In the 2022-2023 academic year, nearly one million international students from over 200 countries enrolled in U.S. higher education institutions, marking a 12% increase from the previous year (Martel & Baer, 2022). Despite representing 5.6% of the total U.S. higher education population, asylum-seeking students remained an overlooked demographic, underscoring the challenges faced by marginalized groups within academia (Buchholz, 2023). This research focused on the experience of a Black, Quare, Afro-Caribbean, asylum-seeking doctoral student, employing autoethnographic methods to examine the complex intersections of race, sexuality, and transnational identity. Grounded in Intersectionality Theory (Crenshaw, 1991), Critical Race Theory (Bell, 1995), Quare Theory (Johnson, 2001), Transnational Identity (Esteban-Guitart & Vila, 2015), and Nigrescence (Cross, 1991), the study contextualized the student’s experiences and identity development, highlighting a population often neglected in international higher education research. The study underscored resilience’s pivotal role in navigating academia’s intricate landscape, particularly regarding visa issues, limited work opportunities, and the intersectionality of identities, exemplified by being a Black, Quare, Afro-Caribbean, asylum seeker. Thematic analysis of data—including photos, journal entries, and artifacts revealed key themes of xii Intersectional Identity Struggles in Education, Community and Support Systems, and Internal and External Conflicts. Autoethnography, combined with an intersectional framework, provided a powerful, nuanced approach to exploring these complexities. This research contributed to the discourse on intersectionality in education by amplifying marginalized voices and advocating for systemic transformation. It called for higher education to embrace inclusivity, equity, and empathy, fostering an environment where all individuals could thrive, free from discrimination and marginalization.
| Identifer | oai:union.ndltd.org:lmu.edu/oai:digitalcommons.lmu.edu:etd-2312 |
| Date | 01 August 2024 |
| Creators | Richards, Travis A |
| Publisher | Digital Commons at Loyola Marymount University and Loyola Law School |
| Source Sets | Loyola Marymount University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | LMU/LLS Theses and Dissertations |
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