International Female Graduate Students' Experience at a Midwestern University: Sense of Belonging and Identity Development

International female graduate students have to negotiate multiple aspects of their identities as non-native learners and women in a society with different gender norms than their home countries. However, their experiences have not been well researched within the scholarship on international students...

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Bibliographic Details
Published in:Journal of international students 2016-01, Vol.6 (1), p.128-152
Main Authors: Le, Anh T, LaCost, Barbara Y, Wismer, Michael
Format: Article
Language:English
Subjects:
Academic Advising
Acculturation
Anxiety
Belonging
College campuses
College Faculty
Cultural Background
Educational aspects
Educational Environment
Educational Experience
Family (Sociological Unit)
Females
Foreign Students
Friendship
Gender Differences
Graduate Students
Health Services
Higher education
Immigration policy
International education
Interviews
Learning
Mental health
Perceptions
Phenomenology
Positive Attitudes
Qualitative Research
Researchers
Role
Self Concept
Sex Role
Social aspects
Social identity
Social networks
Social Support Groups
Student Adjustment
Student Attitudes
Student retention
Teacher Student Relationship
Transformative Learning
United States (Midwest)
Women college students
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Summary:International female graduate students have to negotiate multiple aspects of their identities as non-native learners and women in a society with different gender norms than their home countries. However, their experiences have not been well researched within the scholarship on international students. In this study, using the phenomenological approach, we explored the phenomenon of being an international female graduate student in the U.S. The seven participants are diverse in terms of countries of origin, academic programs, and life situations. Using open-ended questions, we conducted indepth one-on-one interviews with the participants. The findings indicate that the participants perceived being international female graduate students at this university as a positive, life-changing, and transformative experience.
ISSN:2162-3104
2166-3750
DOI:10.32674/jis.v6i1.485