Self-Segregation or Global Mixing?: Social Interactions and the International Student Experience

Abstract

This qualitative study examines the social interaction patterns among international students at a large research university in the Mid-Atlantic region of the United States. Based on semistructured interviews with 60 international graduate students, the researchers provide a conceptual framework that identifies 4 primary types of social interactions that shape international student experiences at US higher education institutions: self-segregation, exclusive global mixing, inclusive global mixing, and host interaction. The results indicate that conceptions of cultural identity as well as alternative forms of social capital play a crucial role in the formation of international social networks within a university setting. This qualitative study examines the social interaction patterns among international students at a large research university in the Mid-Atlantic region of the United States. Based on semistructured interviews with 60 international graduate students, the researchers provide a conceptual framework that identifies 4 primary types of social interactions that shape international student experiences at U.S. higher education institutions: self-segregation, exclusive global mixing, inclusive global mixing, and host interaction. The results indicate that conceptions of cultural identity as well as alternative forms of social capital play a crucial role in the formation of international social networks within a university setting.

Qualitative Study on Chinese Students’ Perception of U.S. University Life

“…Generally, these participants held beliefs that seeking guidance from co-nationals was simply "more natural" and "more comfortable." These findings are unsurprising and reinforce previous findings suggesting that students prefer the comfort of interacting with others from similar sociocultural backgrounds (Leong, 2015;Rose-Redwood & Rose-Redwood, 2013;Ye, 2006).…”

“…At the same time, Du and Wei (2015) attributed Chinese students' strong need for co-national friends to Chinese traditional culture that values collectivism (Triandis, 1989). The increase in numbers of Chinese students enrolled in U.S. universities facilitates formation of homogenous social circles and participation in co-national circles as an alternative to participating in mainstream campus culture (Du & Wei, 2015;Rose-Redwood & Rose-Redwood, 2013).…”

Social Capital and the U.S. College Experiences of International Student-Athletes and Non-Athletes

“…It can also play a "bridging" role within social relationships that extend beyond immediate community boundaries. We suggest that both intra-and intergroup ties are important in shaping an individual student's opportunity structure (see also Rose-Redwood & Rose-Redwood, 2013).…”

Work a Way Out: Breaking Monoethnic Isolation through On-Campus Employment

“…It is difficult for international students to make substantial progress in ESL learning or culture transmission without interacting with host nationals. Despite the fact that monocultural friendships can be vital in reducing international students' distress in transition (Bochner et al, 1977, Rose-Redwood & Rose-Redwood, 2013Ye, 2006), some scholars claim that contact with host nationals is one of the most important friendship bonds to facilitate international student success in a new cultural context (Y.Y. Kim, 2000;Ward, Bochner, & Furnham, 2001).…”