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.
Social Media in the College Classroom
