Swimming Against the Tides: Lived Experiences and Challenges of Sub-Saharan African Graduate Students Studying in the U.S.

The Vermont Connection Volume 46 Coalition and Insurgence: Responding to the Anti-DEI Climate in Higher Education. Article 18 April 2025 Swimming Against the Tides: Lived Experiences and Challenges of Sub-Saharan African Graduate Students Studying in the U.S. Sherif Ayodeji Alao Follow this and additional works at: https://scholarworks.uvm.edu/tvc Part of the Higher Education Commons Recommended Citation Alao, S. A. (2025). Swimming Against the Tides: Lived Experiences and Challenges of Sub-Saharan African Graduate Students Studying in the U.S.. The Vermont Connection, 46(1). https://scholarworks.uvm.edu/tvc/vol46/iss1/18 This Article is brought to you for free and open access by the College of Education and Social Services at UVM ScholarWorks. It has been accepted for inclusion in The Vermont Connection by an authorized editor of UVM ScholarWorks. For more information, please contact . 154 • The Vermont Connection • 2025 • Volume 46 Swimming Against the Tides: Lived Experiences and Challenges of Sub-Saharan African Graduate Students Studying in the U.S. Sherif A. Alao This study examines the real-life experiences of Sub-Saharan African students pursuing graduate degrees in the United States, investigating the difficulties, successes, and challenges they face as they navigate the complexities of cross-cultural transitions, academic pursuits, and identity development, considering the global increase of student mobility. Findings demonstrate a dynamic process of self-discovery and adaptation as Sub-Saharan African students struggle with the ebb and flow of social mores, educational systems, and personal development. This study highlights the importance of institutional resources, peer support networks, and mentoring in enabling these students to successfully navigate transitions and enhance their overall academic and emotional well-being. This research contributes to international education scholarship by offering insights for higher education institutions and policymakers to support better the diverse needs of international students from the Sub-Saharan region and similar contexts. Ultimately, this paper invites readers to engage with the unique stories of Sub-Saharan African students as they embark on their educational journeys in the United States. Keywords: international student, sub-saharan Africa, adaptation, immigration, acculturation, well-being, support networks, campus climate, mental health, institutional support Sherif Ayodeji Alao is an international second-year student pursuing a degree in Higher Education and Student Affairs Administration at the University of Vermont. With an academic background in history and international relations, Sherif provides a critical perspective on diversity, equity, and inclusion (DEI) issues, international student advocacy, and higher education policy. As a co-content editor for the Vermont Connection, he is dedicated to fostering scholarly discourse that challenges systemic barriers and amplifies the voices of marginalized communities. His research interests focus on the experiences of international graduate students, institutional commitment to DEI, and the intersection of race, policy, and leadership in higher education. Additionally, Sherif has served as an assistant resident director in the Department of Residential Life and as a practicum student at the Career Center, where he worked on bridging internship accessibility gaps for marginalized students at the University of Vermont through the popular Equity in Internship Project. Sherif aspires to make meaningful contributions to higher education through research, policy reform, and advocacy, ensuring that institutions uphold their commitments to equity and justice. 155 • The Vermont Connection • 2025 • Volume 46 Introduction Globalization has led to an extraordinary movement of individuals and goods worldwide, erasing national borders. (Altbach, 2004) According to the World Bank (2022), migration is a significant part of global integration. For various reasons, students from Sub-Saharan Africa have chosen to pursue their studies in the United States. The challenging economic conditions in their countries of origin prompt many individuals to seek better prospects elsewhere. According to the World Bank, the sub-Saharan region is particularly affected by conflict, climate change, inflation, and food insecurity. These issues stem from decades of colonial antecedents, bad leadership, corruption, and political violence, leading to increasing poverty levels and unemployment for the youth (World Bank, 2022; Mulinge & Lesetedi, 1998) This makes pursuing graduate education in the U.S. an attractive and promising endeavor for recent graduates and early-career professionals whose growing aspirations for a better life at home fuel their decision to pursue graduate studies in the U.S. Sub-Saharan African graduate students eagerly pursue the opportunity to study in the United States, recognizing it as a chance for academic and professional growth. In turn, colleges and universities in the United States benefit significantly from these students, who are immediately integrated into the workforce, making instant contributions to research, teaching, and administrative responsibilities across colleges and schools within the university campus (George et al., 2018). In other words, these students, alongside other international students from around the world, become a valuable source of talent to their university community, serving in various capacities, including teaching assistant (TA), research assistant (RA), and other administrative assistant positions. Dispositions Toward Studying Abroad Sub-Saharan African students are determined and resilient enough to overcome perceived challenges when pursuing opportunities to study abroad. The prospect of studying in the United States presents an opportunity for life-changing academic, personal, and professional growth. For international students, especially graduate students from Sub-Saharan Africa, the benefits far outweigh the challenges that may arise. (Lee & Rice, 2007) Their resolve is strengthened by their acknowledgement of the socio-economic circumstances in their countries of origin that hinder their progress. This determination can be measured by their struggle to gather funds for school applications and visa processing. Applicants from Sub-Saharan Africa face financial hurdles, including application fees, visa, and SEVIS fees. In addition to these financial challenges, Sub-Saharan African students face significant hurdles in obtaining a visa, as visa officers often perceive them as potential immigrants who are unlikely to return home upon completing their program (World Bank, 2022; Knox, 2023; President’s Alliance on Higher Education and Immigration, 2023). Overview of Sub-Saharan Graduate Students Studying in the U.S. The number of students from sub-Saharan Africa attending graduate school in the US has steadily increased. (...truncated)