Unveiling the Challenges and Coping Strategies among Students of African Descent at a Post-1992 University in England: A Narrative-Case Study Approach

Despite ongoing efforts to widen participation and increase the enrolment of students of African descent in UK higher education institutions (HEIs), many continue to encounter profound challenges, particularly in cultivating a genuine sense of belonging within academic spaces. This thesis explores the lived experiences, structural barriers, and coping strategies of students of African descent at a post-1992 university in England referred to pseudonymously as Riverside University. The study addresses a critical gap in the literature by examining the nuanced and often overlooked realities of these students, particularly about identity formation, resilience, and the role of institutional structures. To capture the complexity and richness of these experiences, the research adopts a Narrative-Case Study methodology, which combines the depth of narrative inquiry with the contextual sensitivity of case study research. Data were gathered through in-depth semi-structured interviews with undergraduate and postgraduate students of African descent. This dual approach allowed for the exploration of individual narratives within the broader institutional context, providing a comprehensive understanding of the socio-academic dynamics at play. The study is grounded in the Intersectional Cultural Capital Framework (ICCF), an original integrative model developed for this research. Drawing on Critical Race Theory (CRT), Intersectionality, Bourdieu’s Theory of Cultural Capital, and Yosso’s Community Cultural Wealth (CCW), the ICCF offers a robust analytical lens through which to examine how intersecting identities, racialised experiences, and community-based forms of capital shape the academic journeys of African descent students in higher education. The framework proved instrumental in analysing how students navigate their academic environments while negotiating multiple identities and systemic inequalities. Key findings reveal that students of African descent routinely confront racism, microaggressions, cultural alienation, and limited representation within the curriculum and faculty. These structural and interpersonal challenges adversely impact their sense of belonging and academic self-efficacy. Nevertheless, participants demonstrated considerable resilience, often drawing on familial support, peer networks, faith-based resources, and strategic adaptation to overcome institutional and cultural barriers. The research further critiques the Eurocentric bias of curricula and assessment practices, which frequently invalidate the cultural knowledge and lived realities of students from African heritage backgrounds. By situating these findings within the broader institutional context of Riverside University, the study offers a detailed account of how university policies, staff demographics, and diversity strategies influence the experiences of students of African descent. It argues for systemic change that includes diversifying academic staff, decolonising curricula, embedding anti-racist training, and adopting inclusive pedagogies that value and affirm cultural diversity. This thesis makes an original contribution to knowledge by developing and applying the ICCF as an analytical tool to understand the complex interplay of race, culture, and power in UK higher education. It offers theoretical and practical insights that can inform more equitable institutional practices and contribute to broader discussions on decolonisation, racial equity, and social justice in higher education policy and practice.