This research study explores the doctoral socialization and transnational experiences of sub-Saharan African doctoral students whose education is sponsored by the U.S. Agency for International Development (USAID). This study is designed to explore the convergence of the international student experience, doctoral student socialization, and the influences of the USAID scholarship program. Using a qualitative inquiry research design, the study aims to give a voice to the scholarship students, providing a greater descriptive understanding of their experiences participating in the scholarship program, and their academic lives in the United States. The lived experiences of USAID scholarship students while they are obtaining their degrees in the United States is generally unknown and unexplored in the literature. Therefore, this study investigates how the students progressed through their academic programs and met their professional development goals while adhering to the rules and regulations of the USAID scholarship program. This study is guided by theories of graduate student socialization (Gardner, 2007, 2008b; Weidman et al., 2001) and the framework of the transnational social field (Fouron & Schiller, 2001; Gargano, 2009). This research advances scholarship on the socialization of doctoral students from sub-Saharan Africa, adding to the understanding of the specific challenges international students face while studying in the United States, in order to better understand what leads to success and satisfaction in a doctoral program (Gardner, 2007). In addition, the research provides evidence to support changing or improving practices to promote international graduate student success, which is critical for U.S. universities. The findings of this study illustrate how international doctoral students maneuver the challenges of their doctoral program, maintain multiple identities, and navigate transnational social fields between their host and home countries, as they pursue their degrees in the United States. Family separation and the restrictive program timeline enforced by USAID were the most salient issues affecting the USAID scholarship participants while they were studying in the United States. For some of the students, the rules and regulations of the scholarship program impacted specific socialization milestones such as attending conferences, publishing in journals, and learning advanced research techniques. However, even with the USAID restrictions, the study found the students were thriving in their academic departments and successfully progressing through their doctoral programs. The students also reported developing strong relationships with their advisors and other faculty who supported them personally and academically as they advanced through their programs. Recommendations are presented to USAID and other international education scholarship programs on altering certain policies allowing for greater program flexibility, leading to improved student satisfaction, well-being, and academic achievements. Considerations for future research are explored and include the development of a longitudinal research study for the scholarship students, the extension of the study to include a comparative analysis of various international scholarship programs, further research on the lived experiences of African students, investigation of the issues of family separation in graduate school, additional research on cost-effective sandwich training programs, and a more nuanced investigation of neo-racism and racial bias occurring on college campuses in the United States.
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