“He’s an idiot!” Experiences of International Students in the United States

Ee, Jongyeon

doi:10.32674/jis.v3i1.522

Cited by 20 publications

(9 citation statements)

References 5 publications

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“…Research has shown international students from Western and English‐speaking countries have reported little or less experience of discrimination and violation compared to those from other regions (Hanassab, 2006; Lee & Rice, 2007). In addition, English fluency and foreign accents, which often intersect with racial and ethnic backgrounds, can also influence how international students are treated (Bernstein et al., 2011; Ee, 2019).…”

Section: Spanning Systems Modelmentioning

confidence: 99%

A developmental model for international students and multiple ecologies

Garton,

Grimm,

Kim

2023

New Drctns Hghr Edu

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Traditional ecological models are promising for making sense of international student experiences, but the assumed monolithic nature of the structuring systems is inadequate for explaining development that occurs across multiple systems. We present and expand a model called the Spanning Systems Model that recognizes multiple ecologies. The model organizes ecologies in terms of home and host countries, arguing the systems are in some ways independent and in others intertwined. Student experiences are thus structured by both the systems in which the school is located as well as the systems from which the student is coming. Conceptualizing ecologies in this manner shifts the goal of a successful transition into higher education away from acculturation and towards a more complex, case‐specific project of identifying areas of alignment and contradiction and tailoring experiences to each student's unique ecologies.PRACTICAL TAKEAWAYS This expanded ecological model is intended to theoretically explain development for students whose experiences cross multiple ecologies, for example, multiple countries. While originally designed for international students, the model is applicable to any student with formative experiences in different macrosystems, like study abroad, or some first‐generation students. Academic, faculty, and career advisors who regularly work with international students should make a concerted effort to understand the different ecologies of each student. Rather than presenting an ideal model for acculturation into US higher education, advisors can use this model to identify alignments and contradictions and plan accordingly. New student orientations for international students can use this model as an organizing device. For example, potential contradictions between ecologies, like academic integrity and intellectual property rights, can be presented to students in the context of a holistic discussion around the rights‐based justice system in the United States. The model can be given directly to students as a worksheet to help make sense of their experiences and frame their thinking. Students can fill in directly the different systems in which they are situated and can begin to make decisions about how they can make changes.

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Section: Spanning Systems Modelmentioning

confidence: 99%

A developmental model for international students and multiple ecologies

Garton,

Grimm,

Kim

2023

New Drctns Hghr Edu

View full text Add to dashboard Cite

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“…Research has also looked at adaptation difficulty and its impact on emotional well-being in the form of feelings of loss and loneliness (Patron, 2014). Furthermore, Ee (2013) highlighted the experiences of international students with microaggressions, physical and sexual assaults, race and language related assaults. In a qualitative study utilizing group interviews of six international students focused on issues of international student retention (Bista & Foster, 2011).…”

Section: Social and Emotional Risk Factorsmentioning

confidence: 99%

“…Thus, social and emotional safety research indicates that internationals, who are from predominantly non-White or non-English speaking regions of the world, often struggle with adjustment, experience discrimination, macro and microaggressions, and building social connections (Contreras-Aguirre & Gonzalez, 2017;Ee, 2013;Zhang & Goodman, 2011). These issues often resulted in feelings of isolation, loneliness, depression (Li et al, 2014;Patron, 2014).…”

Section: Social and Emotional Risk Factorsmentioning

confidence: 99%

Examining the Experiences of Campus Safety among International Students

Ramrakhiani

Byrne

Sink

2021

jcscore

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Although international students comprise a significant percentage of the college population, limited attention is directed to their safety needs. This study measured the experiences and perceptions of campus safety among international college students in the United States. The researchers sampled participants from institutions around the country, who self-identified as international students. A researcher-developed 53-item Likert scale questionnaire, the International College Students’ Safety Questionnaire (ICSSQ), was administered to the sample. Findings from the exploratory factor analysis provided preliminary evidence for a four-factor solution for the 26-item ICSSQ with adequate internal consistency. Salient demographic variables, such as, nationality, college status and perceived proficiency in English, were found to be significantly linked to derived factor scores. Implications for institutional adoption of this instrument, along with limitations and directions for future research are included.

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“…Studies have shown that international students from non-Western and non-English-speaking countries experience greater levels of discrimination and are more likely to be regarded by peers as “others” compared to international students from Western and English-speaking countries (Ee, 2013). Empirical investigations have documented that experiencing discrimination adversely affects self-esteem and overall satisfaction with life in the U.S. among international students and leads to higher psychological distress (Lee & Rice, 2007; Wang et al, 2013).…”

Section: Discrimination Against Asian International Students From An ...mentioning

confidence: 99%

Microaggressions against Asian international students in therapy.

Kim¹,

Hogge²

2021

Professional Psychology: Research and Practice

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We examined microaggressions toward Asian international student clients in therapy. Participants were nine university counseling center therapists who had themselves been Asian international students with experience in therapy. Data were collected through semistructured interviews and analyzed using interpretive phenomenology. We identified 3 themes (environmental microaggressions, stereotypical assumptions and conceptualizations of Asian international student clients, and culturally insensitive treatment planning or interventions) and 14 subthemes. Subthemes that uniquely emerged in this study included the following: Limited self-disclosure and expression of emotion, outdated views of Asian cultural values and practices, overemphasis on adjustment issues, and condescending and overprotecting the client. Implications for research, advocacy, and practice are discussed. Public Significance StatementThe present study expands the literature on microaggressions (subtle forms of discrimination) by exploring types of microaggressions against Asian international students in therapy. It highlights that therapists need to take responsibility for attending to the needs and experiences of Asian international students in therapy, which may require proactive efforts to increase knowledge and advocate for changes to system policies and procedures.

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“He’s an idiot!” Experiences of International Students in the United States

Cited by 20 publications

References 5 publications

A developmental model for international students and multiple ecologies

A developmental model for international students and multiple ecologies

Examining the Experiences of Campus Safety among International Students

Microaggressions against Asian international students in therapy.

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