Date of Graduation
2017
Document Type
Dissertation
Degree Type
PhD
College
College of Education and Human Services
Department
Curriculum & Instruction/Literacy Studies
Committee Chair
Erin McHenry-Sorber
Committee Co-Chair
Reagan Curtis
Committee Member
Jennifer Douglas
Committee Member
Nathan Sorber
Committee Member
Heiko Ter Haseborg
Abstract
Graduate student-faculty relationships can impact student program completion, career path, attrition, success, and overall experience. With the increase of African graduate students in the United States, there is a need to understand the relationship dynamics between these students and American faculty. The existing research studies on African students tend to focus on student experience with discrimination, language difficulties, cultural adjustment, financial issues, isolation, and loneliness. This qualitative study explores the experiences of African Francophone doctoral students using a single case study and narrative approach. This research finds African Francophone doctoral student-faculty relationships are multifaceted, and tainted by uneven power in some instances, by linguistic and cultural barriers in others, and by support and encouragement in others.
Recommended Citation
Rouamba, Nathalie Hoblebou, "Exploring African Francophone Doctoral Student Experiences of Student-Faculty Relationship" (2017). Graduate Theses, Dissertations, and Problem Reports. 6535.
https://researchrepository.wvu.edu/etd/6535