Between Two Worlds: African International Graduate Staff Navigating Race, Belonging, and Professional Identity in U.S. Higher Education
Document Type
Presentation
Date of Original Version
3-27-2026
Abstract
African international graduate students occupy a unique and understudied position within U.S. higher education institutions. While scholarship has examined international student adjustment, Black student experiences, and professional socialization in student affairs separately, limited research explores the intersection of these identities among African international graduate staff who serve in campus-based roles while pursuing advanced degrees. This literature review synthesizes research across three interconnected domains: international graduate student experiences and belonging, Black immigrant and transnational identity formation, and professional socialization and labor in higher education. Drawing on Strayhorn’s (2018) conceptualization of belonging in higher education and Critical Race Theory, the review examines how African international graduate staff may navigate institutional climate, racial categorization, accent-based assumptions, and professional authority within predominantly White institutions. Existing scholarship suggests that African-born graduate professionals encounter dynamics distinct from both domestic Black professionals and other international students. These may include negotiating U.S. racial frameworks, visa-related precarity, cultural translation responsibilities, and expectations to represent diversity while simultaneously adapting to institutional norms. At the same time, transnational experiences can provide strengths such as intercultural competence, global awareness, and relational leadership approaches that contribute meaningfully to campus communities. Aligned with the conference theme, “Many Paths, One Purpose: Researching for a Better Future,” this review highlights how African international graduate staff arrive through diverse educational and cultural pathways yet share a commitment to fostering student success and community development. By identifying conceptual and empirical gaps in the literature, this paper proposes a research agenda centered on African international graduate professionals in U.S. higher education roles. Understanding this population is essential for developing inclusive supervisory practices, equitable professional development structures, and institutional policies that recognize the intersection of race, nationality, and professional identity. Centering African international graduate staff broadens conversations about belonging, labor, and leadership while contributing to more globally responsive and inclusive higher education systems.
Recommended Citation
Addai, Joshua Kwaku, "Between Two Worlds: African International Graduate Staff Navigating Race, Belonging, and Professional Identity in U.S. Higher Education" (2026). Oral Presentations. Paper 6.
https://digitalcommons.uri.edu/gradcon2026-presentations/6