Academic Experience of South Asian International Doctoral Students at a Midwestern University in the US: A phenomenological Study

• In Event: International Doctoral Students and Return Home

Proposal

Abstract
Using a phenomenological study, this paper examines the academic experience of less-represented South Asian doctoral students (SAIDS) at a Midwestern US university. The findings indicate that even though SAIDS share certain commonalities with their East Asian cohorts, their experiences are uneven and unique owing to their significantly different cultures and long history of colonization. The study’s findings also emphasize the necessity of more future research exploring these students’ experiences.

Background
During the academic year 2022-23, approximately 2,68,923 students from India and 13,563 from Bangladesh came to the US to pursue higher education (IIE Open Doors,2023). In 2018, international students contributed nearly $45 billion to the US economy (IIE Open Doors,2023). Besides being a lucrative business, these students bring a global perspective and cultural diversity to the US campus. However, these students experience specific, unique challenges because of their cultural and linguistic differences. Tochkov et al. (2010) and Chennamsetti (2021) observe that owing to the linguistic and cultural gaps, Indian students experience unique challenges that result in several psychological issues, such as anxiety and stress. Unfortunately, although a plethora of studies have already been conducted to explore East Asian students’ experience, little is known about the SAIDS experience of higher education in the US.

Purpose
This study aims to investigate the lived experiences of underrepresented SAIDS in higher education abroad at a midwestern US university. It thus recommends measures extracted from the interviews and existing literature to mitigate these challenges and facilitate an effective learning environment for them.

Research Questions
RQ 1. How do the SAIDS define their experience of higher education in the US?
RQ 2. What recommendations can institutions adopt to facilitate a smooth transition for SAIDS?

Theoretical Framework
I used the constructivist framework as the study will incorporate new knowledge into the existing literature and examine the experiences of a less-represented student body. I intend to make the voices heard, to let them represent themselves, and to construct knowledge based on their experiences, perspectives, and beliefs. In addition, assimilation, accommodation, and resistance to assimilation (AAR) (Sato & Hodge,2009) framework is used, as this study aims not to learn how SAIDS assimilate to the host culture but rather to encourage institutions to transform better to accommodate these students from diverse cultural and linguistic settings.

Methodology
Research Design
The research questions were explored using a phenomenological method (Moustakas, 1994). This research method is employed to delve deep into the lived experience of SAIDS while transitioning to higher education institutions in the US and, thus, to make these underrepresented voices heard.
Sampling
Three Bangladeshi and three Indian doctoral international students from a midwestern university were recruited using purposive sampling. All recruitment and data collection were done upon obtaining the IRB approval.
Data Collection
A one-on-one semi-structured interview was conducted over Zoom in English. The interviews were audio recorded. Additionally, handwritten observational notes were taken. The audio recordings were transcribed using “Otter.ai,” and 47 transcription pages resulted. The cleaned transcripts were sent back to the participants to ensure the reliability of the study.
Data Analysis
Coding was initiated to identify emergent themes surrounding the phenomena. The transcripts were thoroughly read, and specific codes related to the research questions were highlighted with different colors for understanding purposes. Texts related to these codes are marked with the same colors used for the codes. A few themes that received a broader title have been identified based on the codes. These themes are then scrutinized thoroughly for potential sub-themes, which have been recorded in the researcher’s notes.

Findings
Guided by the overarching research questions, data yielded six emerging themes, including non-academic ones. Regarding language, whereas students who grew up in an English-speaking environment experienced no barriers after coming to the US, others shared that language poses considerable writing, reading, and presentation challenges.
A discussion-based classroom setting and US-centered materials pose enormous challenges for SAIDS. However, they are content with the lack of power dynamic and welcoming classroom environment compared to the teacher-centered classrooms in their countries.
Even though most are convinced they get sufficient professional guidance from their advisors, unrealistic expectations often pose challenges for SAIDS. Participants agreed that diverse, culturally knowledgeable advisors are true blessings.
Participants agreed that the linguistic and cultural gaps hinder friendships with domestic peers. Hence, they prefer to hang out with fellow Asian peers.
Balancing study and assistantship responsibilities creates challenges to these students’ time management. Non-academic themes include a lack of support, cultural gap, and university-provided support system.
The findings indicate that challenges vary depending on various factors, such as STEM and non-STEM students or students’ social backgrounds and genders. The study also suggests that unlike East Asian students (Le &Gardner, 2010), SAIDS shared positive experiences with the course design, the availability of advisors, hands-on learning, and well-equipped laboratory facilities.

Conclusion
Given the undeniable contribution of SAIDS to global enterprises, adequate research on their lived experience is required for meaningful institutional transformation. Some recommendations that institutions can consider are prioritizing faculties with diverse cultural and linguistic knowledge (Andrade,2006; Young,2017), offering peer monitoring and role model programs (Huang,2012), and fostering domestic-international relationships (Young, 2017). My findings also indicate recommendations like offering university-provided support systems such as counseling centers with Asian counselors, regular meetings with advisors, and internationalizing higher education curricula. Since SAIDS is considering other potential countries as a choice of higher education destination, the time is to evaluate their experiences and develop practical solutions to mitigate such challenges and encourage future students to consider coming to the US.

Relevance to CIES 2025
The study relates to the conference theme and the CIES, one of the prestigious conferences in my field. Because of globalization and digital progress, more international students from South Asia are coming to the US today for higher education than before. Again, the same progressive digital world makes it competitive for US institutions, as students have other options for higher education endeavors, which calls for adequate research on SAIDS. This study will help fill in the gap in the current literature on SAIDS.

Author

• Israt z Nipa, University of Illinois At Urbana-Champaign