Understanding the Academic Experiences of International Students at HBCUs During COVID-19

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iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=90-59-56-EE-65-E5-C0-A4-ED-60-C8-4D-B0-EF-38-FE

Abstract

Graduate international students at Historically Black Colleges and Universities (HBCUs) experienced significant equity issues during the COVID-19 pandemic. According to ACHA (2020), university closures in response to COVID-19 disproportionately impacted international students and their academic experiences. This hermeneutic phenomenology study aimed to examine HBCU graduate international students’ perspectives on their academic experience during COVID-19. Participants included 11 international students enrolled as full-time graduate students during COVID-19. Findings from this study were thematically categorized using Schlossberg’s Transition Theory and Four S’s: situation, self, support, and strategies (coping). International students reported feeling isolated, losing confidence when speaking in class, facing mental health challenges, and experiencing imposter syndrome.

Author

• Ashleigh N. Brown-Grier, Fulbright U.S. Student Program