Nou La, We are Here: A Phenomenological Study on Haitian Students' Identity Development in College

The United States has seen an increase of individuals migrating from Haiti in search of better opportunities for themselves and their families (Camarota, 2024; Ogunwole, Battle & Cohen, 2017). That rise has correlated with an increase in the number of Haitian students enrolling in American higher education institutions. There are many published studies on the experiences of minorities based on race (Harper & Quaye, 2007) compared to studies on ethnically diverse students (Dennis, Phinney & Chuateco, 2005). Existing literature shows that immigrant youth and first-generation Americans often identify more with their ethnicity than their race (Tatum, 1997). As such, there are compelling arguments to support the need to conduct more research in this area. The purpose of this study was to explore the identity development of Haitian college students. This study used the Black Racial Identity Theory, Reconceptualized Model of Multiple Dimensions of Identity, and Intersectionality as theoretical frameworks. Utilizing phenomenology as the qualitative methodology, this study investigated the identity development experiences of 12 Haitian students enrolled in higher education institutions across the state of Florida. Each student participated in a semi-structured interview which allowed them to consider their collegiate involvements, childhood experiences, language use, and interactions with non-Haitian peers. Two gender-based focus groups allowed for further discussion and analysis. Findings showed that participants had a positive outlook on their Haitian identity. Moreover, their friendships and extracurricular involvement allow them to stay engaged in their culture. Recommendations were made for student affairs practices and for further research to understand the needs of ethnically diverse students.