scholarly journals Characteristics of the Re-Entry Experiences of Returning Saudi International Students after Studying Abroad

2020 ◽  
Vol 9 (3) ◽  
pp. 309
Author(s):  
Naif Daifullah Z Alsulami
Keyword(s):  
Saudi Arabia ◽  
International Students ◽  
Sense Of Belonging ◽  
Future Research ◽  
Main Question ◽  
Individual Interviews ◽  
Studying Abroad ◽  
Returning Home ◽  
The U.S

The main purpose of this research is to describe the characteristics of the re-entry experiences of Saudis returning to Saudi Arabia after studying abroad. The total number of participants in the study was 21 Saudi returnees, consisting male (n=13, 61.90 per cent) and female participants (n=8, 38.09 per cent)returning from studying in the U.S. U.K. and Australia. By conducting semi-structured individual interviews with the participants, the findings showed six themes that answered the main question of this research. These themes include motivations for returning home, preparing for returning home, feelings on returning home, the nature of relationships with family, the nature of relationships with friends and sense of belonging. Implications of the findings and directions for future research are provided.

scholarly journals International Student Mobility in the United States

2015 ◽  
pp. 13-15 ◽  
Author(s):  
Christine Farrugia ◽  
Ashley Villarreal
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
University Campus ◽  
International Educational Exchange ◽  
The Past ◽  
Studying Abroad ◽  
Mobile Students ◽  
The U.S

The number of globally mobile students has nearly doubled over the past ten years, from 2.1 million students in 2001 to 4.1 million students in 2011. According to Open Doors 2012: Report on International Educational Exchange, the U.S. hosted 764,795 international students in 2011/12, an increase of 3.7 percent from the previous year. International students in the U.S. now make up 19 percent of the world's globally mobile students, and as university campus enrollments grow, so does the proportion of students enrolling in them from abroad. The number of U.S. students studying abroad reached 273,996 in 2010/11, an increase of 1.3 percent over the prior year and an increase of 78 percent over the past ten years.

International College Students' Experience of Racial Prejudice

2018 ◽  
pp. 148-170
Author(s):  
Clémentine Berthelemy
Keyword(s):  
College Students ◽  
New York ◽  
International Students ◽  
Racial Prejudice ◽  
Future Research ◽  
Individual Interviews ◽  
Active Involvement ◽  
International College ◽  
Campus Activities

This chapter intends to discuss the experiences of international college students regarding racial prejudice on campus and explore the role of student associations as a way to increase cross-cultural interactions between domestic and international students. The aim is to examine how prejudice, more specifically racial-ethnic prejudice, affects their college experience. The findings suggest that active involvement in campus activities promote interaction across cultures and reduce racial prejudice. This chapter engages qualitative individual interviews with Chinese, Japanese, Korean, and Nigerian, Kenyan, and Ghanaian undergraduate international students (N=31). It is believed that this method is best suited to apprehend their experiences and to fully understand how they create meaning of perceived racial prejudice. Their testimonies are presented through verbatim transcripts of the interview sessions conducted in 2014-2015, in three New York research universities. A discussion of their experiences follows and suggestions for future research conclude this chapter.

scholarly journals Internationalization of U.S. High Schools

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Tara Nicola
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
International Students ◽  
The United States ◽  
Ecological Systems ◽  
Education Sector ◽  
Future Research ◽  
School Students ◽  
The U.S

Although the internationalization of the U.S. education sector is perhaps the most salient at the postsecondary level, U.S. secondary schools have increasingly experienced the effects of globalization. In recent years, these schools have witnessed a surge in their population of international students. However, there is relatively little scholarship focused on this student population. This Research in Brief article first highlights recent research on nonimmigrant, international high school students in the United States. Using Bronfenbrenner’s (1977) ecological systems theory as a framework, the article then identifies areas where future research is needed to more fully explicate the unique experiences of these students and their effects on the U.S. secondary education sector.

scholarly journals Exploring Sense of Belonging among Black International Students at an HBCU

2016 ◽  
Vol 6 (4) ◽  
pp. 1015-1037
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
International Students ◽  
Historically Black ◽  
Sense Of Belonging ◽  
Black Colleges ◽  
Cross Cultural ◽  
Historically Black Colleges ◽  
Individual Interviews ◽  
Analytic Process ◽  
University Experiences ◽  
Black Colleges And Universities

This study elucidates the experiences of HBCU (historically Black colleges and universities) students who are racially Black, but differ in nativity and nationality from their Black American peers. The purpose is to examine Black HBCU international students’ sense of belonging on campus. This study engages qualitative individual interviews with ten Black international HBCU students and utilizes the constant comparative analytic process. Findings revealed Black international HBCU students’ perceptions of race and nativity shape their university experiences as they sought to maintain national identity while adjusting to the HBCU environment and engaging in cross-cultural interactions with Black Americans. Recommendations include embracing a heterogeneous perspective when developing services, programs, and research studies related to the experiences of Black students.

scholarly journals Understanding Indian International Student Experience in the United States

2019 ◽  
Vol 3 (2) ◽  
pp. 29-50
Author(s):  
Prashanti Chennamsetti ◽  
Krishna Bista
Keyword(s):  
United States ◽  
International Students ◽  
Ethnic Minority ◽  
International Student ◽  
Minority Student ◽  
The United States ◽  
Future Research ◽  
Individual Factors ◽  
Phenomenological Methodology ◽  
The U.S

Currently, over 196,271 Indian international students are attending American colleges and universities. These students, similar to other ethnic minority student populations, encounter various challenges while studying overseas. This article focuses on two central questions, (1) How do individual factors (e.g., personality traits) of Indian international students aid in their adjustment in the U.S? (2) Can these individual factors be acquired? Seven Indian international students currently studying in a U.S. university were interviewed. Data were analyzed using phenomenological methodology. The findings identified ten individual themes that aided in adjustment and reported how these factors can be acquired by adapting certain cognitive and behavioral aspects. This study reflects the limitations, implications, and future research.

scholarly journals How Do South American International Students Experience Student Life in Flanders? A Photo Elicitation Project

2018 ◽  
Vol 8 (2) ◽  
pp. 742-768
Author(s):  
Qingchun Wang ◽  
Steffanie Leen ◽  
Karin Hannes
Keyword(s):  
International Students ◽  
Cultural Adjustment ◽  
Photo Elicitation ◽  
South American ◽  
Acculturation Strategies ◽  
Individual Interviews ◽  
Situational Variables ◽  
Studying Abroad ◽  
American Students ◽  
And Coping

Millions of tertiary international students are studying abroad, and the number of exchange students continues to increase. We explored experiences of South American students studying in a non-Anglophone context. A photo elicitation methodology was applied to support data collection. Five participants were asked to visualize their challenges in their adjustment in pictures. We conducted individual interviews where images were used as prompts to narratives. Data were analyzed using a thematic analysis approach. Three main themes were identified: socio-cultural adjustment, academic adjustment, and psychological adjustment. Our data suggest that adjustment processes do not automatically lead to an adaptation outcome. Individual factors such as students’ acculturation strategies and coping mechanisms, and situational variables like social interaction and cultural discomfort affect their adjustment.

Brazilian Students Studying in the United States: Perceptions of Their Lived Experiences 6 Months After Returning Home

2020 ◽  
pp. 154134462094464
Author(s):  
Simone C. O. Conceição ◽  
Liliana Mina ◽  
Todd Southern
Keyword(s):  
United States ◽  
Lived Experience ◽  
Personal Growth ◽  
Lived Experiences ◽  
The United States ◽  
Future Research ◽  
Online Questionnaire ◽  
Returning Home ◽  
Brazilian Students ◽  
The U.S

A key challenge for international students in the United States is a readiness to study and live in a culture that is vastly different from their own. The purpose of this study was to explore the perceptions of the lived experiences of Brazilian students studying in the United States 6 months after returning home. Thirty-three Brazilian students responded to an open-ended, self-reflective online questionnaire focusing on their lived experience in the U.S. Three major themes emerged from the data based on the interactions between the multiple systems Brazilian students lived in the U.S.: personal growth and development, perspective transformation, and change in worldview. Participants claimed that they perceived their experiences influenced their perceptions about their own country and culture and gave them a new perspective expanding their horizons about themselves and their role in the world. The article concludes with practical implications, study limitations, and suggestions for future research.

International College Students' Experience of Racial Prejudice

2021 ◽  
pp. 847-869
Author(s):  
Clémentine Berthelemy
Keyword(s):  
College Students ◽  
New York ◽  
International Students ◽  
Racial Prejudice ◽  
Future Research ◽  
Individual Interviews ◽  
Active Involvement ◽  
International College ◽  
Campus Activities

This chapter intends to discuss the experiences of international college students regarding racial prejudice on campus and explore the role of student associations as a way to increase cross-cultural interactions between domestic and international students. The aim is to examine how prejudice, more specifically racial-ethnic prejudice, affects their college experience. The findings suggest that active involvement in campus activities promote interaction across cultures and reduce racial prejudice. This chapter engages qualitative individual interviews with Chinese, Japanese, Korean, and Nigerian, Kenyan, and Ghanaian undergraduate international students (N=31). It is believed that this method is best suited to apprehend their experiences and to fully understand how they create meaning of perceived racial prejudice. Their testimonies are presented through verbatim transcripts of the interview sessions conducted in 2014-2015, in three New York research universities. A discussion of their experiences follows and suggestions for future research conclude this chapter.

Educated in New Zealand and staying on? A parameter simulation analysis

2014 ◽  
Vol 11 (2) ◽  
pp. 229-244 ◽  
Author(s):  
Jan Jan Soon
Keyword(s):  
New Zealand ◽  
International Students ◽  
Simulation Analysis ◽  
Positive Impact ◽  
Multinomial Logit Model ◽  
Full Time ◽  
Studying Abroad ◽  
Level Data ◽  
Returning Home ◽  
Micro Level

There is a non-trivial probability of students remaining abroad after completion of studies outside their home countries. Departing from typical literature, this paper incorporates simulations of parameters obtained from a multinomial logit model in revealing why international students studying abroad intend to stay abroad or to return home. Micro-level data are obtained from a sample of 623 full-time international students studying at tertiary level programmes in two New Zealand universities. Parameter simulations enable the plotting of the distributions of outcome probabilities, where the distributions would show how distinguishable the effect of an explanatory variable has on the probability of remaining abroad or returning home. Favourable perceptions on the type of lifestyle in one’s home country are found to have a positive impact on the probability of returning home. Surprisingly, good perceptions on wage competitiveness do not appear to be a predominant reason behind the probability of remaining abroad or returning home.

scholarly journals International Female Graduate Students' Experience at a Midwestern University: Sense of Belonging and Identity Development

2016 ◽  
Vol 6 (1) ◽  
pp. 128-152
Author(s):  
Anh T. Le ◽  
Barbara Y. LaCost ◽  
Michael Wismer
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Identity Development ◽  
Sense Of Belonging ◽  
Phenomenological Approach ◽  
Academic Programs ◽  
Transformative Experience ◽  
Midwestern University ◽  
The U.S ◽  
Female Graduate Student

International female graduate students have to negotiate multiple aspects of their identities as non-native learners and women in a society with different gender norms than their home countries. However, their experiences have not been well researched within the scholarship on international students. In this study, using the phenomenological approach, we explored the phenomenon of being an international female graduate student in the U.S. The seven participants are diverse in terms of countries of origin, academic programs, and life situations. Using open-ended questions, we conducted indepth one-on-one interviews with the participants. The findings indicate that the participants perceived being international female graduate students at this university as a positive, life-changing, and transformative experience.

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