First Term Support for International Graduate Students Attending Small Colleges and Universities

Shane, Mary Jo; Carson, Loredana; Macri, Diana Gloria

doi:10.32674/jis.v10i2.1126

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…Palmer (2015) highlighted how linguistic and cultural challenges can inhibit a sense of belonging. Though the authors' research did not specifically address experience with faculty or campus climate, these findings would still support that establishing a positive environment for international students leads to a sense of connection, which in turn can influence thriving for international students (Shane, Carson, & Macri, 2020). In contrast to Mwangi (2016) and Yao (2016), the authors' findings suggest that even when international students encounter challenging cultural, linguistic, and even racist environments, their self-confidence can still guide their ability to thrive (Ma, 2020).…”

Section: Discussionmentioning

confidence: 84%

“…Relationally, international student support groups provide spaces for students from other countries to bond because of the differences. Facilitating opportunities to connect with one another, such as through mentoring or group facilitation activities, provides a level of social support that is interrelated to one's individual confidence (Shane et al, 2020). Psychologically, student affairs professionals can encourage positive thinking and reflection; rewards and celebrations acknowledge accomplishments that are stepping stones to success (Poyrazli & Mitchell, 2020).…”

Section: Implications and Recommendationsmentioning

confidence: 99%

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The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

Jones

Kim

2020

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Set in the context of four-year colleges and universities in the United States and Canada, this study examined how the level of thriving differs for international students and their domestic peers, how the level of thriving differs across various subgroups within international students, and how academic self-confidence is associated with the level of thriving for international students. Using data from the 2017 Thriving Quotient, this study found that international students were less likely to thrive during their college years than their domestic peers and that Asian international students were less likely to thrive than their international peers of other racial groups. Findings also suggested that academic self-confidence was significantly and positively related to international students’ thriving during their college years.

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Section: Discussionmentioning

confidence: 84%

Section: Implications and Recommendationsmentioning

confidence: 99%

The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

Jones

Kim

2020

JUMP

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“…According to Kisch, the International Student and Scholar program contributed to international students' retention by 3.7% from 2008 to 2013. Shane et al (2020) introduced a first-term foundation course that is required for all international graduate students who received their undergraduate or higher degrees from countries other than the U.S. The 11-week course's overarching goal was to improve international students' academic skills and build their self-confidence in English oral and written communication.…”

Section: Professional Developmentmentioning

confidence: 99%

Challenges and Strategies Facing International Students and Faculty in U.S. Higher Education: A Comprehensive Literature Review

2022

GATESOL Journal

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With increasing numbers of international students on university campuses in the U.S., culturally and linguistically responsive (CLR) practices become more important than ever in helping students fit in a new environment and achieve their academic goals. However, not all universities and faculty are prepared or equipped with the knowledge to adopt CLR methods in classrooms across the disciplines. The purpose of this literature review is three-fold: (1) to examine the cultural and linguistic challenges that international students face in U.S. higher institutions; (2) to investigate faculty’s perspectives on international students and implementing CLR practices in their classroom teaching; and (3) to explore CLR strategies or recommendations that have been used successfully to alleviate the challenges. In assessing the current status of CLR in tertiary education, this article reviewed 21 research studies and found that both international students and faculty at U.S. institutions of higher education are facing challenges in terms of language, culture, classroom discussions, academic expectations, and interpersonal relationships. These findings hold implications for promoting the development of CLR practices among faculty and tertiary institutions to foster a diverse campus capable of truly accommodating and supporting students from multicultural backgrounds. Keywordsinternational students, culturally and linguistically responsive practices, challenges, faculty

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“…-What is behind such a marked increase in the number of international students is partly the decline in state appropriations for higher education, since students arriving from emerging economies mean a significant source of income for the institutions (Bound et al, 2020). -Small and medium-sized American private universities in the USA allocate significant resources to assist international students arriving at different levels of preparation, in the form of courses before their starting their first terms (Shane et al, 2020).…”

Section: United States Of Americamentioning

confidence: 99%

International students in Hungarian higher education

Vincze

Bács

2020

APSTRACT

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Overall, higher education in Hungary is popular with students from abroad, even if there are significant differences in terms of its structure. The ever-faster increase in the annual headcount of the international student body serves as proof to this statement. The expansion of the size of the body of international students is of special importance in higher education since in 2016 the Hungarian government set the objective of having 40,000 international students by 2023 (EMMI, 2016). Numerous studies have been published on this topic, usually focusing on specific issues, including, for example, the countries from which we receive most of the students, the most popular majors, possible economic advantages due to the presence of a great number of international students, and how internationalization takes place in higher education in Hungary. By means of processing data published by the Hungarian Educational Authority [Oktatási Hivatal], this paper aims to present the changes in the number of international students in Hungary over the past ten years. This also includes the discussion of the structure of these changes related to a variety of issues such as relations, types of institutions and their ownership, levels and types of programs, as well as gender proportions. However, even with this effort, the officially available statistics are suitable for presenting a properly detailed assessment of the situation only to a limited extent. JEL code: I23

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First Term Support for International Graduate Students Attending Small Colleges and Universities

Cited by 5 publications

References 18 publications

The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

The Role of Academic Self-Confidence on Thriving among International College Students in the U.S. and Canada

Challenges and Strategies Facing International Students and Faculty in U.S. Higher Education: A Comprehensive Literature Review

International students in Hungarian higher education

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