College Challenges and Success of Non-Native-English-Speaking Students: Evidence From a Longitudinal Study

• In Event: Special Populations in Postsecondary Education

Abstract

Using data from the Wabash National Study of Liberal Arts Education, this study examined non-native English speaking (NNES) students on key measures of college challenges and success. Initial results suggested that NNES students were less likely to have close relationship with faculty and satisfying relationship with peers; they perceived more difficulties in making friends and were more likely to work on or off campus compared to other students. However, the study found that NNES students had higher college GPA than their peers; there was also no statistical difference between NNES students and their peers in four-year graduation and graduate degree plan. Findings of this study hold important implications in expanding our understanding on NNES students.

Author

• Jiajun Liu, Xi'an Jiaotong-Liverpool University