Degree

Doctor of Philosophy (PhD)

Department

The Lutrill and Pearl Payne School of Educational Leadership and Research Higher Education Administration

Document Type

Dissertation

Abstract

Abstract

The purpose of this qualitative study was to investigate social engagement among international students attending a Historically Black College or University (HBCU). Specifically, the study explored how campus leadership and the broader campus community can promote social integration and engagement for international students. Prior research has shown that international students face unique challenges in their social adjustment and academic success, often requiring tailored institutional support (Andrade, 2006; Hendrickson, Rosen, & Aune, 2011; Perry, 2016; Zhang & Goodson, 2011). This study employed a narrative inquiry approach and included seven international students currently enrolled at an HBCU in the southern United States. The use of a fictional institution, Spice University, allowed for ethical anonymity while representing a composite of common HBCU experiences. Through in-depth interviews and participant storytelling, this study aimed to identify barriers to social adjustment and understand how international students acclimate to on-campus environments. Findings revealed that while participants valued the familial atmosphere, cultural pride, and supportive faculty relationships at HBCUs, they experienced challenges related to limited pre-arrival communication, under-resourced international offices, and difficulties building peer relationships with domestic students. Despite these barriers, students demonstrated strong adaptability and a desire for deeper cultural engagement. Participants emphasized the importance of intentional programming, peer mentorship, and visible international representation in fostering a sense of belonging. The insights gained from this study provide actionable recommendations for improving institutional support, expanding inclusive practices, and strengthening international student programming at HBCUs. This research takes place during a time of heightened political uncertainty in the United States, as the 2025 political administration introduces new immigration policies and revisits international education priorities. Such shifts have direct implications for international students’ visa stability, campus climate, and their overall sense of security and belonging. The findings of this study underscore the urgent need for HBCUs and other institutions to advocate for inclusive practices, strengthen international student support systems, and ensure that global learners are protected and valued as integral members of the academic community.

Date

7-11-2025

Committee Chair

Roland Mitchell

DOI

10.31390/gradschool_dissertations.6895

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Available for download on Friday, July 09, 2032

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