Abstract
This study explored lived experiences of Somali immigrant students as they studied at a community college in Minnesota. Although, many Somalis are pursuing educational opportunities in MN community colleges. Little research is available on their community college experiences. The aim of this study was to extend the limited research on Somali immigrant students by providing valuable information regarding their community college experiences. A qualitative study design with a phenomenological approach was employed to examine the lived experiences of six students who participated in semi-structured focus group and individual interviews. Findings of the study show that Somali students face many challenges in the community college setting. Challenges such as language barriers, financial constraints, family and work obligations, struggle with online learning and culture shock/acculturation. Based on the findings, it is clear that more should be done to ease such obstacles for immigrant students in MN community colleges.
Date Dissertation Completed
11-2021
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Barbara D. Holmes
Dissertation Committee Members
Barbara D. Holmes, DeJuanna M. Parker, Kent Willis
Location
Winona, Minnesota
Recommended Citation
Mursal, Abdulrazzaq S., "Immigrant Learning in Community Colleges: Unpacking Student Experiences in Minnesota" (2021). Education Doctorate Dissertations. 9.
https://openriver.winona.edu/educationedddissertations/9
Included in
Community College Leadership Commons, Higher Education Commons, Social and Behavioral Sciences Commons
