Gender, transnational migration, and the nation-state. Identities Global Studies in Culture and Power, 7(4), 539582. https://doi.org/10.1080/1070289x.2001.9962678Google Scholar
Gargano, T. (2009). (Re)conceptualizing international student mobility: The potential of transnational social fields. Journal of Studies in International Education, 13(3), 331346. https://doi.org/10.1177/1028315308322060CrossRefGoogle Scholar
Gomes, C. (2021). Transience as method: A conceptual lens to understanding evolving trends in migration, mobility, and diversity in the transnational space. Migration Studies, 9(3), 649676. https://doi.org/10.1093/migration/mnz027CrossRefGoogle Scholar
González, K. P. (2000). Toward a theory of minority student participation in predominantly White colleges and universities. Journal of College Student Retention: Research, Theory, and Practice, 2(1), 6991. https://doi.org/10.2190/lpcf-p0c3-n4bu-464rCrossRefGoogle Scholar
Guo, Y., & Guo, S. (2017). Internationalization of Canadian higher education: Discrepancies between policies and international student experiences. Studies in Higher Education, 42(5), 851868. https://doi.org/10.1080/03075079.2017.1293874CrossRefGoogle Scholar
Hou, M., Cruz, N., Glass, C. R., & Lee, S. (2020). Transnational postgraduates: Navigating academic trajectories in the globalized university. International Studies in Sociology of Education, 30(3), 306324. https://doi.org/10.1080/09620214.2020.1853590CrossRefGoogle Scholar
Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324345. https://doi.org/10.2307/2673270CrossRefGoogle Scholar
Kaur, H. (2019, January 29). A Duke professor warned Chinese students to speak English. Retrieved March 29, 2023 from www.cnn.com/2019/01/28/health/duke-professor-warns-chinese-students-speak-english-trnd/index.htmlGoogle Scholar
Khawaja, N. J., & Stallman, H. M. (2011). Understanding the coping strategies of international students: A qualitative approach. Australian Journal of Guidance and Counselling, 21(2), 203224. https://doi.org/10.1375/ajgc.21.2.203CrossRefGoogle Scholar
Kim, S. W. (2021). The effects of the opt visa extension rule on STEM Business Programs in the U.S. Applied Economics, 54(14), 16541671. https://doi.org/10.1080/00036846.2021.1982131CrossRefGoogle Scholar
Korobova, N., & Starobin, S. (2015). A comparative study of student engagement, satisfaction, and academic success among international and American students. Journal of International Students, 5(1), 7285. https://doi.org/10.32674/jis.v5i1.444CrossRefGoogle Scholar
Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381409. https://doi.org/10.1007/s10734-005-4508-3CrossRefGoogle Scholar
Li, X. (2019, June 11) We must support Chinese international students: Inside Higher Ed. Retrieved from www.insidehighered.com/views/2019/06/11/colleges-should-stop-viewing-Chinese-students-merely-threats-or-cash-cows-opinionGoogle Scholar
Li, Z., Heath, M. A., Jackson, A. P., Kawika Allen, G. E., Fischer, L., & Chan, P. (2017). Acculturation experiences of Chinese International students who attend American universities. Professional Psychology: Research and Practice, 48(1), 1121. https://doi.org/10.1037/pro0000117CrossRefGoogle Scholar
Mamiseishvili, K. (2012). Academic and social integration and persistence of International students at U.S. two-year institutions. Community College Journal of Research and Practice, 36(1), 1527. https://doi.org/10.1080/10668926.2012.619093CrossRefGoogle Scholar
Marangell, S., & Baik, C. (2022). International students’ suggestions for what universities can do to better support their mental well-being. Journal of International Students,12(4), 933954. https://doi.org/10.32674/jis.v12i4.3877CrossRefGoogle Scholar
McDaniel, A., Dionne, J., & Regan, P., E. P., (2021). Examining international students’ holistic wellness. Journal of Student Affairs Research and Practice, 58(2), 227240. https://doi.org/10.1080/19496591.2020.1853553CrossRefGoogle Scholar
Mügge, L. (2016). Transnationalism as a research paradigm and its relevance for integration. In Garcés-Mascareñas, B. & Penninx, R. (Eds.), Integration Processes and Policies in Europe. IMISCOE Research Series (pp. 109125). Springer. https://doi.org/10.1007/978-3-319-21674-4_7CrossRefGoogle Scholar
Nasser, A. (2021). Borderlands as a site of resistance in Gloria Anzaldúa’s political thought. US Abroad–Journal of American History and Politics, 4, 2536.Google Scholar
National Center for Science and Engineering Statistics (NCSES) (2022). National Survey of College Graduates: 2021. National Science Foundation. https://ncses.nsf.gov/pubs/nsf23306/.Google Scholar
O’Shea, S., & Delahunty, J. (2018). Getting through the day and still having a smile on my face! How do students define success in the university learning environment? Higher Education Research & Development, 37 (5), 10621075. https://doi.org/10.1080/07294360.2018.1463973CrossRefGoogle Scholar
Paris., D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 9397. https://doi.org/10.3102/0013189X12441244CrossRefGoogle Scholar
Phelps, J. M. (2016). International doctoral students’ navigations of identity and belonging in a globalizing university. International Journal of Doctoral Studies, 11, 114. Retrieved from http://ijds.org/Volume11/IJDSv11p001014Phelps1923.pdfCrossRefGoogle Scholar
Poyrazli, S., & Grahame, K. M. (2007). Barriers to adjustment: Needs of international students within a semi-urban campus community. Journal of Instructional Psychology, 34(1), 2845.Google Scholar
Reisinger, D., Valnes, S., Yan, L., & Virgüez, E. (2022). Sustainability across the curriculum: A multilingual and cultural approach. Education for Sustainable Development in Foreign Language Learning, 1, 197214. https://doi.org/10.4324/9781003080183-15Google Scholar
Rendón, L. I. (2006). Reconceptualizing success for underserved students in higher education. National Post-Secondary Cooperative. Retrieved from: Retrieved from https://nces.ed.gov/npec/pdf/resp_Rendon.pdfGoogle Scholar
Romerhausen, N. J. (2013). Strategies to enhance student success: A discourse analysis of academic advice in international student handbooks. Journal of International students, 3(2), 129139. https://doi.org/10.32674/jis.v3i2.506CrossRefGoogle Scholar
Ruffner, M. (2022, November 14). New NAFSA Data Reveal International Student Economic Contributions to the U.S. still below pre-pandemic levels. NAFSA. Retrieved from www.nafsa.org/about/about-nafsa/new-nafsa-data-reveal-international-student-economic-contributions-us-still-belowGoogle Scholar
Schiller, N. G., Basch, L., & Blanc-Szanton, C. (1992). Transnationalism: A new analytic framework for understanding migration. Annals of the New York Academy of Sciences, 645(1), 124. https://doi.org/10.1111/j.1749-6632.1992.tb33484.xCrossRefGoogle ScholarPubMed
Squire, D., Yao, C. W., & Zenner, K. (2023). Neo-racism, academic advisor intercultural (in)competence, and the hindering of international student success. Journal of Student Affairs Research and Practice. https://doi.org/10.1080/19496591.2022.2147014Google Scholar
Smith, C. (2020). International students and their academic experiences: Student satisfaction, student success challenges, and promising teaching practices. In Gaulee, U., Sharma, S., & Bista, K. (Eds.), Rethinking education across borders (pp. 271287). Springer. https://doi.org/10.1007/978-981-15-2399-1_16.CrossRefGoogle Scholar
Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699713. https://doi.org/10.1016/j.ijintrel.2011.08.004CrossRefGoogle Scholar
Smith, T. B., Chin, L., Inman, A. G., Findling, J. H. (1999). An outreach support group for international students. Journal of College Counseling, 2(2), 188190. https://doi.org/10.1002/j.2161-1882.1999.tb00156.xCrossRefGoogle Scholar
Tedeschi, M., Vorobeva, E., & Jauhiainen, J. S. (2022). Transnationalism: Current debates and new perspectives. GeoJournal, 87(2), 603619. https://doi.org/10.1007/s10708-020-10271-8CrossRefGoogle Scholar
Titus, M. A. (2004). An examination of the influence of institutional context on student persistence at four-year colleges and universities: A multilevel approach. Research in Higher Education, 45(7), 673699. https://doi.org/10.1023/B:RIHE.0000044227.17161.faCrossRefGoogle Scholar
Tuck, E., & Yang, X. (2012). Decolonization is not a metaphor. Decolonization Indigeneity, Education & Society, 1(1), 140.Google Scholar
U.S. Citizenship and Immigration Services. (2022, June 3). Optional practical training extension for STEM students (STEM opt). USCIS. Retrieved March 8, 2023, from www.uscis.gov/working-in-the-united-states/students-and-exchange-visitors/optional-practical-training-extension-for-stem-students-stem-optGoogle Scholar
U.S. Department of Education. (2022). Integrated Postsecondary Education Data Systems (IPEDS). National Center for Education Statistics. https://nces.ed.gov/ipedsGoogle Scholar
U.S. Department of Homeland Security. (2022). Student and Exchange Visitor Program (SEVP) 2021 SEVIS by the Numbers Report. U.S. Immigrations and Customs Enforcement. www.ice.gov/doclib/sevis/pdf/sevisBTN2021.pdfGoogle Scholar
U.S. Department of Homeland Security. (2023). Student and Exchange Visitor Program (SEVP) Employment F-1 Student On Campus. U.S. Immigrations and Customs Enforcement. www.ice.gov/sevis/employment#:~:text=An%20F%2D1%20student%20has,or%20during%20the%20annual%20vacationGoogle Scholar
Vertovec, S. (2003). Migration and other modes of transnationalism: Towards conceptual cross-fertilization. International Migration Review, 37(3), 641665. https://doi.org/10.1111/j.1747-7379.2003.tb00153.xCrossRefGoogle Scholar
Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Sage. https://doi.org/10.4135/9781452243641CrossRefGoogle Scholar
Virgüez, E. (2021). Embracing the value of cultural wealth from underrepresented groups. Teaching Gradually: Practical Pedagogy and Classroom Strategies for Graduate Students by Graduate Students, 1, 190196.Google Scholar
Wan, T., Chapman, D. W., & Biggs, D. A. (1992). Academic stress of international students attending U.S. universities. Research in Higher Education, 33(5), 607623. https://doi.org/10.1007/BF00973761CrossRefGoogle Scholar
Ward, C., & Masgoret, A. M. (2004). The experiences of international students in New Zealand: Report on the results of the national survey. New Zealand: International Policy and Development Unit, Ministry of Education. https://doi.org/10.13140/RG.2.1.3642.4404Google Scholar
Weatherton, M., & Schussler, E. E. (2021). Success for all? A call to re-examine how student success is defined in higher education. CBE – Life Sciences Education, 20(3), 113. https://doi.org/10.1187/cbe.20-09-0223CrossRefGoogle Scholar
Welding, L. (2023, February 23). College enrollment statistics in the U.S.: BestColleges. BestColleges.com. Retrieved March 8, 2023, from www.bestcolleges.com/research/college-enrollment-statistics/Google Scholar
Yeo, H. J. T., Mendenhall, R., Harwood, S. A., & Huntt, M. B. (2019). Asian International student and Asian American student: Mistaken identity and racial microaggressions. Journal of International Students, 9(1), 3965. https://doi.org/10.32674/jis.v9i1.278CrossRefGoogle Scholar
Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 6991. https://doi.org/10.1080/1361332052000341006CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] 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
×