An exploration into why international students choose to study and attend HEIs in the US Midwest: A theoretical approach

• In Event: Roundtable Session 2
  In Refereed Roundtable Session: An inter-cultural & interdisciplinary perspective to higher education

Proposal

In this roundtable, we explore why international students choose to attend higher education institutions (HEIs) in the US Midwest. We examine Open Doors data reports for the 12 Midwest states, discussing institutional types attended by international students and top sending-countries to the Midwest. Additionally, we use theoretical and practitioner lenses to address higher education administrative practice supporting these students’ unique needs and motivations.

Literature

While international student enrollment in the US has toggled between all-time highs and dramatic lows in recent years, interest remains among students to study in the US. (CGS, 2021; Kim et al., 2017; IIE, 2013). Enrollment at HEIs in US Midwest states follow these fluctuations (Open Doors, 2021), though international students tend to prefer metropolitan areas (Ruiz, 2014). In approaching why international students attend HEIs in the Midwest, we note only one of the 20 largest metropolitan areas is in this region (US Census, 2020). Halsted et al. (2019) noted factors including institutional status, reputation of a welcoming environment, and institutional and financial support were instrumental in international students' decisions to apply, choose, and stay at Iowa State University in particular. Moreover, all international students, despite their country of origin or HEI, need support – often programmatic - to foster their sense of belonging (Ramsay et al., 2007).

Theoretical Framework

The extant literature on international students pursuing postsecondary education in the Midwest does not adequately consider geography (physical or human) in the higher education socialization process. Given that Midwest HEIs are less prominent in media about US higher education and tend to appear lower on ranking schemes than coastal US institutions, we use socialization theory (Weidman & DeAngelo, 2020) to posit that the anticipation of attending a Midwest HEI may be based on accounts from family or close friends, digital networks, or descriptions provided by institutional admissions offices. Since research around international student success at US Midwest institutions frequently focuses knowledge acquisition, investment, and involvement, this inquiry into geography-based perceptions can describe Midwest ‘pull’ factors and offer context for international student mobility research.

Significance

Prior research on international students in the Midwest has implications for international affairs officers and student services who aim to support the specific needs of international students attending Midwest HEIs. A recontextualized understanding of Midwest ‘pull’ factors through geography-based perceptions can inform the practices of these professionals, who can then mobilize their understandings about students’ motivations to offer tailored support. Such support extends to parents, mentors supporting these students, and others instrumental in their international higher education pursuit. Additionally, knowing more about the physical and human geographies in the Midwest could aid professionals in helping international students develop a sense of belonging more quickly upon arriving in the Midwest. Finally, Midwest HEI staff need differentiated strategies to target international undergraduate and graduate students, as well as international students with varying prior experiences in the US. Unifying knowledge of the needs, aspirations, and perceptions of international students in the Midwest can thereby foster a more welcoming culture on campus.

Authors

• Constance Loren Judd, The University of Iowa

• Jason Walls

• Nicholas Stroup, University of Iowa