Experiences and Postgraduation Plans of International Science and Engineering Doctoral Students Attending U.S. Universities

• In Event: 60.045 - Underrepresented Students and STEM

Abstract

This study investigates factors associated with the graduate school experiences and post graduation plans of international science and engineering doctoral students at a public University. The study is grounded in Tinto’s Integration Model as well as Berry’s Acculturation Model and aims at understanding to what extent graduate school experience influences their post-graduation plans. Using a survey of science and engineering doctoral students administered by the author, this study reveals that English language difficulties, social, academic, and cultural adjustment problems affect post-graduation plans. Recommendations include development of institutional initiatives to provide social, cultural and academic support and also changes in immigration policies that can sustain the retention of international doctoral students in science and engineering fields upon degree completion.

Authors

• Dorothy Ugwu, Grand Prairie Independent School District

• Maria Adamuti-Trache, The University of Texas - Arlington