Examining Activities That Promote Transformative Learning of Black African International Adult Learners in an American University

[Abstract] Adult learners from Sub-Saharan Africa pass through different of transformation in their journey to achieve academic success. In the present diverse and globalized world, there is the interdependency with the environment, where people face constant life changes (Taylor, 2008). There has been little research done about learning activities that promote transformative learning among adult learners from Sub-Saharan African in an university. This chapter will address reasons adult learners from Sub-Saharan Africa choose to pursue advance degree in the United States, transformative learning experiences of Black African adult learners and activities that promote transformative learning. [Keywords] Transformative learning; Sub- Sanaran Africa; diverse; black; high education Introduction This chapter will address questions such as the transformative learning of Black African international students, pre-arrival transformative learning of African students and the factors that promote transformative learning of Black African international students. Research has shown that United States is the leading destination for higher education among international students in the world. For instance, according to the Institute of International Education's (??) Open Doors 2006 report, approximately 564,766 international students enrolled in U.S. higher education institutions in 2005/06 and the number of international student increased 7% to a record high of 623, 805 in the 2007/08 academic year. In 2008/09, the population of international students in the U.S. increased 7.7 % over the previous year to a high of 671,616 students (??, 2009) Open Door Report (www.iie.org). The majority of international students come from Asia, Europe, Latin America and Canada but recently there has been a steady increase of students from the Sub-Saharan Africa. For instance, the population of African students in the U.S. increased by 3.6% in 2008/09 to 36,937 students and the number of students from Sub-Saharan Africa in the U.S increased by 2.2% in 2008/09 to 32,491 students (?? report, 2009). Therefore, it is important for researchers and adult educators to understand the transformative learning experiences of Black African International adult learners who have enrolled in universities. Table I below shows the origin of Black African International adult learners from Sub-Saharan Africa in the U.S. Why Black African International Adult Learners Choose to Study in the U.S. Africa is the second largest continent in the world with vast natural resources and plays a leading role in the world's development. In terms of cultures, it is considered to be one as Africans share similar cultural values. The people of African continent have been through different phases of exploitation, colonial domination, and years of political, economic, social and cultural transformations. The above historical precedents have resulted to numerous challenges such as political instability, high rate of illiteracy, lack of infrastructural facilities, lack of educational resources, and health problems. It has become difficult for some adult learners in Sub-Saharan Africa to gain admission to the few Sub-Saharan institutions and the lack of competent and qualified university faculty/staff is also a major problem. Inadequate infrastructural facilities and the lack of other educational resources present problems in dealing with the increasing population. These conditions have made United States a desirable destination for adult learners from Sub-Saharan Africa to pursue higher education with the goals of having access to the available educational resources like technological resources, financial assistance in terms of scholarships, ease in transportation, communication and finally to achieve the American dream as portrayed in the media. Additionally, a U.S. degree is also highly valued in Africa. For instance, past adult learners who have acquired degrees in U. …

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