A Qualitative research on Diverse Funds of Knowledge Contributing to the Access and Success of International Students in U.S. Higher Education

• In Event: Navigating Access, Retention, and Success: Insights into Student Outcomes

Proposal

Purpose: The purpose of this study is to investigate the "Funds of Knowledge" framework as it pertains to international students in higher education. This research aims to identify the cultural, linguistic, and experiential knowledge that international students bring from their diverse backgrounds and how this knowledge influences their access to and success in higher education. By understanding these funds of knowledge, the study seeks to inform practices that enhance the educational experiences of international students.

Rationale: International students face unique challenges in higher education, including cultural adjustment, language barriers, and differing educational systems. Traditional support mechanisms often overlook the rich cultural and experiential knowledge these students possess. By focusing on the Funds of Knowledge framework, this study highlights the importance of recognizing and valuing the diverse backgrounds of international students. Understanding how their unique experiences can be integrated into the educational environment is crucial for fostering inclusivity and enhancing student engagement. This research will contribute to the broader discourse on equity and access in higher education, providing insights that can inform policy and practice, ultimately leading to improved access, retention, and success rates for international students.


Theoretical Framework: This study employs the Funds of Knowledge framework, originally developed by Luis C. Moll, to explore the experiences of international students in higher education. This framework posits that students possess valuable cultural, linguistic, and experiential knowledge derived from their backgrounds, which can significantly enhance their academic success. In conjunction with this framework, Pierre Bourdieu’s cultural capital theory is utilized to understand how the diverse cultural assets that international students bring can influence their educational experiences. Additionally, Gloria Ladson-Billings’ culturally relevant pedagogy emphasizes the need for educational practices that connect learning to students' cultural contexts, fostering engagement and relevance. Social capital theory, articulated by Robert Putnam, further complements this framework by examining the networks and relationships that international students can leverage for support and resources. Lastly, Paulo Freire’s critical pedagogy encourages students to challenge systemic barriers, empowering them to advocate for their needs within the educational system. Together, these theoretical perspectives provide a comprehensive lens to analyze how the funds of knowledge of international students can be recognized and integrated into higher education, ultimately enhancing access, retention, and success for this diverse population.


Methodology: This study employs a qualitative research design to explore the Funds of Knowledge of international students in higher education. The research aims to understand how these funds influence their access to and success in academic environments. Data collection involves semi-structured interviews with 20 international students enrolled in various degree programs in the University of Arizona. Participants are selected through purposive sampling to ensure diversity in nationality, academic discipline, and year of study. The interviews are conducted in a comfortable setting, allowing participants to share their experiences openly. The interview questions focus on the participants' backgrounds, the knowledge and skills they bring to their studies, challenges faced, and strategies employed to navigate their educational journeys. Each interview is audio-recorded, transcribed, and analyzed using thematic analysis to identify recurring themes and patterns related to the Funds of Knowledge framework.

Findings: The findings reveal several key themes regarding the Funds of Knowledge of international students and their impact on access and success in higher education:
1. Cultural Resilience: Many participants highlighted their cultural backgrounds as sources of resilience. They drew upon their experiences of overcoming challenges in their home countries, which fostered adaptability and problem-solving skills that proved beneficial in their academic pursuits.
2. Language Proficiency: Participants emphasized the importance of their native languages and bilingual abilities. Those who were multilingual reported that their language skills facilitated communication with peers and faculty, enhancing their academic engagement and social integration.
3.Community Support: The role of community networks emerged as a significant theme. Participants noted that connections with fellow international students and local communities provided emotional support, academic resources, and opportunities for collaboration, which were crucial for their success.
4.Cultural Perspectives in Learning: Many students expressed that their unique cultural perspectives enriched classroom discussions and group projects. They felt that their diverse viewpoints contributed to a more inclusive learning environment, benefiting both themselves and their peers.
5.Barriers to Access: Despite their strengths, participants also reported challenges, including cultural adjustment, financial constraints, and feelings of isolation. These barriers often hindered their academic performance and overall well-being. In conclusion, the study highlights the importance of recognizing and leveraging the Funds of Knowledge of international students to enhance their access and success in higher education. Institutions can benefit from creating supportive environments that value and integrate these diverse experiences and perspectives.

Contribution: This study contributes to the understanding of international students' experiences in higher education by highlighting the significance of their Funds of Knowledge. By recognizing the cultural, linguistic, and experiential assets that these students bring, the research informs educational practices and policies aimed at enhancing inclusivity and support. The findings underscore the importance of leveraging community networks and diverse perspectives to foster a more enriching academic environment. Ultimately, this work advocates for institutional strategies that not only acknowledge but actively integrate the unique strengths of international students, promoting their access, retention, and success in higher education settings.

Author

• Azmi Azam, University of Arizona