International student mobility has been a highly discussed topic in higher education in the United States (U.S.). Yet current geo-political issues necessitate a re-examination of how international students, especially those who would be considered students of Color, are transitioning to U.S. higher education institutions. Findings from three interviews that spanned participants’ first year on campus include the importance of social interactions, challenges with academic adjustments, and navigating the effects of politics. Suggestions for student affairs practice are addressed, including pre-sojourn connections and peer engagement.
Abstract The increasing internationalization and globalization of higher education exist in relation to a globalized capitalistic economy driven by neoliberal ideologies. Based on neoliberal and neoracist theory, this essay begins a conversation on the ways that the recruitment
and admissions of graduate-level international students of color in Education programs bolsters the academic capitalist/ knowledge regime to the detriment of understanding the nuances of the human experience on college campuses. International students are recruited from countries with high
economic potential, admitted to producing prestige-bolstering outputs, exploited to provide financial capital to the university, and treated as dehumanized commodities. This essay, therefore, peels away layers exposing the related and perceived purposes of international student recruitment
and the neglectful treatment of those students. It points to a nuanced understanding of international admissions that must be considered in higher education.
Establishing social networks can be extremely challenging when international students, particularly those of Color, move to a new academic and social environment. We examined first-year international students of Color perceptions of their social networks and how these networks affect their experiences at a predominantly White institution (PWI). This study illuminated participants' relationships with U.S. domestic students and the power of language, culture, and shared experiences through a longitudinal narrative inquiry. Implications for practice and recommendations for future research are described in-depth for practitioners.
American universities are becoming globalized in curriculum and enrollment and benefit from international students who contribute to diversity. As the share of international students in planning programs has risen, little is known about their experiences beyond recruitment and how experiences as a “minoritized” group compare to domestic students of color. We report findings from interviews with graduate students in U.S. planning programs and compare international student experiences and perceptions with domestic students of color. We recommend ways that programs can improve international student retention and support the diversity of experiences that these students bring to U.S. planning programs.
This qualitative study draws upon self-determination theory and neo-racism to examine the academic experiences of international students of color in science, technology, engineering, and mathematics (STEM) as they engage in U.S. college classrooms. The authors discuss how these students a) describe their academic motivation to achieve and b) perceive their own academic preparedness in relation to U.S. academic expectations. Findings demonstrate students were academically motivated most by their family, home country, and self-confidence in academic abilities. However, students also faced challenges in adjusting to the U.S. classroom climate and culture, specifically perceiving pressure that they needed to prove their academic ability to U.S. classmates.
As a result of a recent student needs and satisfaction survey, a Midwestern health professional school conducted a phenomenological study to better understand the students' perceptions toward diversity within their institution. The specific purpose of the climate assessment was to explore, through the perceptions of the students, the diverse cultural and racial climate of this Midwestern health professional institution. Students defined diversity broadly and five themes identifying students' needs in regards to diversity emerged: 1. The need for students to be respected, no matter what their difference, by the faculty and their peers. 2. The need for students of color not to be stereotyped and to be treated with respect. 3. The international students' need to not feel so isolated. 4. The need for the students to not be gender stereotyped. 5. The questioning of the need to diversify faculty and, more importantly, upper level administration.
Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.
Navigating the First Year: Transition and Adjustment Experiences of International Students of Color at a Predominantly White Institution
