Scholastics, Pabulum, Clans, Transformation: A Journey into Otherness

Authors

  • David Lausch University of Wyoming, United States
  • Eric Teman University of Wyoming, United States
  • Cody Perry University of Wyoming, United States

DOI:

https://doi.org/10.32674/jis.v7i3.307

Keywords:

international students, satisfaction, identity, transformation, higher education, otherness

Abstract

International students’ identities are complex and so are their needs. Semistructured interviews with 13 of the lead researcher’s former students from Dubai, United Arab Emirates, who are multi-national, multi-lingual and pursuing degrees in law, business, economics, medicine, education, art and media, in the United States, United Kingdom and Australia elucidated this reality. Their experiences demonstrated scholastic and pabulum frustrations that were offset in part by constant communication with their clans in person and through various technologies. Though the current model of higher education often seeks to identify and categorize international students as a group, this study shows that international students are unique individuals. Recognizing their individuality, higher education institutions and policymakers can more appropriately respond to international students’ needs.

Author Biographies

  • David Lausch, University of Wyoming, United States

    DAVID LAUSCH, PhD candidate is currently working on a statewide system of support for K-12 administrators, the ECHO Network. David’s research interests include the academic retention, graduation, support, acculturation, and experiences of international students in K-12 and higher education. David has taught instructional technology, introduction to research, and multicultural international education for undergraduate and masters students at the University of Wyoming. 

  • Eric Teman, University of Wyoming, United States

    ERIC TEMAN, PhD, is an assistant professor of educational research in the Department of Professional Studies at the University of Wyoming. Eric teaches methods courses in both qualitative and quantitative paradigms. His areas of interest are widely diverse and range from ethical concerns inherent in studying GLBT populations to missing data issues in structural equation modeling. 

  • Cody Perry, University of Wyoming, United States

    CODY PERRY, PhD candidate teaches elementary math and science methods at the University of Wyoming. His current research projects include cultural competence of pre-service teachers; connections between international students’ English language skills and incidences of discrimination; and comparing international and domestic students’ academic issues at the university.

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Published

2017-07-01

Issue

Vol. 7 No. 3 (2017)

Section

Research Articles (English)

License

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.

How to Cite

Scholastics, Pabulum, Clans, Transformation: A Journey into Otherness. (2017). Journal of International Students, 7(3), 893-917. https://doi.org/10.32674/jis.v7i3.307

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