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Daniel Dickson K Boateng,
An Educator, an Author, a Musician, a Lifelong Student of Theology, and passionate professional leading diverse populations for academic and success pathways. Skilled in Teaching, Public
Speaking, Educational Leadership, Mentoring, Instructional Strategies, Academic Research.
Research interest areas: Education and Leadership, diversity, theology, English.
Philosophy: All that we have acquired as scholars from the breath of academia can be of no worth except we employ it in impacting society for a positive change.
Phone: +13474577033
Address: Westfield, Indiana
Speaking, Educational Leadership, Mentoring, Instructional Strategies, Academic Research.
Research interest areas: Education and Leadership, diversity, theology, English.
Philosophy: All that we have acquired as scholars from the breath of academia can be of no worth except we employ it in impacting society for a positive change.
Phone: +13474577033
Address: Westfield, Indiana
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Fitzwater (2014) asserted that African immigrants have higher educational attainments. In the background of their more top accomplishments, Rowland (2014) postulated that immigrant students face challenges that are unique to them because they are students who have come from different countries into the United States. Ipso facto, Ghanaian immigrant students, like all other immigrants who face different challenges, also face challenges and difficulties that are peculiar to them. In this study, the researcher studied the lived experiences of Ghanaian immigrant students, employing a Modified Van Kaam method as defined by Moustakas (1994) to analyze the data collected through an Interpretive Phenomenological Approach, as used in Qualitative studies. The results revealed that Ghanaian Immigrant students face unique challenges in their educational experience: financial constraints, language issues, immigration issues, technology issues, and emotional stress, which adversely impact their education.
Fitzwater (2014) asserted that African immigrants have higher educational attainments. In the background of their more top accomplishments, Rowland (2014) postulated that immigrant students face challenges that are unique to them because they are students who have come from different countries into the United States. Ipso facto, Ghanaian immigrant students, like all other immigrants who face different challenges, also face challenges and difficulties that are peculiar to them. In this study, the researcher studied the lived experiences of Ghanaian immigrant students, employing a Modified Van Kaam method as defined by Moustakas (1994) to analyze the data collected through an Interpretive Phenomenological Approach, as used in Qualitative studies. The results revealed that Ghanaian Immigrant students face unique challenges in their educational experience: financial constraints, language issues, immigration issues, technology issues, and emotional stress, which adversely impact their education.