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Chapter 20 - A Duoethnography of Immigrant Educators’ Experiences in Higher Education

from Part IV - Looking Forward

Published online by Cambridge University Press:  16 May 2024

By
Michelle Maria Leao  and
Stephen John Quaye
Edited by
Blake R. Silver  and
Graziella Pagliarulo McCarron
Blake R. Silver
Affiliation:
George Mason University
Graziella Pagliarulo McCarron
Affiliation:
George Mason University
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Summary

Immigrant college students represent a diverse population across the United States. In this chapter, Michelle Leao and Stephen John Quaye engage in a quest to use our own immigrant stories to enrich the larger narrative of immigrant college students in the United States. We utilized a duoethnography to capture our higher education experiences through our undergraduate and graduate experiences. From our conversations, we focus on four themes: studying people around us, assimilating and fitting in, using our accent and language, and developing our immigrant identities. With those themes in mind, we close by offering recommendations for policy and practice to support immigrant college students.

Keywords

immigrantsduoethnographystudent affairscollege transitionimmigrant identitycollege studentsgraduate students
Type
Chapter
Information
Supporting College Students of Immigrant Origin
New Insights from Research, Policy, and Practice
 , pp. 422 - 437
Publisher: Cambridge University Press
Print publication year: 2024

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References

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Norris, J., & Sawyer, R. D. (2012). Toward a dialogic methodology. In Norris, J., Sawyer, R. D., & Lund, D. E. (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 9–40). Left Coast Press.Google Scholar
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