Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review

Authors

  • Chrystal A. George Mwangi George Mason University Higher Education Program http://orcid.org/0000-0002-3343-6316
  • Koboul Mansour University of Massachusetts Amherst
  • Mujtaba Hedayet University of Massachusetts Amherst

DOI:

https://doi.org/10.18251/ijme.v23i2.2375

Keywords:

Immigrants, higher education, identity, access, persistence

Abstract

As immigrant students continue to enter the U.S. educational pipeline at growing rates, it has become increasingly important for researchers, practitioners, and policymakers to understand these students’ pathways into and through college as well as the factors impacting their success. Using a systematic review, this analysis provides a comprehensive understanding of how global mobility shapes and is shaped by U.S. higher education, particularly in how immigrant identity and immigrants’ experiences are depicted in U.S. higher education scholarship.

Author Biography

Chrystal A. George Mwangi, George Mason University Higher Education Program

Chrystal A. George Mwangi is an associate professor of higher education at George Mason University.

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Published

2021-08-30

How to Cite

George Mwangi, C. A., Mansour, K., & Hedayet, M. (2021). Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review. International Journal of Multicultural Education, 23(2), 45–69. https://doi.org/10.18251/ijme.v23i2.2375

Issue

Vol. 23 No. 2 (2021): Open Theme Issue

Section

Articles (Peer-reviewed)

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