International Graduate Students’ Sense of Belonging at a Predominantly White Institution (PWI) in the Northeastern U.S.

• In Event: Examining Well-being and Belonging in Higher Education: Global Perspectives on Student Mental Health, Stress, and Identity

Proposal

Introduction
In today’s digital age, international students often arrive on campus with expectations shaped by online information and shared experiences, which could positively influence their sense of belonging. Currently, international students in graduate programs constitute a substantial portion of the international student population; in the 2022/2023 academic year alone, 467,027 out of 1,057,188 international students in the U.S. were enrolled in graduate programs, accounting for 44.2% of the total (Institute of International Education, 2023). Research shows that a strong sense of belonging positively impacts students’ academic performance (Tinto, 2012). However, international students often face multiple challenges that affect their sense of belonging (Glass et al., 2015; Yao, 2015). At predominantly White institutions (PWIs), additional challenges, such as racialized experiences, can further undermine their sense of belonging (Halpern & Aydin, 2021; Yao et al., 2019). This study aims to address this gap by using a qualitative approach, conducting focus group interviews with international graduate students at a PWI. The research seeks to uncover their unique challenges related to belonging and provide insights to improve institutional policies for a more inclusive environment.


Objective
This study aims to capture the perspectives and experiences of international graduate students regarding their sense of belonging at a PWI in the Northeastern U.S. A sense of belonging is defined as a student’s personal perception of feeling genuinely valued for who they are within a larger group and community (Goodenow & Grady, 1993; Nunn, 2021). A pilot study by our team suggests that international students at this university may encounter distinct challenges in both academic and non-academic contexts, particularly concerning their sense of belonging compared to their domestic peers. Consequently, this research seeks to conduct a more in-depth investigation into these challenges, specifically focusing on international graduate students. The study will explore three main areas:
1. Conceptualizing Belonging: Examining how international graduate students at a PWI define ‘belonging’ and understanding their perceptions based on their unique needs and academic experiences.
2. Experiencing Belonging: Investigating how international graduate students experience a sense of belonging at a PWI through social interactions and within both academic and non-academic settings.
3. Determinants of Belonging: Identifying the factors at a PWI that either facilitate or hinder the sense of belonging among international graduate students.


Literature Review
Most research has focused on undergraduates, whose different motivations and experiences suggest that the concept of belonging and its relationship to persistence may differ for international students enrolled in graduate programs (Laufer & Gorup, 2019; Strayhorn, 2012). While research on international graduate students is limited, existing studies highlight that academic success, professional networks, faculty mentoring, and social and academic affirmation positively influence their sense of belonging. However, students in STEM fields and women who experience microaggressions report lower belonging (Curtin et al., 2013; Holloway-Friesen, 2021; O’Meara et al., 2017). For male international graduate students, especially in fields like engineering, belonging is closely tied to academic factors such as GPA, research progress, and faculty feedback, making faculty interactions crucial (Antonio & Baek, 2022).


Conceptual Framework
This study uses a conceptual approach adapted from Nunn’s (2021) model of college belonging to guide focus group discussions. Nunn categorizes belonging into three areas: (1) Academic belonging: feeling confident, comfortable, and adequately challenged in courses while being empowered to use academic resources such as tutoring and office hours; (2) Social belonging: having friends and social connections on campus; and (3) Campus-community belonging: feeling “at home” on campus, with the environment reflecting one’s identity and preferences. While this model was initially developed to explain undergraduate students’ sense of belonging, its concepts are also applicable to understanding the experiences of graduate students. This study adapts these three areas to create guiding prompts for focus group discussions, focusing on (1) social belonging, (2) academic-space belonging, (3) non-academic space belonging, and (4) overall university belonging.


Methodology
This study will use a qualitative approach, employing focus groups to explore the sense of belonging among international graduate students at a research university in the Northeastern U.S. Focus groups were chosen to facilitate dynamic interactions, allowing participants to share their experiences in their own words (Kitzinger, 1995). Two separate focus groups—one for four master’s students and another for four doctoral students—will be conducted, recognizing that their experiences of belonging may differ. Each session will last for an hour, providing an in-depth exploration of the unique challenges faced by students at different academic levels. Participants must be currently enrolled graduate students during the Fall 2024 semester and have completed at least one semester at the institution by the time of recruitment. If more than eight students volunteer, preference will be given to those from the top ten countries with the highest enrollment at the university. Although the international student group is diverse, the study aims to capture shared experiences of belonging among them at a predominantly White institution (PWI). The focus groups will take place in October and November 2024, with findings presented at the CIES conference in March 2025. Discussions will be audio-recorded, transcribed verbatim, verified for accuracy, and analyzed thematically to identify key themes related to their sense of belonging.


Implications
This study examines international graduate students’ sense of belonging at a PWI in the U.S., with findings relevant to the international student community at this university. The research has two main implications: first, it provides evidence-based recommendations for university units supporting international students to improve programs and initiatives that foster a sense of belonging on campus. Second, while specific to the institution in the study, the findings offer insights that can help other universities with similar characteristics assess and strengthen their efforts to create an inclusive environment for international students. Although the findings are not generalizable, they add valuable knowledge to the existing literature on the sense of belonging among international students, particularly those in graduate programs.

Authors

• Eun Jung Paik, Pennsylvania State University

• Marcelius Braxton, Penn State University