ABSTRACT
This chapter addresses the gaps by exploring the postsecondary aspirations, expectations, and access strategies of sub-Saharan African immigrant multigenerational families. It uses the concept of funds of knowledge to explore this question within a familial context and consider how family/community relations and engagement impact academic motivation for African immigrants. While funds of knowledge is typically used to examine the experiences of Latinos, the framework's emphasis on family and community knowledge, immigrant experiences and adjustment, and learning in the home provides a relevant lens for this study. Funds of knowledge can reframe the role of family in higher education by centering families as the unit of analysis. The chapter focuses on a sociocultural analysis of each case, namely how a microculture functions internally as well as within the US education system to navigate college-going.
