Understanding and Meeting the Needs of Students from Africa

A Mini-Brief for University Administrators and Faculty

February 2011


Why Africa?
Africa is a continent with 53 countries and over 1,000 languages. African nations have diverse and rich histories, which have had major influences in world history. Unfortunately, colonization, exploitation and the ugly legacy of slavery has muted the world’s understanding and appreciation for Africa’s influence in world culture, religion, art, philosophy, and history. Most Americans’ knowledge of Africa pertains to ancient Egypt, the slave trade, Nelson Mandela, the Rwandan genocide of 1994, AIDS, Somalia (Black Hawk Down), and recent civil unrest in Darfur, Tunisia and Egypt.

Pre- 1800 B.C.E., Northern Africa was involved with international trade with Greece, Rome and Phoenicia. Africa was also at the center of commerce and trade with Asia and Europe, being greatly influenced by Christianity and Islam. During the early 15th century, the colonization of Africa began by many European countries such as. Through the following centuries, there was active exploration and exploitation of the African continent. Many of the countries’ borders were re-aligned, re-assigned, and settled by the colonizing powers. Africa remained colonized (except for Ethiopia or Abyssinia) until after World War II. The legacy of colonization has been political instability, border disputes, and economic debt. African countries have borrowed huge sums of money to stabilize their countries, unfortunately, leading to sometimes greater instability.

According to a 2003 the Chronicle of Higher Education article, Foreign-student enrollment stagnates by Jennifer Jacobson, The United States remains one of the top education destinations for international students (p. 3). With increased competition and a slumped global economy, higher education institutions in the U.S. are faced with global competition from countries such as Australia, New Zealand, Europe, and Asia for students.

The educational infrastructure in some African countries is not as strong as in other nations; therefore, scholarships and government sponsored programs encourage students to attend international schools and to return to their home country with their newly acquired skills. A strong push for students in the sciences is especially pertinent today. With support for international education, there is a strong opportunity to diversify the student body, and to provide a culturally enriched learning community, with the recruitment and retention of students from Africa. However, special attention and support mechanisms are necessary and worth implementing by university administrators and faculty for the African student population.

Who are we serving?
African students potentially come from 53 unique countries with their own cultural identity, history, languages or dialect, religion (indigenous such as Coptic, Christianity, Muslim), and social values. English is typically a second or third language as many students speak the language of their country, as well as French, Dutch, Arabic, and Portuguese.

According to UNESCO, only half of the children from 1 out of 4 African countries are enrolled in primary school and do not continue to secondary level. Literacy rates range from 65% to 87% throughout Africa. An education attained overseas, especially in the United States, is highly regarded and valued. However, “Negative stereotypes about Africa abound in America…” (Traore, 2006, p. 29). International students face many challenges just to attend a U.S. based university including meeting TOEFL requirements, student visa(s) application process, navigating admissions, financial aid and registration. Additional challenges are faced upon arrival and include making friends, adjusting to dormitory life with a roommate, the cost of living, studying and writing papers, working on group projects, and social interaction with teachers and university administrators.

The top three challenges international students face is English language skills, the creation of new social networks and the adjustment to the different societal values and expectations. (Terkla and Roscoe, 2007, p. 1). However, one of the biggest challenges African students face is overcoming negative stereotypes. “Familiar images such as Tarzan, savages swinging by vines in the jungle, wild animals, diseases, wars, and starving people were all that the American students…could talk about when asked about Africa and Africans.” (Traore, 2006, p. 30)

How Do We Help?
Administrators must remember that some students will try to adjust to university life by using strategies that may be effective in their countries (Terkla, 2007, p. 1) but not necessarily the U.S.; or, students turn to negative forms of coping such as alcohol and drug abuse. Some students will cope by ignoring the situation around them leading to isolation and loneliness. A more constructive and interactive means to help students cope is highly recommended. Activities and groups should be formed to provide social networks and support groups. Many students form African Student Associations or alliances, hosting dinners, dances, speakers and so forth, providing support amongst their fellow African students as well as a means to reach out to other groups for the sake of education, friendship, and cultural understanding.

Building cultural competence within the university community is especially important and productive for all within a university, but especially within any student group. Effort should be made to facilitate language and cultural barriers. Student ambassadors or mentors from the same country or with the same language skills can be assigned to tour new students around campus and to explain some of the cultural and educational challenges that they may face throughout the year. The creation of brochure and/or pamphlets may also be helpful as reference materials: everything from important phone numbers, cultural intermediaries (embassy or cultural centers), local restaurants serving home-cooked meals, and so forth. Especially important is that all university faculty, staff and administrators embrace diversity in all forms and to accept the challenges that come with such a student population (www.healthinschools.org, 2011, p. 5)



Sources
Education USA. (n.d.). Retrieved February 14, 2011, from A U.S. Department of State Web site: www.educationusa.state.gov

Jacobson, J. (2003, November 7). Foreign-student enrollment stagnates. The Chronicle of Higher Education , 50 (11), pp. 1-10.

Miller, P. C. (2004). Understanding and Meeting the Needs of ESL Students. Early Childhood Online , 85 (10), 786-791.

Terkla, D. G. (2007). Voices from around the world: International Undergraduate Student Experiences. Multicultural Perspectives (104), 1-15.

The Center for Health and Human Health Care in Schools. (n.d.). Retrieved February 10, 2011, from www.healthinschools.org: www.healthinschools.org

The World Factbook. (2011). Retrieved February 14, 2011, from www.cia.gov:
www.cia.gov/library/publications/the-world-factbook/geos/sf.html

Traore, R. (2006). Voices of African Students in America: "We're Not from the Jungle". Multicultural Perspectives , 8 (2), 29-34.

UNESCO. (2006). How many children in Africa reach secondary education? Global Education Digest, 2005 (1).