Journal of International Students 2019-03-22T16:42:24-05:00 Chris R. Glass Open Journal Systems <p>The&nbsp;<em>Journal of International Students </em>(JIS) is a quarterly&nbsp;publication on international education. JIS&nbsp;is an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104&nbsp;&amp; Online ISSN 2166-3750) on international student affairs.&nbsp;The journal<em>&nbsp;</em>publishes narrative, theoretical, and empirically-based research articles, student and faculty reflections, study abroad experiences, and book reviews relevant to international students and their cross-cultural experiences and understanding in international education.&nbsp;</p> The Next Ten Years: Looking Back, Looking Forward 2019-03-22T16:42:21-05:00 Chris R Glass Krishna Bista <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>As we near our tenth year as a publication, the journal’s global community continues to grow in ways we could not have imagined when we first started. We now receive over 300 submissions per year. We are proud to be among the top-20 journals in higher education according to GoogleScholar with almost 10,000 active subscribers around the world. As we prepare for the next ten years, we want to share a few updates on where we have been and where we are going.&nbsp;We have five major focus areas as we move forward as a publication: expand our global network of authors, scholars, and leaders; design top-tier journal design and seamless editorial workflow; build international partnerships and diversity editorial team; create mentor pathways for emerging scholars; and develop sustainable funding and support.</p> </div> </div> </div> 2019-02-17T00:00:00-06:00 ##submission.copyrightStatement## Statistical Analysis of Study Abroad Experiences of International Students in Five Major Host Countries of Europe 2019-03-22T16:42:22-05:00 Josek Mikuláš Svobodová Jitka <p>This paper examines a large dataset of questionnaire responses (n=5,321) of international students who have studied abroad (mainly via the Erasmus+ programme). Their acculturation experiences with campus discrimination (an acculturative stressor), academic support (a mediator of acculturation) and academic satisfaction (an outcome of acculturation) are analyzed and compared among five European countries (France, Germany, Italy, Spain, and Portugal). The measures of acculturation experiences are verified by Principal Component Analysis, which yields three components; Campus Discrimination, Academic Support, and Academic Satisfaction. The components are used as aggregate indexes for ranking the five major destination countries in Europe based on students’ experiences. A country-by-country comparison suggests that experiences from study abroad are most positive in Germany.</p> 2019-01-25T00:00:00-06:00 ##submission.copyrightStatement## “We are a ghost in the class.” First Year International Students’ Experiences in the Global Contact Zone 2019-03-22T16:42:23-05:00 Keri Freeman Minglin Li <p>This article draws on data collected during case studies involving six undergraduate international students. It uses the academic literacies framework to examine how international students (re)negotiate their student identities. Based on the concept that Australian university classrooms are global educational contact zones, the study reinforces the urgent need to shift from existing narratives which focus on international students’ perceived language and literacy deficits. Participants demonstrated positive student identities by successfully mediating disciplinary requirements. However, their transition was hindered due to insufficient opportunities for meaningful classroom interactions and lack of academic instruction and feedback. The findings suggest teachers are in the best position to address this gap through classroom pedagogies which accommodate learners from diverse backgrounds and facilitate inclusive learning environments.</p> 2019-01-11T00:00:00-06:00 ##submission.copyrightStatement## Asian International Student and Asian American Student: Mistaken Identity and Racial Microaggressions 2019-03-22T16:42:21-05:00 HyeJin Tina Yeo Ruby Mendenhall Stacy Anne Harwood Margaret Browne Huntt <p>This study examines the experiences of Asian American students who are mistaken as Asian international students; it provides insight into domestic students’ perceptions of and potential racial microaggressive experiences of international students. Drawing from racial microaggressions survey data of Asian Americans, this study highlights the multiple layers of overt racism, microaggressions, and xenophobia directed against students who are perceived as Asian international students. The Asian American students’ narratives reveal that international students are often racialized by skin color, English proficiency, and nationality, which reflect U.S. racist framings of Asian Americans. Thus, we argue that racial experiences of Asian international students should be addressed as a part of U.S. racial ideology, notions of Whiteness, and racial microaggressions on campus.</p> 2019-01-25T00:00:00-06:00 ##submission.copyrightStatement## Cross-Ethnic Self-Disclosure Buffering Negative Impacts of Prejudice on International Students' Psychological and Social Well-Being 2019-03-22T16:42:22-05:00 Tatsuya Imai Ayako Imai <p><em>Intergroup </em><em>contact theory suggests that developing a close relationship with outgroup members ameliorates the negative impact of prejudice that individuals perceive from outgroup members. This article specifically investigates the moderating role of cross-ethnic self-disclosure in the link between international students’ perceived ethnic/racial prejudice and depression as well as loneliness. One hundred and forty-three international students in Japan were asked to rate their perceived prejudice, depression, and loneliness as well as their self-disclosure to host nationals. The results showed that self-disclosure buffers the negative effects of prejudice on depression and loneliness such that international students who were more likely to disclose themselves to host nationals were less likely to be influenced by prejudice. Theoretical and practical contributions are considered.</em></p> 2019-01-11T00:00:00-06:00 ##submission.copyrightStatement## Faculty Views on International Students: A Survey Study 2019-03-22T16:42:22-05:00 Li Jin Jason Schneider <p>This article investigates perceptions of international students among faculty at a university in the United States. Based on data collected from a large-scale online survey (n=261), the study explores four issues: 1) faculty perceptions of international students’ positive attributes; 2) faculty perceptions of international students’ academic and social challenges; 3) faculty perceptions of their own challenges when teaching international students; and 4) statistically significant relationships between faculty views and their own background characteristics, including ethnicity, academic status, multilingual skills, birth place, and experience studying or living abroad. Results offer new insights on faculty beliefs and highlight key considerations in the hiring, training, and support of faculty to promote positive learning experiences for international students.</p> 2019-01-18T00:00:00-06:00 ##submission.copyrightStatement## Mentors that Matter: International Student Leadership Development and Mentor Roles 2019-03-22T16:42:23-05:00 Tricia R Shalka Chloe S Corcoran Brian T Magee <p>Leadership development has been identified as an important outcome of higher education in the United States. &nbsp;However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. &nbsp;Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. &nbsp;Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student. &nbsp;</p> 2019-01-11T00:00:00-06:00 ##submission.copyrightStatement## Shared Experiences and Resilience of Cultural Heritage: Chinese Students’ Social Interaction with Non-Host-Nationals in the United States 2019-03-22T16:42:24-05:00 Yang Liu Yue Dong <p>Compared to the role of communication with host nationals in promoting migrating individuals’ acculturation, their interaction with non-host-nationals has not received enough attention due to the notion of dualism. The theorization of acculturation underscored by dualism has been challenged by a holistic viewpoint which considers acculturation as an additive and integrative process. Attending to the disparities of two theoretical perspectives, this study examined Chinese students’ acculturation in the United States (the U.S.). The research findings revealed that the shared experiences among Chinese students and the resilience of their cultural heritage made their communication with non-host-nationals necessary. Therefore, a more diverse environment is suggested to be created by American universities and colleges to enable the social support among international students.</p> 2019-01-08T00:00:00-06:00 ##submission.copyrightStatement## Prevalence and Correlates of Depressive Symptoms Among International Students: Implications for University Support Offices 2019-03-22T16:42:22-05:00 Noel L Shadowen Ariel A Williamson Nancy G Guerra Ravichandran Ammigan Matthew L Drexler <p>International students often experience significant challenges and difficulties adjusting to their new campus and university environment abroad. As a result, understanding the unique needs of these students has become an important priority for many university administrators and mental health professionals amid growing health concerns faced by members of this community. This study examines the prevalence and correlates of depressive symptoms in a sample of international students enrolled in a mid-size U.S. university. A hierarchical multiple regression model revealed that poor English fluency, increased acculturative stress, and perceived discrimination were associated with higher levels of depressive symptoms, whereas increased social support was associated with lower levels of depressive symptoms. Implications for university administration and support services are discussed.</p> 2019-01-11T00:00:00-06:00 ##submission.copyrightStatement## Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities 2019-03-22T16:42:23-05:00 Nigel Harwood Bojana Petrić <p>Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.</p> 2019-01-08T00:00:00-06:00 ##submission.copyrightStatement## Academic and Social Support Services for International Students 2019-03-22T16:42:23-05:00 Nara M. Martirosyan Rebecca Bustamante D. Patrick Saxon <p><em>International </em><em>students make valuable intellectual, cultural, and economic contributions to host-country colleges and universities. Some U.S. institutions enrolling greater numbers of international students offer a variety of specialized services designed to support students’ social adjustment, academic achievement, and language development in ways that potentially lead to greater retention and international student engagement. In this exploratory study, researchers analyzed website content to describe the types of support services offered by the top 20 U.S. universities with the greatest enrollment of international students in 2016. Implications are offered for U.S. higher education leaders interested in offering services to attract, support, and retain international students in an uncertain national political environment. </em></p> 2019-01-11T00:00:00-06:00 ##submission.copyrightStatement## Needs, Expectations, and Experiences of International Students in Pathway Programs in the United States 2019-03-22T16:42:23-05:00 Eman Elturki Yang Liu Justyna Hjeltness Kate Hellmann <p>This research assesses the first cohort of pathway students’ needs and their academic and sociocultural experiences at a U.S. university. A needs analysis survey, individual student interviews, and a follow-up survey were used for data collection. Understanding lectures, completing assignments, and building social relationships with domestics were among the challenges faced by pathway students due to linguistic and cultural barriers. An additional unique challenge for this particular population of international students centered around the fact that undergraduate and graduate students tackle discipline-related courses while still refining their English skills. Additional support services to help students in pathways academically and socio-culturally are crucial.</p> 2019-01-08T00:00:00-06:00 ##submission.copyrightStatement## Studying in the United States: Language Learning Challenges, Strategies and Support Services 2019-03-22T16:42:23-05:00 Debra M Wolf Linh Phung <p>A case study was conducted to explore the experiences of Chinese nurses when completing a graduate nursing degree taught in English (as a second language) in the United States over a one-year period. The study explored language, academic, and social challenges perceived by the students, strategies used to overcome challenges, and academic support services designed to help students succeed in their studies. Survey data were collected at three different points in time, and three interviews were conducted with each participant. The study identified participants’ difficulty with academic writing, mixed experiences with speaking, moderate to high levels of strategy use, and appreciation of the support services offered. The study offered implications for improvements in pedagogies and programming for international students.</p> 2019-01-08T00:00:00-06:00 ##submission.copyrightStatement## The Effects of Linguistic and Demographic Features of Chinese International Students on Placement Test Levels in Higher Education: Logistic Regression 2019-03-22T16:42:24-05:00 Eunjeong Park <p>Higher education institutions in the United States provide placement essay tests to ensure international students’ readiness for college courses. The high-stakes nature of placement tests makes educators and researchers seek significant components of differentiating levels of placement tests. This study investigated the prediction of two levels (i.e., low vs. intermediate) of 411 placement test essays written by Chinese international students and examined the influence of linguistic and demographic features on placement test levels through logistic regression. The results show that the type-token ratio (TTR), tokens, college type, and graduate status were significant indicators to differentiate students’ placement test essays. However, several demographic features were not statistically significant. The results may shed light on improving writing skills of Chinese international students who scored intermediate or low in the placement tests.</p> 2019-01-07T00:00:00-06:00 ##submission.copyrightStatement## Undergraduate International Student Enrollment Forecasting Model: An Application of Time Series Analysis 2019-03-22T16:42:23-05:00 Yu Chen Ran Li Linda Serra Hagedorn <p>This study developed statistical models to forecast international undergraduate student enrollment at a Midwest university. The authors constructed a SARIMA (Seasonal Autoregressive Integrated Moving Average) model with input variables to estimate future enrollment. The SARIMA model reflected enrollment patterns by semester through highlighting seasonality. Further, authors added input variables such as visa policy changes, the rapid increase of Chinese undergraduate enrollment, and tuition rate into the model estimation. The visa policy change and the increase of Chinese undergraduate enrollment were significant predictors of international undergraduate enrollment. The effect of tuition rates was significant but minimal in magnitude. Findings of this study generate significant implications for policy, enrollment management, and student services for international students.</p> 2019-01-11T00:00:00-06:00 ##submission.copyrightStatement## Institutional Satisfaction and Recommendation: What Really Matters to International Students? 2019-03-22T16:42:24-05:00 Ravichandran Ammigan <p>This quantitative study investigates the role of satisfaction variables as predictors of institutional recommendation for over 45,000 international students at 96 different institutions globally. Using data from the International Student Barometer (ISB), it demonstrates which aspects of the university experience are most significant on students’ propensity to recommend their institution to prospective applicants. This article also discusses key implications and policy recommendations for how university administrators and international educators could enhance the international student experience and strengthen recruitment and retention strategies on their respective campuses.</p> 2019-01-08T00:00:00-06:00 ##submission.copyrightStatement## Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences 2019-03-22T16:42:21-05:00 Youn Kyoung Kim Arati Maleku Catherine M Lemieux Xi Du Zibei Chen <p>Using a resilience framework, the current cross-sectional study examined indicators of behavioral health risk and resilience among U.S. international students (N=322) across key socio-demographic characteristics. A multimethod approach was used to collect data with both an online platform and paper-based survey instrument. Results showed that higher levels of acculturative stress were reported by older students, females, undergraduates, students who lived with their families, and those who had resided in the US longer than 2 years. Findings underscore the importance of culturally-relevant screening and prevention strategies that target resilience and other protective factors to reduce health risk and encourage well-being and academic success among international students.</p> 2019-01-25T00:00:00-06:00 ##submission.copyrightStatement## “Education Abroad” for International Student Advisors: What is the impact on their professional development? 2019-03-22T16:42:22-05:00 Wei Liu <p>It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an “education abroad” opportunity for staff members in international education? Reported in this paper is a 3-month long professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals which enhances their historical, contextual and cultural understanding of their own work.</p> 2019-01-25T00:00:00-06:00 ##submission.copyrightStatement## International Undergraduate Student Engagement: Implications for Higher Education Administrators 2019-03-22T16:42:22-05:00 Caroline Sabina Wekullo <p>Much has been written about engaging international students in their new campus environments. However, there is still a gap between literature and practice in terms of such students’ initial experiences. A systematic review of 48 studies published between 2007 and 2018 was conducted to locate the research gaps, examine how and in what areas international undergraduate students are being encouraged to participate, and their unique experiences with the process. The findings show that few studies focused solely on international undergraduates. Their engagement varied depending on the student’s background, major, region, and type of institution. These students faced unique and uneven experiences with social support, academics, community identity, connectedness, and perceived discrimination. Implications for higher education administrators, international students, and researchers suggested.</p> 2019-01-25T00:00:00-06:00 ##submission.copyrightStatement## Opinions of International Students on Choosing a State University in a Developing Country 2019-03-22T16:42:21-05:00 Adnan Boyaci Yakup Oz <p>In this study, factors affecting the college choice of international students (CCIS) are investigated based on the opinions of international students at a state university (Anadolu University) in Turkey. A case study design is employed and opinions of students are analyzed in accordance with whether they are scholarship or non-scholarship students. In the findings, three main themes emerge; intent to study abroad, choosing to study in Turkey, and choosing to study at Anadolu University. These themes cover several factors affecting the CCIS. In this regard, there are no critical differences between the factors affecting the opinions of scholarship and non-scholarship students. However, some factors could differentiate in accordance with the background characteristics of the students and whether they are from high-income or non-high-income countries.</p> 2019-02-15T00:00:00-06:00 ##submission.copyrightStatement##