Reimagining a Model for International Students’ College Readiness and Transition

Authors

  • Michelle Trimpe Johns Hopkins University

DOI:

https://doi.org/10.32674/jis.v12i4.4162

Keywords:

college readiness, educational responsibility, foreign students, hidden curriculum, international education, student development

Abstract

Existing literature reveals that international students’ contextual awareness of social networks, academic culture, logistics, and cultural differences impact their college readiness and transition to U.S. higher education institutions. As international students’ experience navigating U.S. institutions differs from domestic students’ experience, college readiness models should reflect the differences between the two populations. This article explores Conley’s (2007) facets of college readiness model and its contextual skills and awareness element related to international students. Additionally, this article identifies the need for higher education institutions to take greater ownership in facilitating international students’ college readiness and transition. By supporting international students’ contextual awareness, colleges and universities can help demystify the hidden curriculum and improve international students’ college readiness and transition. 

Author Biography

Michelle Trimpe, Johns Hopkins University

Michelle Trimpe, MA, is a current Doctor of Education student in the School of Education at Johns Hopkins University in the United States, and the Director of International Admissions within the Office of College Admissions at the University of Chicago. Her major research interests lie in the areas of international student enrollment, student development, and international student inclusion. Email: mtrimpe@uchicago.edu.

References

Conley, D.T. (2007). Toward a more comprehensive conception of college readiness. Eugene, OR: Educational Policy Improvement Center.

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Luo, Z., Wu, S., Fang, X., & Brunsting, N.C. (2019). International students’ perceived language competence, domestic student support, and psychological well-being at a U.S. university. Journal of International Students, 9(4), 954-971. https://www.doi.org/10.32674/jis.v0i0.605 DOI: https://doi.org/10.32674/jis.v0i0.605

Mohamed, A. M. (2020). Challenges and adjustment of international students in Malaysia: Pre-departure factors and post-arrival strategies. Asian Journal of Multidisciplinary Studies, 8(10), 43-52. Retrieved from https://www.asianjournal.org

Moores, L., & Popadiuk, N. (2011). Positive aspects of international student transitions: A qualitative inquiry. Journal of College Student Development, 52(3), 291-306. https://doi.org/10.1353/csd.2011.0040 DOI: https://doi.org/10.1353/csd.2011.0040

Open Doors. 2020. International students. Retrieved from: https://www.iie.org/Research-and-Insights/Open-Doors

Wink, J. (2011). Critical pedagogy: Notes from the real world. Pearson.

Published

2022-01-30

How to Cite

Trimpe, M. (2022). Reimagining a Model for International Students’ College Readiness and Transition. Journal of International Students, 12(4). https://doi.org/10.32674/jis.v12i4.4162