A Horse of a Different Color? Reexamining International Students at Community Colleges in the USA and Canada

2017 ◽  
pp. 1-17
Author(s):  
Jonathan Z. Friedman
Keyword(s):  
Community Colleges ◽  
International Students ◽  
The Usa ◽  
Different Color

The role of demographic factors of international students on teaching preferences

2016 ◽  
Vol 10 (1) ◽  
pp. 53-71
Author(s):  
Pramila Rao
Keyword(s):  
International Students ◽  
Teaching Methods ◽  
Age Groups ◽  
Demographic Factors ◽  
Demographic Variables ◽  
Eastern Region ◽  
Content Type ◽  
The Usa ◽  
Teaching Preferences ◽  
One Way Anova

Purpose This empirical research was conducted in a medium-sized private university located in the north-eastern region of the USA. The purpose of this paper was to understand whether demographic attributes (age, gender, country of origin and years of stay in the USA) of international students will predict any preferences for specific teaching methods. This study was conducted with international students from October 2012 through May 2013 (fall and spring semesters). Design/methodology/approach This research paper provides hypotheses to explore whether there is any relationship between demographic factors and preferences for various teaching methods. This study analyzes the results using both Pearson’s correlations and one-way ANOVA to reject or accept the hypotheses. Findings The results demonstrated that there were no significant correlations between the demographic variables of international students and teaching methods. However, the one-way ANOVA analyses suggested that there are differences among age groups and their preferences for group projects, years of studying in the USA and their preferences for classroom discussions, and gender and their preferences for textbook assignments. Practical implications This study suggests that scholars provide orientation or training on the host country’s pedagogies so that international students can assimilate better into their academic communities. Originality/value This pioneering paper examines the role between demographic variables of international students and teaching pedagogies. This specific concept has not been examined in this literature before. This understanding could contribute to a richer understanding of this population of students.

‘I Know What Freedom and Responsibility Mean Now’

Young ◽  
2017 ◽  
Vol 26 (4) ◽  
pp. 348-365 ◽  
Author(s):  
Gowoon Jung
Keyword(s):  
International Students ◽  
Time Of Arrival ◽  
Structural Factors ◽  
State University ◽  
Advanced Degrees ◽  
Broad Perspective ◽  
Individual Agency ◽  
The Usa ◽  
Korean International Students ◽  
Agency And Structure

This article analyses narratives of autonomous adulthood among Korean international students at an American state university. I categorize student narratives in terms of the number of activities associated with achieving adulthood markers and the efficacy of individual agency. A broad perspective considers a wide variety of activities to contribute to autonomous adulthood and valourizes individual agency. A narrow perspective focuses on activities tailored to one’s career, and downplays individual agency compared to larger institutional-structural factors. I examine these narratives among three groups of international students, depending on their time of arrival: pre-college migrants who moved to the USA during middle or high school, college-migrants who arrived during the first or second year of undergraduate college and post-college migrants who came for advanced degrees (e.g., MA, PhD). The finding suggests that students negotiate agency and structure differently depending on their past and current experiences in the sending and receiving countries.

scholarly journals International Student Experience at US Community Colleges at the Onset of the COVID-19 Pandemic

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Melissa Whatley
Keyword(s):  
Community College ◽  
Community Colleges ◽  
International Students ◽  
Mixed Methods Research ◽  
International Student ◽  
Research Approach ◽  
Health Crisis ◽  
College Leaders ◽  
Residency Status ◽  
The Impact

This study’s purpose is to explore the impact of the COVID-19 pandemic on international students who were studying at US community colleges at the onset of this public health crisis. While previous work has explored the impact of the pandemic on international students generally, we argue that community college international students deserve focused attention due to their potentially marginalized status on their campuses. Using a mixed-methods research approach, we analyze survey and focus group data provided by 17 randomly-selected community college educators. Our results speak to two overarching themes: the supports provided to students at the onset of the pandemic (and educators reasons for providing these specific supports) and the unique impact of the pandemic on community college international students due to their citizenship or residency status. These findings have important implications for community college leaders and international educators as they work with international students during future times of crisis.

Unpacking the monolith

2019 ◽  
Vol 39 (9/10) ◽  
pp. 661-679 ◽  
Author(s):  
Michael A. Miner
Keyword(s):  
Gender Differences ◽  
International Students ◽  
Graduate Students ◽  
Multinomial Logistic Regression ◽  
Full Range ◽  
Stem Fields ◽  
Graduate Level ◽  
Citizenship Status ◽  
Content Type ◽  
The Usa

Purpose The term STEM often remains an undifferentiated category, especially at the graduate level. Conceptualizing STEM as a monolithic category, rather than as a combination of distinct fields, prevents researchers from understanding and documenting the full range of persistent inequality within scientific disciplines at the graduate level and throughout the lifespan. The purpose of this paper is to address two oversights prior to degree completion within the context of the USA by asking two specific questions: To what extent is gender associated with choice of discipline within STEM graduate education? In the USA, do gender differences in STEM fields depend on citizenship status? Design/methodology/approach Using data from the 2015 International STEM Graduate Student in the US Survey, this study employs multinomial logistic regression analyses and presents predicted probabilities to assess differences of enrollment in STEM fields by gender and citizenship status. Findings Results show that domestic women were less likely to enroll in computer sciences and engineering when compared to domestic men. However, in contrast to domestic students, there were no gender differences among international students’ enrollment in engineering. Research limitations/implications This paper shows the importance and complexity of how gender intersects with citizenship status in enrollment patterns in STEM graduate fields. The survey included the top 10 universities in the USA based on the total enrollment of international students, and it is unclear if there exists differences in these selected students and schools when compared to students at colleges and universities that enroll less international graduate students. Originality/value The author makes the case to disaggregate STEM to better assess how specific fields can be modified to attract graduate students worldwide. This paper accentuates the significance of gender and citizenship status for understanding differences in choice of discipline among graduate students in STEM.

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