bluuebunny/crossref_metadata_2025 huggingface dataset:
Chinese International Scholars’ Balancing Academia and Parenting in the U.S.
Authors: Su-Russell Chang , James Anthony
Published: February 2021

The population of Chinese international students and scholars (CIS) in the U.S. is on the rise. Acculturative stress and strategies have been investigated with undergraduate students who came to the U.S. as international students. However, not much is known about scholars who came to the U.S. for advanced educational or career opportunities (Sharma, 2019). Our understanding is especially limited about those who are also raising their young children in the U.S. Guided by the bioecological framework (Bronfenbrenner & Morris, 2006) and the stress-coping-adaptation model (Berry, 2006), this study investigates acculturation processes with a series of three interviews with each participant across time (Seidman, 2006). CIS from diverse academic programs in a higher education institution in the Midwest U.S. shared the challenges and coping strategies as they negotiated the acculturation process in academic programs and when they were becoming new parents, and especially in how they balance the two roles.
“Come join us, and lose your accent!”
Authors: Ennser-Kananen Johanna , Halonen Mia , Saarinen Taina
Published: February 2021

In this article, we examine the hierarchization of international students by bringing together perspectives of linguistic legitimacy and language ideologies. Our data stems from 26 accent reduction (AR) or accent modification (AM) course descriptions and websites from US universities. Based on their analysis, we discuss the socio-political implications of the phenomenon of these courses for international students and the ways in which language-based, particularly accent-based, arguments are used to create or reinforce different categories of students. We argue that while international students are presented as having different kinds of “comprehensibility problems” that AM/AR courses are claimed to remedy, the seemingly linguistic arguments that are used for marketing do not hold. Rather, what is presented as an accent issue actually seems to be an ideological one, drawing on the students’ ethnic or geographical origins, and thereby racializing the question of language proficiency.
Advising Experiences of First Year International Doctoral Students
Authors: Marijanovic Nina , Lee Jungmin , Teague Thomas , Means Sheryl
Published: February 2021

The purpose of this qualitative study was to understand how international doctoral students matched with their faculty advisors, what types of advising experiences they had, and how these interactions influenced their first-year success in their doctoral programs. We applied the lens of developmental advising to situate the advising experiences of our sample due to the framework’s emphasis on holistic student support. We conducted individual semi-structured interviews with 21 international doctoral students attending a large research-intensive university in a Southeastern state.  Our findings revealed that students were often matched with an interim advisor. While most reported a positive advising experience, the data revealed concerning differences in the type of advising experiences and support reported based on academic discipline. This study contributes to the body of literature by studying advisor-advisee matching among international doctoral students, who are less frequently studied, and by further analyzing how advising experiences shape international students’ academic transitions.
Egyptian students’ disinterest in overseas academic mobility: A behavioural approach based on the capability-opportunity-motivation model
Authors: Syed Zwick Hélène
Published: February 2021

This study uses the Capability-Opportunity-Motivation-Behaviour framework as a theoretical basis and PLS-SEM as an empirical research method to identify factors that influence the interest in studying abroad. We rely on primary micro-data collected through a self-administered questionnaire among Egyptian students and apply a structural equation model to estimate the different relationships. Our analysis yields interesting results: (i) 58% of our respondents are somehow interested in studying abroad; (ii) physical capability, physical opportunity and automatic motivation are the main predictors of interest in overseas academic mobility; (iii) a three-pillar policy programme based on guidelines, communication and marketing and regulation could be implemented to promote the interest of young Egyptians in studying abroad.
Examine Internet Addiction and Acculturative Stress among International College Students in the United States
Authors: Li Jason
Published: February 2021

While Internet use plays an increasingly important role in individuals’ lives, little is known about its potential to influence addictive behaviors. Guided by the acculturative stress theory, we examined the relationships between acculturative stress, gender, age, length of stay, and Internet addiction among international college students. Data were collected from 111 international undergraduate and graduate students studying in the United States. Hierarchical multiple regression analyses reported that acculturative stress and gender significantly predict Internet addiction among international college students. In this sample, neither age nor length of stay predicts Internet addiction. Our findings paint a picture of the potential influence of acculturative stress on Internet addiction. We offer suggestions for future research on Internet addiction and acculturative stress, particularly for international college students
Internationalization of U.S. High Schools
Authors: Nicola Tara
Published: February 2021

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.
Those Who Leave and Those Who Stay
Authors: Hovdhaugen Elisabeth , Wiers-Jenssen Jannecke
Published: February 2021

In this paper, we investigated how internationally mobile students from Norway diverge from students in Norway regarding social background, grades obtained at upper secondary school, and motivation to study. Data from two comparable surveys were used, one relating to students abroad and one relating to domestic students. Results showed that, on average, mobile students were of higher social origin than domestic students, but this did not apply across all fields. In some subject fields, mobile students had higher grades than domestic students, while they were lower in others. Mobile students clearly demonstrated higher motivation than domestic students, even when controlling for subject field and background variables. In sum, we found that mobile students constitute a select group in several ways, most prominently regarding study motivation. This suggests that mobile students potentially represent a positive contribution to the learning environment in more ways than bringing diversity in cultural background.
Character Strengths are Prominent as Mate Preferences of Turkish Students
Authors: White Elizabeth Michelle , Pearce Amy R. , Khramtsova Irina
Published: February 2021

This study addressed the traits and characteristics that Turkish students deem most important in a long-term romantic partner. We collected quantitative and qualitative data on characteristics desired in romantic partners from students attending Bahçeşehir Üniversitesi in Istanbul, Turkey. Like our previous cross-cultural studies conducted in Japan, Russia and the United States, results supported dependability and love as the most important traits. Overall, positive internal attributes were rated as highly important and we recommend the traits associated with the positive psychology movement be more fully considered in future studies on mate preferences.
Internet Fraud: Information for Teachers and Students
Authors: Nkotagu Gabriel Hudson
Published: February 2021

Internet fraud takes a number of forms with the responsible individuals changing tactics rapidly to avoid detection. The perpetrators rely on telemarketing, emails, as well as presenting themselves personally to unsuspecting people. The evolution of internet marketing as well as ecommerce and the ease of connectivity create increasing opportunities for fraudsters while at the same time placing more unsuspecting internet users at risk of falling prey to these schemes. There exists a thriving economy online with large sums of money changing hands online. It is therefore important for any internet user to easily identify when they are exposed to internet fraud schemes and as such avoid being a victim.
University Students’ Perceptions of Conflict Resolution
Authors: Scorzelli James F.
Published: February 2021

The purpose of this study was to compare the perceptions of American and international students on conflict resolution, and to determine if the students were willing to participate in conflict resolution. A survey was given to 226 students at an eastern university that asked them to identify a major international conflict and whether they felt that the conflict could be resolve. Among this group, 122 (54%) were international students and 104 (46%) were Americans. The results indicated that most of the students felt that the conflict could be resolved. However, the foreign students were more optimistic than the American students about resolving these conflicts. The conflicts identified were consistent with the current status of the world, and reflected the knowledge of the respondents about world affairs. A follow-up survey was conducted to determine if the students were willing to participate in conflict resolution.
Who Goes Where and Why: An Overview and Analysis of Global Educational Mobility
Authors: Bista Krishna
Published: February 2021

The number of international students and scholars studying and working in a culture beyond their own has significantly increased in past few years. The mobility of students and scholars bring a diverse and global educational exchange of cultures, ideas, and technological innovations to the culture of colleges and universities. In this context, Who Goes Where and Why, written by Caroline Macready and Clive Tucker (2011), is a significant contribution to the field of international student mobility and study abroad. In this book, the authors analyze the trends of students on why and how they study overseas, and how the national policies of hosting and sending countries affect the decisions of those mobile students.
Higher Education and International Student Mobility in the Global Knowledge Economy
Authors: Fletcher Darla
Published: February 2021

In the context of internationalization and globalization of higher education, Kemal Gürüz’s book, Higher Education and International Student Mobility in the Global Knowledge Economy, explores contributions made by international students and scholars in higher education from a historical perspective. A native of Turkey, Gürüz studied and worked for a while at Harvard University and the State University of New York in the United States. He presents the international mobility of students and scholars with in-depth historical, cultural and socio-economical perspectives. Gürüz highlights global knowledge economy, institutional patterns of higher education, enrollments, governance, and recent changes in higher education of several countries in this book.
International Graduate Students’ Academic Performance: What Are the Influencing Factors?
Authors: Ren Jia , Hagedorn Linda Serra
Published: February 2021

International graduate students have been a sizeable segment of the student body in the U.S. higher educational system. However, this student population has not completely been understood by higher education administrators and faculty and their diverse needs have not been met by existing services on campuses. This study examined factors associated with the students’ academic performance in the United States. The findings indicated that factors associated with masters and doctoral students’ academic performances were greatly different. This study suggests policies, services and programs to meet this population’s unique needs and to assist in their academic success in the United States.
International Students’ Adjustment Problems and Behaviors
Authors: Gebhard Jerry G.
Published: February 2021

This article focuses on the kinds of adjustment problems that international students had while they studied at a university in the United States, as well as the adjustment behaviors they used when faced with these problems. Qualitative data was collected and analyzed for over a decade through on-going interviews with 85 international students, as well as through observation field notes and student-written narratives about their adaptation experiences. Findings show that students were challenged by academics, social interaction, and emotional reactions to their new life. To manage their problems, students made use of behaviors that can facilitate adapting to the new culture, as well as behaviors that can obstruct them from adapting. Facilitative behaviors include coping strategies, use of supportive people, observation and imitation, and reflection. Behaviors interpreted as impeding adaptation include expecting others to adapt, complaining, and withdrawing.
Second Language Learners’ Coping Strategy in Conversations with Native Speakers
Authors: Terui Sachiko
Published: February 2021

One of the many strategies that many international students employ to cope with their lack of English proficiency is to pretend to understand or not to understand the conversational content exchanged with native English speakers. Combining autoethnography and iterative interviews this research explores the pretending behavior profoundly from non-native speakers’ perspectives. During the iterative interviews, six students shared their personal experience specified in pretending behaviors. This study aims at informing the second language learning experience and promoting mutual understanding between native and non-native speakers in multi-lingual and multi-cultural societies. As a result, under the metatheme (Tesch, 1987) of pretending in conversation, pretending as a Communicative Strategy, eleven themes emerged.
Student Success in College: Creating Conditions That Matter
Authors: Leon Raul A. , Byrd Jaime N.
Published: February 2021

Student Success in College: Creating Conditions That Matter offers a closer look into the U.S. system of higher education, seeking to answer the following question: What policies, programs, and practices promote student success? The authors embark on this journey examining a group of 20 four-year colleges and universities (e.g. schools included eight private and 12 public institutions representing 17 different states, with populations ranging from 682 to 23,063 students) that have fostered educational environments where engagement and success have transformed the experiences of enrolled students. For the purpose of this review, we organize our thoughts in the following two sections:
Student Mobility and the Internationalization of Higher Education: National Policies and Strategies from Six World Regions (A Project Atlas Report)
Authors: Sharma Ghanashyam
Published: February 2021

The Institute of International Education’s Project Atlas Report (2011) shows that the overall context of international students’ movement has been changed in the past few years. Policies and strategies adopted by new host countries and their academic institutions and organizations are changing the patterns of international students’ mobility. New players are redefining the field by influencing which international students want to go where and why.
Educating Chinese, Japanese, and Korean International Students: Recommendations to American Professors
Authors: Roy Shelly R.
Published: February 2021

This paper discusses the unique barriers and learning difficulties encountered by Chinese, Japanese, and Korean international students when they study at institutions of higher education in the US. These learning difficulties arise because of inability of some American professors to use discourse markers, summarize at the end of lectures, write key concepts on the blackboard, etc. (Cox & Yamaguchi, 2010; Huang, 2004; Huang & Brown, 2009; Lee & Carrasquillo, 2006). The author argues that by using emotional intelligence (Goleman, 1998), the creating mind (Gardner, 2007), and the respectful mind (Gardner, 2007), American professors institutions of higher education in the US can enhance the learning experiences of their international students.
Preparedness of Chinese Students for American Culture and Communicating in English
Authors: Rawlings Melody , Sue Edna
Published: February 2021

What Chinese students learn about American culture and the English language in the classrooms of China does not adequately prepare them for the reality of American culture and communication in English. In this study, the constructs of American culture and models of English language taught in Chinese classrooms are compared with the reality of American culture and English communication, as experienced by eight undergraduate students from China. The students visited the United States for the first time to observe American culture and university classes in four cities with plans to return for graduate studies. In light of their experiences, findings revealed that Chinese students may often be unprepared for the challenges they will face associated with cultural dissimilarities and communicating in the English language.
Strategies to Enhance Student Success: A Discourse Analysis of Academic Advice in International Student Handbooks
Authors: Romerhausen Nick J.
Published: February 2021

As the population of international students continues to rise at U.S. colleges and universities, multiple academic obstacles pose barriers to success. Research on strategies of intervention has primarily included face-to-face interactions while an exploration of other assistance approaches is minimal in comparison. This study explored the role that mediated discourse plays in supporting international students with navigating paths through U.S. colleges and universities, by examining seven institutions’ assistance handbooks. Discourse analysis allowed for an in-depth investigation of the academic advice available to international students concerning classroom culture, instructional styles, relationships with instructors, assessment, and academic honesty.
Study Abroad: My Experience as an Exchange Student in China
Authors: Veal Jenny
Published: February 2021

Studying abroad is an opportunity to grow and test one’s limits. In the interest of encouraging other students to pursue international education I would like to share my experiences and the general bits of wisdom I gained along the way. I was inspired by and chose to study abroad due to my interest in foreign languages. In my life I have always had an unwavering dream. My dream was about equality, diversity and understanding. I grew up in a small town where everyone knew each other and everybody held some kind of prejudice. While people judged others I tended to wonder about cultural differences with intrigue. This led to my interest in foreign languages and culture. I always knew that I wanted to travel and study in Asia. I believe that in order for our society to work efficiently we must understand each other and embrace our differences.
The Global Nomad’s Guide to University Transition
Authors: Zhang Yi (Leaf)
Published: February 2021

The Global Nomad’s Guide to University Transition (Quick, 2010) is specifically written for third culture kids (TCKs) who will begin their journey into university life. TCKs are defined as those who grew up in places outside of their home or passport cultures and have no sense of belonging in neither the home culture nor host culture. These students usually find their sense of belonging in the third culture, which is the community of people who share the experience of living outside their passport cultures. This book also aims to prepare parents of TCKs to better understand their children’s challenges thus assisting them with a smoother transition to college.
Factors Caribbean Overseas Students Perceive Influence their Academic Self-Efficacy
Authors: Edwards-Joseph Arline , Baker Stanley
Published: February 2021

This study investigated factors that influenced the academic self-efficacy of Caribbean overseas students attending universities in the United States, and the themes that emerged from their perceptions of variables impacting their academic self-efficacy. Seven major themes (educational background, faith in God, finances, age and maturity, influence and support of others, selfdetermination, and previous success of other and of self) emerged as factors that influenced the students’ academic self-efficacy. Recommendations for counselors and areas for future research are discussed.
A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants
Authors: Kim Minsu
Published: February 2021

International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs’ pedagogical practices, MTAs’ beliefs significantly influence the MTAs’ practices. The purpose of this study is to explore different beliefs and pedagogical practices between international and domestic MTAs. The findings reveal that there is consistency between the MTAs’ beliefs and their pedagogical practices. In addition, the two groups adopt significantly different approaches of how to teach new concepts, definitions, and problem-solving for students’ conceptual understanding and how to interact with their students. These results contribute to the body of knowledge of MTAs and the adaptation of professional development programs of MTAs. In addition, faculty in mathematics has an opportunity to understand the differences in beliefs and pedagogical practices between IMTAs and DMTAs.
Of Languages and Epistemologies: Reflections of a Graduate International Student on the Road to Becoming a Researcher
Authors: Colombo Laura (Violeta)
Published: February 2021

It is late at night, after working all day on my postdoctoral research I am trying to wind down while drawing and jotting down thoughts in my notebook. I am at the living room/office of my apartment in Buenos Aires, the city where I was born and left when I was 26 years old to pursue my graduate studies in the United States of America where for almost nine years I was an international graduate student. So here I am again back in my country, thinking about the intersections between epistemology and language that I have come across on this endless road to becoming a researcher and how I have dealt with these junctures.
Transformative Learning Experiences of International Graduate Students from Africa
Authors: Kumi-Yeboah Alex
Published: February 2021

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences were associated with education, 28.3% by non-education, and 30.4% were by both education and non-education. Follow-up interviews were conducted from 12 participants who were randomly selected to ensure representations across gender, age group, country of origin, and program of study. They identified classroom activities, faculty support, and learning a new language as the educational transformative learning, and factors related to new life experiences, as non-educational. Field notes and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicate that participants experienced transformative learning through both educational and non-educational related activities.
Managing Anxiety: A Case Study of an International Teaching Assistant’s Interaction with American Students
Authors: Zhou Ji
Published: February 2021

This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the feelings, concerns, and strategies of the ITA’sinteraction with American students from the ITA perspective. The assumption is that despite the possible obstacles in cross-linguistic and cross-cultural academic interaction, ITAs have the drive and potential to successfully navigate through the challenging process. Implications for improving ITA training and practices are discussed.
English Communication for International Teaching Assistants
Authors: Ma Rui
Published: February 2021

English Communication for International Teaching Assistants is at extbook written specifically for international teaching assistants (ITAs) working in a typical U.S. undergraduate classroom. An ITA might speak fluently in English with a clear pronunciation, yet the undergraduate students in an US classroom may still have difficulty understanding him or her. High English oral proficiency does notnecessarily lead to an ITA’s communicative competence, which, according to Canale and Swain (1980), includes grammatical competence, sociolinguistic competence, and also strategic competence.
Between Ethnic and English Names: Name Choice for Transnational Chinese Students in a US Academic Community
Authors: Diao Wenhao
Published: February 2021

This article explores how transnational Chinese students negotiate identity options through name choice while studying in the US. Name choice can discursively index membership in various communities. Drawing on theories of heteroglossia (Bakhtin, 1981) and community of practices (Lave and Wenger, 1991), this study examines how name choice becomes a site of identity negotiation for transnational Chinese students who received their English names from ESL classes in China. Using a qualitative approach, the analysis illustrates divergent patterns in name choice among a group of transnational Chinese students within one academic community, and demonstrates how membership in the community intersects with notions of cosmopolitanism to affect their name choice. The findings shed light on the pedagogical practice of assigning English names in ESL classrooms. They also call for future research to study the complex links between Chinese students’ histories of engagement in such practices and their identity negotiation processes when overseas.
Where We Are Now –The Presence and Importance of International Students to Universities in the United States
Authors: Hegarty Niall
Published: February 2021

This paper highlights the importance of international students to the United States by discussing their impact and necessity to U.S. universities. International student enrollment is a major industry of importance to the U.S. economy and despite arduous visa processes and diminished job prospects their enrollment numbers continue to grow. The Institute of International Education (2012) reports that a lack of funding to public universities has increased their reliance on the revenue provided by international students while private universities also seek to bolster their position in the face of increased international competition. The importance of international students in under-enrolled majors, their necessity as a vital revenue stream for universities and the challenges faced by both student and host university are also discussed. The author provides recommendations for improving the educational experience of international students through improved relationships with university constituents in order to maintain the attractiveness and competitiveness of the U.S.
International Students' Perceptions of Shelter-In-Place Notifications: Implications for University Officials
Authors: Johnson Thomas C.
Published: February 2021

Emergency notifications and shelter-in-place warnings on college and university campuses are generally issued in English and presuppose either a common shared language and culture or the adaptation of the warning system to a multilingual and multicultural social structure. This study examined the roles that language, culture, and emergency literacy played in international students’ perceptions of shelter-in-place notifications on a college campus. Students from Sweden, Bulgaria, and Kenya were recruited to participate in a focus group shortly after they had experienced shelterin-place warnings after an armed robbery occurred near their campus. These students were interviewed about their perceptions of emergency notification and shelter-in-place warnings. The study’s results suggest that, while an international student may be proficient in the English language, cultural issues, local practices and customs, and emergency illiteracy may hinder international students from understanding and appreciating the need to shelter-in-place or engage in self-protecting actions during a violent crime.
International Students Negotiating Higher Education: Critical Perspectives
Authors: Gaulee Uttam
Published: February 2021

International Students Negotiating Higher Education: Critical Perspectives is an excellent resource for higher education personnel and administrators in admissions and student affairs. Educational practitioners and policy makers may take advantages of this book. The volume goes beyond simply describing a profile of who international students are, by providing more information about their holistic experiences. The book highlights the interactions of the international students with curricula, tutors, administrators, and college and university personnel serving international students. Editors and authors showcase the complexities in the academic, personal, and social experiences of international students resulting from the challenges of language proficiency, cultural and social backgrounds and identities.
International Students’ Confidence and Academic Success
Authors: Telbis Nicola Miky , Helgeson Lars , Kingsbury Cheryl
Published: February 2021

Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a correlation exists among a sense of self-efficacy and each of these four issues. This study includes quantitative analysis of 137 students’ responses to a questionnaire addressing each of these issues that constitute their total resources. Data show that international students attending a mid-western university who scored high on confidence levels in completing their programs of study also scored high on the confidence of their resources. Analysis revealed that students who scored low in confidence for completing their programs of study also scored low on their confidence of these four aforementioned issues.
Bilingual Advertising in Melbourne Chinatown
Authors: Chen Sherry Yong
Published: February 2021

This paper explores the function of bilingual advertising by analyzing a case study of bilingual advertising in the Chinatown of Melbourne, Australia. The use of bilingual advertising in an immigrant setting differentiates itself from those in Asian settings where English is not used by dominant proportion of speakers in the society, and this phenomenon has its significance from a sociolinguistic perspective. In this paper, I will adopt the concept of “linguistic landscape” to discuss in detail the general functions of bilingual advertising. By integrating the theories into my case study, I aim to demonstrate how the Chinese and English versions of bilingual advertisements in Melbourne’s Chinatown differ in literal meaning, and to explain why they are designed this way.
International Graduate Students’ Academic Writing Practices in Malaysia: Challenges and Solutions
Authors: Mehar Singh Manjet Kaur
Published: February 2021

This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants, the findings indicate that non-native English speaking international graduate students faced challenges in their academic writing practices in the instructional settings where English was used as a medium. In addition, the results revealed that some challenges those students face were mainly attributable to the fact that English in Malaysia is not the native or first language. This study suggests policies and programmes to meet the unique academic writing background needs of these students and ensure their academic success.
Students’ Stories of Studying Abroad: Reflections Upon Return
Authors: Costello Jane
Published: February 2021

Study abroad brings an enriching experience to students’ academic and personal lives. This narrative essay relays two students’ experiences with study abroad sojourns and touches upon their technology use during their study abroad as recounted in semi-structured interviews. Details of their cultural experiences and reflections thereof as well as the impact these experiences had on their lives are presented. Student participation in study abroad semesters is increasing each year. Understanding previous students’ experience studying abroad, how this impacted their studies and life afterwards can inform decision making of other students considering this option. Additionally, awareness of the technologies used to stay in touch with those at home informs administrative and technical decisions for institutions to consider.
A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students
Authors: Korobova Nadia , Starobin Soko S.
Published: February 2021

This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and supportive campus environment/institutional emphases during their senior year benchmarks. Further, international and American students similarly evaluated their entire educational experience at this institution between good and excellent; however, American students evaluated it slightly higher than international students. Additionally, academic success measured by grades was between B+ and A- for both groups of students; however, international students evaluated it slightly higher than American students. Finally, it was found that the best predictors of satisfaction with the entire experience at this institution and academic success measured by grades were the five benchmarks of effective educational practice.
The Experiences of American International Students in a Large Irish University
Authors: O’Reilly Aileen , Hickey Tina , Ryan Dermot
Published: February 2021

Growing numbers of American students are travelling overseas to study abroad and enroll in full degree programs. Despite this trend, relatively little is known about the experiences of United States (U.S.) students abroad. The aim of this research was to examine the experiences of American international students in Ireland. Findings suggest that while U.S. students experience some adaptation problems, overall, they adapt well to studying in Ireland. Subtle differences in long-term and short-term international students’ levels of social support and academic satisfaction were also detected. This research has important practical implications for facilitating the adaption of U.S. students abroad. At a time when many governments and academic institutions are devising strategies to attract international students, this research is timely and necessary.
Uneven Experiences: The Impact of Student-Faculty Interactions on International Students’ Sense of Belonging
Authors: Glass Chris R. , Kociolek Elizabeth , Wongtrirat Rachawan , Lynch R. Jason , Cong Summer
Published: February 2021

This study examines student-faculty interactions in which U.S. professors signal social inclusion or exclusion, facilitating–or inhibiting–international students’ academic goal pursuits. It compares narratives of 40 international students from four purposefully sampled subgroups – academic preparedness (low, high) and financial resources (low, high). Overall, international students’ interactions with professors were marked by joy, trust, anticipation, and surprise. Nonetheless, the narratives exhibit two significant sources of variation: narratives from the low financial resources, high academic preparedness subgroup reflected widely-varied experiences interacting with professors, and narratives from the low financial, low academic preparedness subgroup lacked any descriptions of positive student-faculty interactions.
Exploring the Motivations, Expectations, and Experiences of Students Who Study in Global Settings
Authors: Salyers Vince , Carston Cathy S. , Dean Yasmin , London Chad
Published: February 2021

An increasing trend of universities is to provide students with opportunities to engage in global learning experiences (GLE) as part of their program of study. While there are numerous papers on the benefits of international and study abroad programs, there is little research on factors that impact GLE. This study evaluated the student perspective through qualitative and quantitative responses to surveys and questions posed during a period of three years. The results suggested that students’ motivation and expectations of the experiences were varied. Moreover, planning is critical for GLE experiences to have a positive impact on students.
Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora
Authors: Douglas Cynthia M.
Published: February 2021

This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam studying the language and culture in order to develop lesson plans that would address the needs of Vietnamese students in their classrooms. This study demonstrates the importance of teachers connecting with their students through the incorporation of sociocultural elements that translate to a culturally responsive curriculum, not just for students in the Vietnamese Diaspora but for all students.
Tale of the Tape: International Teaching Assistant Noticing During Videotaped Classroom Observations
Authors: Williams Gwendolyn M. , Case Rod E.
Published: February 2021

International teaching assistants face challenges in learning the norms for teaching in American universities. In order to address this learning curve this article describes a qualitative study of twenty international teaching assistants that examined how these participants viewed observations as part of their professional development. The study explored the noticing practices of international teaching assistants who participated in an initial interview, followed by a classroom observation so that the ITAs could notice their own teaching practices in the classroom. After examining the ITAs’ noticing of events during observations, the article will conclude with general recommendations for effective use of observations as part of the training of international instructors.
International Students’ Perceptions of the Value of U.S. Higher Education
Authors: Urban Ewa , Palmer Louann Bierlein
Published: February 2021

We examined international students’ perceptions of the personal and professional value they receive from higher education in the United States. Results indicated that students’ professional outcomes were significantly lower than their expectations related to their professional development, while students benefited personally to a much greater extent than they had anticipated. In this study, we identified areas of opportunities for higher education to support international students’ professional and personal goals.
International Students’ Cultural and Social Experiences in a British University: “Such a hard life [it] is here”
Authors: Newsome Linda K. , Cooper Paul
Published: February 2021

The authors in this qualitative study examined international students’ cultural and social experiences using data collected through case studies and semi-structured, in-depth, informant style interviews. Participants were all international students (n=18), mostly postgraduate from Asian and Far Eastern countries studying at a British higher education institution. The students’ personal journeys are traced through a three-stage process that moves from (1) high initial expectations, through (2) culture shock, to (3) various eventual patterns of accommodation. In addition to capturing the sometimes raw personal experiences of individuals, the study also delineates the ways in which geopolitical and social-emotional factors coalesce to shape students’ personal experience and self-concepts.
A Critical Review of International Students’ Adjustment Research from a Deleuzian Perspective
Authors: Vasilopoulos Gene
Published: February 2021

The author in this paper critically reviews recent literature on international student language and adjustment to Western Anglophone universities. Two streams of research are discussed: the problem-solving approach guided largely by positivist epistemologies and quantitative methodologies contrasted to the post-structuralist language and identity framework employing qualitative methods. Limitations to both perspectives include the reliance on fixed constructs of language and adjustment, the isolation of interrelated variables, the attempt to establish linear correlational/causative relationships, the essentialization of identity, and the inability to explain change and variance. Deleuzian ontology of ‘becoming’ and assemblage is put forward as a framework to better understand the complexity, unpredictability, and ever-changing process that international students face when co-adapting to the their new academic community.
The Self, the Other, and the International Student
Authors: Starr-Glass David
Published: February 2021

A sense of strangerhood, which is different from social isolation or cultural alienation, is common among many of the international students whom I encounter. In a world increasingly preoccupied with personal interaction and social exchange, many of these students perceive strangerhood as problematic and inherently negative. This brief reflection considers strangerhood from the perspective of Georg Simmel and argues that being a stranger has considerable positive value. Recognition of strangerhood is a critical element in developing a greater understanding of both the self and the Other. Legitimizing the experience of strangerhood, emphasizing its potential value, and empowering students to embrace it may provide significant short- and long-term benefits for international students in their personal and transformative journeys.
Demystifying Outcomes Assessment for International Educators
Authors: Butler Paige E.
Published: February 2021

Darla Deardorff’s new book Demystifying Outcomes Assessment for International Educators: A Practical Guide utilizes an applied approach to outcomes assessment in international education. Faculty and practitioners across international education programs and services will find significant value in the materials presented throughout the text.
Doctoral Sojourn Experiences of Adapted Physical Education Students from Asian Countries
Authors: Sato Takahiro
Published: February 2021

The purpose of this study was to describe and explain Asian international doctoral students’ sojourn experiences into Adapted Physical Education (APE) programs at two universities. The participants were six doctoral students from Japan, Taiwan, and South Korea. This case study was conceptualized within sojourner theory (Siu, 1952). The data sources were a demographic questionnaire and face-to-face interviews conducted during the participants’ doctoral studies. The emergent themes were (a) research challenges; (b) academic, social, and hierarchical relationships with doctoral advisors; (c) burnout; and (d) situation-specific anxiety. To better support international doctoral students, this study encourages academic departments, administrators, faculty, and all doctoral students to learn to view themselves as playing various roles including academic advisors, teachers, and graduate students.
The Development and Validation of the Academic Spoken English Strategies Survey (ASESS) for Non-native English Speaking Graduate Students
Authors: Schroeder Rui M.
Published: February 2021

This study reports on the three-year development and validation of a new assessment tool—the Academic Spoken English Strategies Survey (ASESS). The questionnaire is the first of its kind to assess the listening and speaking strategy use of non-native English speaking (NNES) graduate students. A combination of sources was used to develop the questionnaire: literature reviews, pilot questionnaire results, feedback from pilot study participants, expert comments, and the author’s academic English learning journal. An exploratory factor analysis based on 384 respondents’ data was conducted to assess the construct validity. Cronbach’s alpha was 0.923, indicating high internal consistency. The study has made a significant contribution because data generated through the use of this questionnaire can provide valuable insights and pedagogical implications.
English Language Learners in Higher Education: An Exploratory Conversation
Authors: Harrison Jamie , Shi Hong
Published: February 2021

This article discusses an exploratory conversation between a newly hired assistant professor of ESOL Education and one of her graduate level students taking the methods and materials course. The graduate student was an English learner (international student), and therefore offered this new professor an opportunity to explore her practice of working with English learners in a new context outside of K-12 schools. The discussion followed theoretical protocols of cogenerative dialogue in which the student brought in artifacts from the recently completed course that exemplified easy and difficult assignments. Both professor and student were able to examine their own practices in relation to access of curriculum and strategies that encourage that access.
Unfulfilled Expectations: Influence of Chinese International Students’ Roommate Relationships on Sense of Belonging
Authors: Yao Christina W.
Published: February 2021

Findings from this study indicate that more attention must be given to Chinese students’ interpersonal relationships with domestic students, particularly when considering the role of daily cross-cultural interactions in residential living. Participants who wanted American roommates anticipated an easier transition to U.S. culture. However, making meaningful connections with American students proved to be more challenging than anticipated. Participants reported that cultural differences within their residence hall room led to difficulty with communication and social connections.