“The Support Provided isn’t the Support I Need”: Exploring International Graduate Students Academic and Socio-Cultural Experiences
Faculty Advisor Name
Melissa Aleman
Department
School of Communication Studies
Description
Abstract
International graduate students represent a growing and increasingly significant demographic within U.S. universities, with numbers reaching over half a million in the 2023-2024 academic year, marking an 8% increase from the previous year (IIE, 2024). This demographic brings unique academic, cultural, and professional perspectives that enrich U.S. graduate programs, providing domestic students with global perspectives and enhancing the educational environment. However, international graduate students often face numerous challenges related to academic expectations, cultural adjustment, and socio-emotional well-being (Olagunju et al., 2024). Despite the increasing enrollment of international graduate students, there is a limited body of research focused on understanding their experiences and identifying best practices to improve academic and socio-emotional outcomes. This mixed method study explores the academic and socio-emotional experiences of international graduate students at a predominantly white university in the southern United States, with the aim of offering evidence-based recommendations for improving their overall academic success and well-being.
Through surveys and in-depth interviews with international graduate students enrolled in various programs at the university, this study poses four research questions: (1) What are international graduate students' academic experiences at a large research university? (2) What are international graduate students' socio-emotional experiences at a large research university? (3) What programs and resources do international graduate students report as most important to their academic success? (4) What programs and resources do international graduate students report as most important to their socio-emotional well-being? Previous literature highlights the importance of tailored academic support such as advising, writing centers, and tutoring services in promoting international graduate student success (Weerakkody & Jerez, 2018; Hambrick & Giaimo, 2022). Additionally, socio-emotional well-being is closely linked to the presence of robust social and mental health support systems that address the unique challenges faced by international students, including language barriers, isolation, and cultural adjustment (Minutillo et al., 2020; Lee, 2021).
We hope the results of this study help understand the specific academic and socio-emotional barriers faced by international graduate students, such as difficulties with language proficiency, cultural differences, and adjustment to the U.S. academic system (Weerakkody & Jerez, 2018; Olagunju et al., 2024), highlighting the importance of personalized academic advising, peer advising programs, writing centers, and tutoring services as essential for academic success. Further, understanding the challenges related to isolation, discrimination, and stress, which hinder their overall well-being and academic performance (Hyun et al., 2010; Maleku et al., 2021) emphasize the importance of culturally responsive counseling services and mentorship networks in alleviating mental health concerns and facilitating social integration (Wei & Bunjun, 2021; Razgulin et al., 2023). Ultimately, this study aims to provide actionable insights into how U.S. universities can enhance their support structures for international graduate students, fostering a more inclusive and supportive environment that nurtures their academic and emotional growth.
This study's findings will contribute to the body of literature on international graduate student experiences and provide practical recommendations for higher education institutions seeking to improve their support systems.
“The Support Provided isn’t the Support I Need”: Exploring International Graduate Students Academic and Socio-Cultural Experiences
Abstract
International graduate students represent a growing and increasingly significant demographic within U.S. universities, with numbers reaching over half a million in the 2023-2024 academic year, marking an 8% increase from the previous year (IIE, 2024). This demographic brings unique academic, cultural, and professional perspectives that enrich U.S. graduate programs, providing domestic students with global perspectives and enhancing the educational environment. However, international graduate students often face numerous challenges related to academic expectations, cultural adjustment, and socio-emotional well-being (Olagunju et al., 2024). Despite the increasing enrollment of international graduate students, there is a limited body of research focused on understanding their experiences and identifying best practices to improve academic and socio-emotional outcomes. This mixed method study explores the academic and socio-emotional experiences of international graduate students at a predominantly white university in the southern United States, with the aim of offering evidence-based recommendations for improving their overall academic success and well-being.
Through surveys and in-depth interviews with international graduate students enrolled in various programs at the university, this study poses four research questions: (1) What are international graduate students' academic experiences at a large research university? (2) What are international graduate students' socio-emotional experiences at a large research university? (3) What programs and resources do international graduate students report as most important to their academic success? (4) What programs and resources do international graduate students report as most important to their socio-emotional well-being? Previous literature highlights the importance of tailored academic support such as advising, writing centers, and tutoring services in promoting international graduate student success (Weerakkody & Jerez, 2018; Hambrick & Giaimo, 2022). Additionally, socio-emotional well-being is closely linked to the presence of robust social and mental health support systems that address the unique challenges faced by international students, including language barriers, isolation, and cultural adjustment (Minutillo et al., 2020; Lee, 2021).
We hope the results of this study help understand the specific academic and socio-emotional barriers faced by international graduate students, such as difficulties with language proficiency, cultural differences, and adjustment to the U.S. academic system (Weerakkody & Jerez, 2018; Olagunju et al., 2024), highlighting the importance of personalized academic advising, peer advising programs, writing centers, and tutoring services as essential for academic success. Further, understanding the challenges related to isolation, discrimination, and stress, which hinder their overall well-being and academic performance (Hyun et al., 2010; Maleku et al., 2021) emphasize the importance of culturally responsive counseling services and mentorship networks in alleviating mental health concerns and facilitating social integration (Wei & Bunjun, 2021; Razgulin et al., 2023). Ultimately, this study aims to provide actionable insights into how U.S. universities can enhance their support structures for international graduate students, fostering a more inclusive and supportive environment that nurtures their academic and emotional growth.
This study's findings will contribute to the body of literature on international graduate student experiences and provide practical recommendations for higher education institutions seeking to improve their support systems.
