scholarly journals Survival Strategies of International Undergraduate Students at a Public Research Midwestern University in the United States: A Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 1034-1058 ◽  
Author(s):  
Linda Tsevi
Keyword(s):  
United States ◽  
International Students ◽  
Undergraduate Students ◽  
English Language ◽  
The United States ◽  
Survival Strategies ◽  
Academic Excellence ◽  
Public Research ◽  
Midwestern University

In this qualitative study, I explored the strategies that international undergraduate students at a public research Midwestern university in the United States employ to persist and survive their educational transition to achieve academic excellence. Using Tinto’s (1987) theory of persistence as the theoretical framework, this paper employed a case study method. Five undergraduate international students were interviewed via semi-structured in-depth interviews. The findings indicated that students experienced both academic and non-academic challenges. Strategies adopted included involvement in out-of-classroom activities and dependence on family and friends. Recommendations include requiring academic counsellors and university administrators to devise curriculum and programs to assist international students. Further, the teaching faculty should reach out to students who have English language challenges.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

scholarly journals International Students in American Pathway Programs: Learning English and Culture through Service-Learning

2015 ◽  
Vol 5 (4) ◽  
pp. 334-352
Author(s):  
Julie Miller ◽  
Becca Berkey ◽  
Francis Griffin
Keyword(s):  
United States ◽  
International Students ◽  
Service Learning ◽  
Language Learning ◽  
English Language ◽  
The United States ◽  
The Body ◽  
Demographic Shifts ◽  
Practical Factors ◽  
Learning English

As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United States. Authors present recent demographic shifts in ELL student education, a concise introduction to pathway programs, an overview of literature about service-learning with international students, and theoretical and practical factors to consider for facilitators of Learning English and Culture through Service-Learning (LECSL) based on data from 250 students at Northeastern University.

scholarly journals Insights into Saudi Female International Students

2020 ◽  
Vol 10 (4) ◽  
pp. 1087-1102
Author(s):  
Alia K Arafeh
Keyword(s):  
United States ◽  
International Students ◽  
Focus Group Interview ◽  
Theoretical Foundation ◽  
The United States ◽  
Transition Theory ◽  
Individual Interviews ◽  
Midwestern University ◽  
Positive Experiences ◽  
Transition Experiences

This study explored the transition experiences of 10 Saudi female international students when they made the decision to study and live in the United States. The transition theory provided the theoretical foundation for understanding how Saudi female sophomore students progressed through moving to a Midwestern university. Ten in-depth individual interviews followed by a focus group interview with four of the participants elicited their reflections about their transition experiences evolving over time and the coping strategies they employed to facilitate their transition. The themes that emerged from data analysis emphasized the positive experiences of Saudi females in the United States, the importance of fathers’ support, desire to go back to Saudi Arabia upon graduation, and the several resources Saudi females sought other than campus support. 

The Adjustment Problems Faced by International Students in the United States: A Comparison of International Students and Administrative Perceptions at Two Private, Religiously Affiliated Universities

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Fred J Galloway ◽  
John R Jenkins
Keyword(s):  
United States ◽  
International Students ◽  
International Student ◽  
English Language ◽  
The United States ◽  
Hierarchical Regression ◽  
University Administrators ◽  
Adjustment Problems ◽  
Religiously Affiliated ◽  
Faculty And Administrators

International students and the faculty and administrators charged with their oversight were surveyed at two religiously affiliated, private universities to determine the extent of their adjustment problems in the United States. Although the international students were found to have only minor adjustment problems in the twelve areas covered by the Michigan International Student Problem Inventory, university administrators and faculty consistently overestimated the extent of these problems and misunderstood the relative importance of the various problem areas. Hierarchical regression analysis was then used to decompose the variation in student problems into demographic and English language components, where results revealed that problems with the English language were the largest single determinant of international student problems, followed in effect size by marital status and country of origin.

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