Internal Struggle, External Success

Navigating an Urban Education Setting with a Wayfarer Identity

Abstract

This autoethnographic study narrates the journey of an Afro-Caribbean female educator navigating an urban educational setting in the United States. Using Cross’s (1991) Nigrescence model and Wang’s (2022) framework for transnational identity development, this research examines how racial identity development, immigration, and socialization shape the personal and professional experiences of Afro-Caribbean immigrants. This study focuses on the researcher’s perspective on an urban educational setting over seven days; however, personal narratives, situated in both the past and the present, are included to provide supplemental, more comprehensive context. Thus, the complex process of racial identity development among Afro-Caribbean immigrants and its influence on adaptation and lived experiences within various aspects of U.S. society is emphasized through thematic analysis and narrative storytelling. Additionally, this study aims to contribute to the growing body of literature on Afro-Caribbean immigrants by highlighting their unique and layered identities within the broader discourse on race, education, and migration.