African Immigrants to the United States: the influence of culture in academic achievement among Nigerian immigrants and their children in northern New Jersey post-1960
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Igbinovia, Robert Uyi.
African Immigrants to the United States: the influence of culture in academic achievement among Nigerian immigrants and their children in northern New Jersey post-1960. Retrieved from
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TitleAfrican Immigrants to the United States: the influence of culture in academic achievement among Nigerian immigrants and their children in northern New Jersey post-1960
Date Created2021
Other Date2021-05 (degree)
Extent1 online resource (x, 191 pages)
DescriptionBackground: Over the last four-and-a-half decades, more African immigrants have voluntarily come to America than were reportedly shipped to America through the slave trade. Over 60% of these African immigrants are from Nigeria. As Nigerian immigrants establish themselves in American cities, towns, and rural communities, they are becoming involved in their communities, starting small businesses, and participating in local politics. They are also raising families and sending their children to college. The purpose of this study was to explore the influence of culture on educational achievement among Nigerian immigrants and their children. The central question guiding the study was “How does culture and social structure influence academic achievement among Nigerian immigrants and their children in the northern New Jersey area?”
Methods: First and second-generation Nigerian immigrant participants were recruited through purposive snowball sampling. Observations of Nigerian immigrant meetings and gatherings were undertaken and semi-structured interviews were conducted with 15 Nigerian immigrant parents and 28 young adult children of Nigerian immigrants attending college at the New Jersey Institute of Technology (NJIT), Rutgers University, and Essex County College. Student participants were interviewed on campus, while parents were interviewed in their respective towns at public places near their homes. Interviews were recorded, transcribed verbatim and analyzed using Transana 2.30. Content analysis was utilized to identify key themes related to educational achievement.
Results: Five key themes were identified among parent participants: 1) supervision of children, 2) preservation of Nigerian culture, 3). maintaining high expectations, 4) supportive family collaboration, and 5) strong involvement in school activities. Five additional themes were identified among student participants: 1). educational opportunities in the US, 2) family and friendship networks, 3). students’ self-confidence and motivation, 4) parents’ expectations of educational achievement, and 5) supportive networks of Nigerian churches, associations and organizations. Study findings suggested that Nigerian immigrant parents have adapted their cultural and social practices to promote their children’s academic achievement in the United States. Students who self-identified as Nigerian, attended Nigerian churches, and participated in Nigerian community activities in this study were more likely to excel in college than those who did not. Results also suggested that these social and cultural structures may prepare second-generation Nigerian immigrant students to perform well in formal academic environments. Finally, they indicated that the ongoing support of community networks---especially in the case of Nigerian churches and associations---was important in helping the second-generation Nigerian students in this study succeed in college.
NotePh.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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