Poster #81 - Policy Implications of Familial, Social, and Cultural Influences on International STEM Doctoral Students

• In Event: Friday Poster Reception

Abstract

As international students continue to shape the environments of U.S. graduate education, it is crucial to understand the sociocultural forces that influence their academic and career trajectories. According to the Open Door Reports in 2023, Chinese (27.4%) and Indian (25.4%) are the top two major student populations in the U.S.; together, these groups account for more than half of the international student population. It is critical to understand the challenges and influences these students face within and beyond the academic settings and how institutional policies can be provided to support them during the learning process. In particular, these two groups are heavily influenced by cultural backgrounds. Based on the contexts, this qualitative study focuses on Chinese and Indian doctoral students in STEM fields in U.S. institutions and investigates how familial, social, and cultural expectations shape educational, mental well-being, and career decision-making processes. This study also offers insights for policymakers to develop strategies that support international students’ educational experiences and enhance or regulate their post-graduation career retention in the U.S.

This study utilize a phenomenological methodology, conducted semi-structured interviews with six students (three Chinese, three Indian), followed by thematic analysis. Five core themes and ten subthemes emerged, revealing distinct patterns between the two groups. Indian students described strong familial and societal pressures to pursue high-status, traditionally prestigious fields such as engineering and medicine. In contrast, Chinese students reported more flexibility in academic choices, with less emphasis on specific fields driven by family. Both groups considered U.S. higher education to be for the elite class in their countries. Across both groups, acculturation through U.S. doctoral training fostered a growing sense of autonomy, it manifested in increased research independence and financial self-sufficiency. At the same time, doctoral training equips international students with the skills, qualifications, and research accomplishments needed to apply for immigration-based visas and statuses (e.g., EB-1A, EB-2 NIW). In addition, post-graduation career decisions were shaped not only by personal aspirations but also by social policies and structural factors, including immigration constraints, labor market access, and family background. For example, China’s One-Child Policy led parents to encourage their children to return home for career development.

This study offers timely insights for higher education leaders and national-level policymakers seeking to rethink and resign international student policies from cultural, social, and family perspectives. These findings offer valuable policy implications. From a practical standpoint, international students require more stable Curricular Practical Training (CPT) and Optional Practical Training (OPT) policies to support their decision-making regarding post-graduation employment locations. Additionally, pursuing a Second Preference Employment-Based (EB-2) National Interest Waiver (NIW) has become one pathway for international doctoral students to seek temporary legal status during their studies. This underscores the need for immigration policies to be more comprehensive and carefully considered, particularly in light of students' long-term academic and career planning. Moreover, for Chinese students, the influence of the one-child policy plays a significant role in shaping their career decisions, often affecting their willingness or hesitation to work in the U.S. after graduation due to familial responsibilities and expectations.

Author

• Xingchen Xu, Arizona State University
  Presenting Author