Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Karen M. Ingle

Second Advisor

Dr. Susan G. HIcks

Third Advisor

Dr Sarah J. Yates

Abstract

Currently, 1.5 million F-1 and M-1 students are enrolled in U.S. institutions of higher education (IHEs; U.S. Immigration and Customs Enforcement, 2025). Although support services for international students are improving, substantial gaps remain in helping these students transition to the next phase of life (Weiner & Ghazarian, 2024). This transcendental phenomenological study examined the lived experiences of six recently graduated Black African international students (BAISs) to identify effective support services for graduate programs, licensure, or legal employment. Participants were recruited through snowball sampling for interviews, which were analyzed using descriptive coding (yielding 61 codes) and thematic analysis (producing six themes). Findings revealed significant challenges, including limited pathways to permanent residency, difficulty obtaining Optional Practical Training (OPT), limited financial resources, and insufficient guidance from institutional agents (IAs) unfamiliar with immigration laws. These barriers contributed to emotional, psychological, and social stress. Participants emphasized the need for knowledgeable IAs, targeted career counseling, financial assistance, and safe spaces that foster a sense of belonging. Findings highlight the need for IHEs to provide culturally sensitive support systems. Recommendations include providing informed IAs, financial and career resources, partnering with external organizations, and creating welcoming campus environments. Overall, effective support for F-1 undergraduates must align with current immigration policies and provide comprehensive, culturally responsive systems that enable international students to successfully transition to the next phase of their lives.

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