Who Said We Do Not Want to Learn? Give Us the Opportunity to Flourish

• In Event: 52.064 - Ethic, Equity, and Opportunity

Abstract

This qualitative study explores the academic experiences of the Middle Eastern graduate students studying in the United States. Their experiences are analyzed from the perspective of their socio-cultural background. Bourdieu’s cultural capital theory was employed to explore how students’ diverse background impacted their academic experiences. Semi-structured interviews were conducted. Data were analyzed using the Constant Comparative Method. Findings introduced various issues including linguistic challenges, identity negotiation and marginalization, and unequal learning environment. These findings suggest faculty and curriculum developers to design class pedagogies and school curriculum, which could better accommodate needs of international students.

Author

• Maryam Heydari, University of Wisconsin - Madison