Walsh-Matthews, StephanieCoco Avolonto, Aurore2020-05-112020-05-112019-122020-05-11https://hdl.handle.net/10315/37479According to Immigration, Refugees and Citizenship Canada (2019), the number of foreign students studying in Canadian public colleges and universities rose 16.25% in 2018 for an overall increase of 73% in the five years since 2014. The number of international students aspiring to obtain a degree in Canadian higher education institutions has been increasingly growing. Yet, attending post-secondary institutions in a culture different from ones own may result in challenges of cross-cultural adaptations. Black-African international students are not different in this regard. Based on a mixed methods research, the study draws from Berrys (1997) fourfold acculturation theory, Kims (1988) integrative communication theory and LaFramboise et al. (1993) bicultural competence model to investigate the international students from Sub-Saharan African francophone countries choice of acculturation strategies as well as their overall intercultural adaptation in bilingual post-secondary institutions in Ontario. Results from the quantitative analysis revealed assimilation as preferred acculturation mode while qualitative analysis identified both integration and separation as preferred strategies. The participants reported support from academic staff but also a significant lack of information, and difficulties adapting to the teaching style.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Higher educationElectronic Thesis or Dissertation2020-05-11Black-African international students; Acculturation strategies; Intercultural adaptations; Sociocultural adaptationsBilingual educationHigher education