International Graduate Students’ Perception of Their Undergraduate Experience

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Short Description

Educators often have misconceptions about international students’ academic experiences in their home countries. To provide more culturally sensitive education and alleviate the barriers international students face, an increased appreciation for how culture influences learning is essential. This poster will explore the undergraduate experience of 17 international graduate student leaders.

Detailed Abstract

Thousands of students choose to attend a higher education institution in the United States because of their perceived quality and prestige (Bourke, 2000). The consistent rise in the enrollment of international students since the 1950s has led to many discoveries concerning their experiences (Walker, 2000). Studies have shown international students, compared to national students, experience a unique set of challenges – academic, social, and cultural (Wu, Garza, & Guzman, 2015). International students often have difficulties communicating with professors and peers because of language and cultural barriers, experience social isolation, and struggle to adapt to new social norms (Mamiseishvili, 2012; Rice et al., 2010; Tas, 2013). Given aforementioned challenges and the role culture plays in informing how students learn, universities need an improved understanding of the education experience students had before arriving on their campuses (Tavakol & Dennick, 2010; Tweed & Lehman, 2002). University employees often have misconceptions about where students come from and the experiences they have (Tweed & Lehman, 2002). This can lead to students experiencing challenges that impede their success. Providing international students with more culturally sensitive education requires a better understanding of students’ experience with education in their home country. This study was designed to fill this gap by describing the undergraduate experience of international graduate students. Understanding and appreciating theses difference can have significant implications for faculty, university personnel who support international students, and other administrators.
Research Question: How do international graduate students perceive their undergraduate experience?
Methodology: The target population of the study was defined as international graduate students. Participants had to have been currently enrolled in classes and completed their undergraduate studies outside of the United States. Purposive sampling and snowball sampling were used to recruit participants. A total of 17 participants, from 11 different countries, were recruited for in-depth, face-to-face interviews. The phenomenological reduction method was used to analyze data (Moustakas 1994).
Findings: Four themes emerged from the data as it pertains to international graduate student leaders’ undergraduate experience: (1) worthwhile; (2) taxing; (3) self-directed, and; (4) risky.
Description of International Student Leaders’ Undergraduate Experience
Worthwhile: Whether it was learning how to be independent, discovering passions and career interests, or developing leadership skills, participants gained something they believe has contributed to their success as an international student in the U.S. One participant said, “My undergraduate study gave me a foundation – basic of thinking, basic of knowledge of experience” (P15, Indonesia). Participants described their experience as “very rich” with “lots of opportunities,” “fun because [I] grew a lot, I learned a lot,” learned to be open-minded because “I became familiar with other people [and] culture,” gained memories that will always be “cherished,” and described their experiences as “transformative” (P7, Honduras; P8, India; P11, Iran; P9, Brazil; P14, China; P17, Mexico). Taxing: Academically, participants talked about their undergraduate studies being more difficult. Contextually, the intensity was often connected to the culture of the university, political factors, and lack of resources. “Higher education back at home I think it’s a little more intensive than here in the United States” (P3, Nigeria). “In Nigeria... the generator can go off and then there is no light… so you can only do all you want to do between 6:00 p.m. and 6 a.m. because that’s the only time there’ll be electricity supply” (P3, Nigeria). “Every university in India lacks resources because it’s a developing country” (P8, India). Self-directed: Several participants talked about faculty not being interested in building relationships with students and having to do much of the learning on their own. “You go to class and you do your own work, you do your own research, and it’s all independence, so you if you’re not an independent person you will have a hard time…we don’t have one-to-one contact with professors, we only contact professors when it’s an emergency, and there are no other alternative” (P1, Trinidad and Tobago). Risky: While all participants were, in some ways, involved in activities in undergrad – for many, involvement was not encouraged. In fact, some students talked about the risks associated with college involvement. “The university would ban some of the clubs. It was really hard, you know, they were very picky about what kind of club you were working” (P11, Iran). Participants feared faculty “taking charge of our organization, “being picked on,” “monitored,” and “scrutinized every step of the way” (P3, Nigeria; P14, China). However, four participants said their colleges encouraged involvement.

Participant

• Sky Georges, University of Florida