A Systematic Review on Integration Experiences and Challenges of Foreign-Born Faculty in U.S. Higher Education Institutions

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Unpacking Faculty Identities and Institutional Barriers: From Terminology to Policy Reform (Table 6)

Abstract

This study examines the integration experiences of foreign-born faculty in U.S. higher education institutions, who constitute a significant portion of the academic workforce. Employing a systematic approach, this review synthesizes existing studies to highlight the unique challenges and intersectional identities of foreign-born faculty. It explores their integration into classrooms, identity reconfiguration, and marginalization in professional roles. The findings emphasize the need for supportive policies and practices and offer insights into potential institutional strategies to foster a more inclusive and supportive environment for foreign-born faculty.

Author

• Yingzhi Tong, Teachers College, Columbia University