Citizenship in a Global Context: The Perspectives of International Graduate Students in the United States

2007 ◽  
Vol 51 (1) ◽  
pp. 25-47 ◽  
Author(s):  
Katalin Szelényi ◽  
Robert A. Rhoads
Keyword(s):  
United States ◽  
Graduate Students ◽  
The United States ◽  
International Graduate Students ◽  
Global Context ◽  
International Graduate

scholarly journals Attracting and Retaining Global Talent: International Graduate Students in the United States

2018 ◽  
Vol 2 (93) ◽  
pp. 11
Author(s):  
Rajika Bhandari
Keyword(s):  
United States ◽  
Graduate Students ◽  
International Student ◽  
The United States ◽  
Data Sources ◽  
Current Status ◽  
International Graduate Students ◽  
International Graduate ◽  
The U.S

In light of current developments in in-bound international student flows to the U.S., this articleuses multiple recent data sources to examine the appeal of the U.S. as a destination forinternational graduate students, as well as the current status of international graduate enrollmentin the U.S.

scholarly journals Adjustment Experiences of International Graduate Students to Life in the United States

2021 ◽  
Vol 29 (4) ◽  
pp. 2243-2262
Author(s):  
Nur Aira Abd Rahim
Keyword(s):  
United States ◽  
Graduate Students ◽  
Graduate Program ◽  
Well Being ◽  
The United States ◽  
Qualitative Inquiry ◽  
Adjustment Process ◽  
International Graduate Students ◽  
International Graduate ◽  
Starting Point

The adjustment process, also interchangeably referred as a transition or adaptation process, is a stage that every international student went through as part of their study abroad experiences. For international graduate students, their pursuit represents an important milestone in their self-development and personal growth. However, adjusting to a new educational and social environment can be challenging. During this important starting point of their academic journey, what are the key aspects that shaped the adjustment experiences of these international graduate students? This study explored the narratives of international graduate students of their adjustment process to academic life in the United States using the integrated acculturation framework using a naturalistic qualitative inquiry process. Participants’ selection includes criterion sampling and maximum variation strategy to elect international students who were at least completing his or second semester in a current graduate program. In total, 9 participants were selected based upon different countries of origins and program majors and having both male and female and doctorate and master level participants in this study. The findings show that these international graduate students experienced varied adjustment experiences, impacted by motivation, personality, coping strategies, and social support received. All the participants also reported having a varying set of growth as a result of the adjustment process. The recommendations include providing more support geared towards academic well-being and creating a supportive culture among faculty and other students on the diversity and difference these international graduate students bring on campus.

scholarly journals Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education

2014 ◽  
Vol 4 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Shu-Yuan Lin ◽  
Susan Day Scherz
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate ◽  
Conceptual Structures ◽  
English Speaking ◽  
Linguistic Challenges

Non-Native English Speaking (NNES) international students attending colleges and universities in the United States often encounter difficulties in adjusting to their new cultural environment. In addition, they often struggle with academic language while learning the content and conceptual structures of various graduate level disciplines. This phenomenological study identified cultural and linguistic challenges experienced by NNES Asian international graduate students at a mediumsized rural university in the northwestern United States. A pedagogical framework and recommendations for professional practice address the linguistic, cultural, and academic needs of this particular student population in higher education.

scholarly journals First Term Support for International Graduate Students Attending Small Colleges and Universities

2020 ◽  
Vol 10 (2) ◽  
pp. 527-538
Author(s):  
Mary Jo Shane ◽  
Loredana Carson ◽  
Diana Gloria Macri
Keyword(s):  
United States ◽  
Academic Success ◽  
International Students ◽  
Graduate Students ◽  
Private University ◽  
The United States ◽  
Small Colleges ◽  
International Graduate Students ◽  
Political Climate ◽  
International Graduate

The recruitment and retention of international students in academic institutions in the United States has become more complicated and more competitive than ever before given the current political climate and governmental policies. This article discusses some of the specific challenges international students face and what a small- to medium-sized private university has put in place to attract these students and to better prepare them for graduate level management courses starting their first term. This example introduces an 11-week foundations course along with additional resources designed to provide knowledge, instruction, and practice in skills and behaviors crucial for academic success within the United States.

scholarly journals Language Challenges Faced by International Graduate Students in the United States

2011 ◽  
Vol 1 (2) ◽  
pp. 38-42 ◽  
Author(s):  
Ya-Hui Kuo
Keyword(s):  
United States ◽  
Graduate Students ◽  
English Proficiency ◽  
The United States ◽  
International Graduate Students ◽  
Universities And Colleges ◽  
International Graduate ◽  
Southern University ◽  
The U.S

Universities and colleges in the United States require international graduate students to provide certain English proficiency documents along with their admission applications before they are admitted to their programs.This study explored the language challenges faced by international graduate students at a Southern university in the U.S. The author also offered recommendations and suggestions to prepare and assist international graduate students in adjusting, adapting, and overcoming their language challenges.

scholarly journals Attracting and Retaining Global Talent: International Graduate Students in the United States

2018 ◽  
pp. 11-12
Author(s):  
Rajika Bhandari
Keyword(s):  
United States ◽  
Graduate Students ◽  
International Student ◽  
The United States ◽  
Data Sources ◽  
Current Status ◽  
International Graduate Students ◽  
International Graduate ◽  
The U.S

In light of current developments in in-bound international student flows to the U.S., this articleuses multiple recent data sources to examine the appeal of the U.S. as a destination forinternational graduate students, as well as the current status of international graduate enrollmentin the U.S.

scholarly journals “I lost myself”

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Ana X. De la serna
Keyword(s):  
United States ◽  
Social Network ◽  
Graduate Students ◽  
Communication Theory ◽  
Social Roles ◽  
The United States ◽  
International Graduate Students ◽  
Communicative Interaction ◽  
Communication Theory Of Identity ◽  
International Graduate

International Graduate Students (IGS) may share their journey in the United States with their accompanying families. Families tend to be the student, their spouse, and children if they have any. Those individuals who travel with the student are sometimes referred to as dependents. As they go through acculturation, both students and dependents encounter the challenge of affirming or reinventing their identities. In this study, we used the communication theory of identity (CTI) to analyze the disparate experiences of both groups. In CTI four layers constitute the concept of identity. The layers are: a) The way individuals see themselves (personal), b) their communicative interaction through social roles (relational), c) their construction of messages (enactment), and d) their role within a group or social network (communal). Thus, CTI views identity as a communicative and relational phenomenon. 

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