As UK higher education becomes increasingly diverse, particularly within post-1992 institutions, students of African descent often face unique and complex challenges that stem from negotiating cultural boundaries and constructing coherent identities in unfamiliar academic and social environments. This paper explores the lived experiences of Black African, Black Caribbean, and Black British students, focusing on how they navigate cultural adjustment, identity conflict, and institutional dynamics within a post-1992 university in England. Drawing on narrative inquiry and semi-structured interviews with undergraduate students, the study employs thematic analysis to examine five key themes: challenges in cultural assimilation, identity negotiation and code-switching, experiences of cultural isolation and microaggressions, the supportive role of family and community, and institutional efforts to promote inclusivity.

The findings reveal how cultural mismatch, everyday racism, and a lack of cultural representation contribute to identity dissonance and hinder students’ sense of belonging and academic engagement. However, students also demonstrate resilience and agency, drawing on familial, community, and peer networks, and adapting through code-switching and identity management strategies. To analyse these complexities, the study applies the Intersectional Cultural Capital Framework (ICCF), which integrates Critical Race Theory, Intersectionality, Bourdieu’s Theory of Cultural Capital, and Yosso’s Community Cultural Wealth model.

This paper offers practical recommendations for educators and institutions, including implementing culturally responsive pedagogy, inclusive policies, and mentorship programmes. Centring the voices of students of African descent contributes to a deeper understanding of diversity, equity, and student inclusion in contemporary higher education contexts.

Keywords: Cultural adjustment, identity conflict, African descent students, higher education, cultural assimilation, intersectionality, inclusion, ICCF.