Ethnic Identity, Parental Involvement, and Academic Outcomes: A Qualitative Study of African International Students' Experiences

Authors

Kenanile Olivia Marie-France Bigba, University of Nebraska-LincolnFollow

First Advisor

Mary Garro Zeleny

Second Advisor

Carrie Clark

Committee Members

Yan Xia

Date of this Version

12-2025

Document Type

Thesis

Citation

A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Arts

Major: Educational Psychology

Under the supervision of Professors Mary Garro Zeleny and Carrie Clark

Lincoln, Nebraska

December, 2025

Comments

Copyright 2025, Kenanile Olivia Marie-France Bigba. Used by permission

Abstract

This qualitative study explored how parental involvement intersected with cultural backgrounds and values through ethnic identity formation among African international students, and how these interactions influenced students' self-concept clarity, self-esteem, and subsequent academic attitudes and performance. Using hermeneutic phenomenological methodology guided by van Manen’s (2023) approach, the study conducted in-depth, semi-structured interviews with African international students (one from East Africa, one from West Africa) enrolled at a Midwest university. Through systematic thematic analysis, five interconnected themes emerged: (1) Evolving Parental Involvement, from direct guidance to distant trust, revealing how parental engagement transforms across geographical distance with financial circumstances moderating this dynamic; (2) Resilience and Adaptability as Cultural Capital, demonstrating how challenging socio-historical contexts (post-conflict reconstruction, transnational mobility) generate valuable academic capabilities; (3) Negotiating Spiritual and Cultural Identity in Transnational Contexts, showing sophisticated post-colonial syncretism that honors multiple spiritual traditions; (4) Academic Motivation, from external validation to intrinsic understanding, capturing shifts from grade-focused to concept-focused learning; and (5) Navigating Structural Constraints and Systematic Inequities, illuminating how visa restrictions, financial stress, and cultural barriers create unequal conditions for international students. The research makes three theoretical contributions: conceptualizing temporally stratified parental involvement where historical socialization shapes current decisions across distance; reframing challenging backgrounds as sources of cultural capital rather than deficits; and articulating post-colonial spiritual syncretism as contemporary identity negotiation. Findings extend existing literature on parental involvement (Wilder, 2014), ethnic identity development literature development (Phinney, 1990), and international student experiences (Awuo, 2021) while providing support for self-determination theory’s internalization processes. Practical implications address university administrators (advocating for policy reform and expanding financial support, faculty (recognizing diverse communication norms and parental involvement patterns), student services (addressing material needs alongside emotional support), and international student programs (facilitating peer mentoring while recognizing within-group diversity). The study demonstrates that African international students’ academic success emerges through extraordinary resilience navigating structural disadvantage rather than despite challenges, positioning these students as knowledge holders whose distinctive experiences enrich institutions.

Advisors: Mary Garro Zeleny and Carrie Clark