This qualitative study explored the social-ecological factors influencing postsecondary attainment among Haitian male immigrant students in the United States following the 2010 earthquake in Haiti. Using Bronfenbrenner’s Ecological Systems Theory and Bandura’s Social Cognitive Theory as frameworks, the study examines the interplay of individual, cultural, and systemic elements that shape academic outcomes. Data were collected through semi-structured interviews with seven Haitian male immigrant students and analyzed thematically. Findings revealed seven overarching themes: social and cultural capital, family support, high school and college experiences, socioeconomic factors, language barriers and cultural challenges, personal traits and attitudes, and the influence of transition and resettlement. Social and cultural capital, particularly shared cultural experiences and mentorship fostered a sense of belonging and academic motivation. Family support emerged as both a facilitator and a barrier, often limited by economic challenges. Participants exhibited resilience and intrinsic motivation, viewing education as a pathway to break cycles of poverty and honor familial sacrifices. Barriers such as language struggles, financial instability, and immigration-related stress highlighted the systemic challenges these students face. The study underscored the importance of culturally responsive practices, targeted financial aid, and mentorship programs in addressing the unique needs of Haitian male immigrant students. These findings contribute to the broader understanding of educational equity and resilience among marginalized immigrant populations, offering actionable insights for educators, policymakers, and community leaders.
| Date of Award | Jan 1 2025 |
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| Original language | English |
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| Supervisor | Karen Kill (Supervisor), Barbara Christina (Advisor) & Kimberly Durham (Advisor) |
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