The Myth of the Monolith: Acculturation Stress and Mental Health Outcomes Among Foreign African Students in Kenyan Universities

Abstract

Intracontinental student mobility driven by the African Union’s Agenda 2063 has made Kenya a key destination for African students. This study contends that the so-called "myth of monolith" – the belief in a unified African identity – mistakenly presumes seamless cultural and psychological transitions. Instead, this myth heightens acculturation stress and worsens mental health outcomes among Foreign African Students (FAS) in Kenyan higher education. This study employed a narrative review of peer-reviewed literature published between 2020 and 2025. A search of digital databases identified 124 articles. Of these, only 6 met the inclusion criteria for qualitative synthesis and interpretation. The findings indicate that foreign African students experience significant acculturation stress, primarily due to language barriers, culture shock, and perceived discrimination. The existing evidence challenges the “monolith myth” by demonstrating that stress levels vary significantly across individuals, regardless of age, marital status, or education level. Based on these findings, the study concludes that most Foreign African Students arrive in Kenya with limited emotional and psychological preparedness for the challenges of cultural transition, which increases their vulnerability to the effects of cultural distance within academic institutions. To mitigate these challenges, the study recommends implementing peer-based support systems, including community networks, to provide essential coping mechanisms that buffer against depression, anxiety, and social isolation.