Immigrant and international college students’ learning gaps: Improving academic and sociocultural readiness for career and graduate/professional education

Lee, Jaekyung; Kim, Namsook; Su, Mengchen

doi:10.1016/j.ijedro.2021.100047

Cited by 8 publications

(4 citation statements)

References 19 publications

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“…Even under normal circumstances, international students are more vulnerable to psychological distress due to difficulties accessing medical care and are less motivated to seek out psychological services than their domestic peers (Alharbi and Smith, 2018;Brunsting et al, 2018). The vulnerability of international students intensifies during a crisis like COVID-19 owing to their lack of access to public resources, financial constraints, cultural or language barriers, inability to access reliable information, and the absence of the basic necessities of life (Park and Lee, 2016;Chen et al, 2020;Lee et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Psychological Distress and Trust in University Management Among International Students During the COVID-19 Pandemic

Khan

Liu

et al. 2021

Front. Psychol.

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Since the end of 2019, the outbreak of the COVID-19 pandemic has engendered widespread fear and anxiety across China. Nearly half a million international students pursuing their studies in Chinese universities have also been exposed to the psychological distress triggered by the unfolding crisis. In addition to government and medical institutions' efforts, universities have also endeavored to mitigate concerns among these students under quarantine on campus by providing reliable information as well as medical, monetary, and emotional support. In this study, international students' trust in university management teams and its role in remediating their anxieties were evaluated using an online survey conducted after 10 days of the lockdown of Wuhan, China. The empirical analysis incorporates quantitative data from 180 international students. Ordinary least squares regression and probit regression were used in the analysis with the non-robust and robust models. The study found students' perception of trust in university management to be negatively associated with their anxiety levels. Additionally, having trust in university management was found to positively influence students' commitment to the self-quarantine guidelines. These results reinforce the important role of universities and their relationship with international students during public health emergencies.

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Section: Introductionmentioning

confidence: 99%

Psychological Distress and Trust in University Management Among International Students During the COVID-19 Pandemic

Khan

Liu

et al. 2021

Front. Psychol.

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“…Third, considering soaring concerns for college success disparities, we position highimpact practices (HIPs) at the heart of transformative college ecological systems [8]. HIPs are defined as active learning practices that promote deep learning and are data-proven to make a significant impact on college and career success.…”

Section: Theoretical Perspectives and Prior Researchmentioning

confidence: 99%

“…What is often missing in this higher education inequity debate-and where we expect our study to have contributions-is an in-depth analysis of what works for minoritized students in different types of higher education institutions. Whereas previous studies have demonstrated that high-impact practices (HIPs) have a pronounced effect on the experiences of underserved students [5][6][7][8], we know relatively little about what specific HIPs work (or not) for minoritized students and how HIP-related opportunity and outcome gaps vary among racial and socioeconomic groups in different institution types. While previous studies focused on relatively short-term effects of HIPs such as course grades and graduation, it also remains uncertain about their long-term effects on career success beyond college education (e.g., job employment and enrollment in graduate/professional school).…”

mentioning

confidence: 99%

What High-Impact Practices Work for Minoritized Students? Institutional Inequities in College Learning Opportunities and Outcomes

Lee,

Kim,

et al. 2024

Trends in Higher Education

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This mixed-methods study examines what high-impact practices (HIPs) help improve the chances of college and career success among minoritized students. Building on transformative and ecological perspectives of HIPs, the study tracks U.S. 4-year college students’ learning opportunities towards bachelor’s degree completion followed by job employment or graduate/professional school enrollment. It explores a more comprehensive and diverse set of HIPs: academic and sociocultural engagement, study abroad, foreign language, co-op/internship, student teaching, advanced math and writing courses, research, and volunteer activities. Statistical analyses of the Beginning Postsecondary Students (BPS) data reveal racial and socioeconomic inequities in HIP participation among different types of institutions, with relatively favorable opportunities and outcomes in private or research (doctorate-granting) universities. The qualitative analyses of college student interviews offer insights into the questions of why and how HIPs work (or not) for minoritized students. The study gives evidence-based policy guidelines for improving minoritized students’ college and career success by tackling institutional inequities in high-impact practices and learning opportunities.

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“…Lee et al, 2021).A Dutch online survey of 839 PhD students assessed aspects affecting progression and outcome of PhD programs. They uncovered the impact of psychosocial factors such as integration, socialization and sense of belonging, inclusion and connectedness in uence the readiness beyond admission, their progress and dropout intention.…”

mentioning

confidence: 99%

A framework for identification of the readiness and suitability of multicultural postgraduate research degree candidates

Cardona

Motamedi

2022

Preprint

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International students, particularly those from non-English speaking countries seeking admission to higher degree by research in Anglophone universities face multiple challenges in understanding the educational system rules, and socially adapting to the host country. Through a targeted literature search we identified barriers and facilitators to the multicultural students’ integration into a foreign education system which could hinder either their admission to postgraduate research courses or their performance during Master’s or doctoral enrolment. The four emerging themes were incorporated into checklists: English proficiency, Academic literacy, Communication and interpersonal skills, and Socio-demographic and cultural influences. These formed the basis for the development of the Supervisor’s Tool for Assessment of Readiness (STAR), an amalgamation of the checklists to provide an objective and comprehensive view of all aspects potential supervisors -and higher degree by research candidates- need to consider in the postgraduate admission process. We encourage readers to test and validate STAR in their academic environments and modify to suit their local needs.

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Immigrant and international college students’ learning gaps: Improving academic and sociocultural readiness for career and graduate/professional education

Cited by 8 publications

References 19 publications

Psychological Distress and Trust in University Management Among International Students During the COVID-19 Pandemic

Psychological Distress and Trust in University Management Among International Students During the COVID-19 Pandemic

What High-Impact Practices Work for Minoritized Students? Institutional Inequities in College Learning Opportunities and Outcomes

A framework for identification of the readiness and suitability of multicultural postgraduate research degree candidates

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