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.

Gautam, C., Lowery, C. L., Mays, C., & Durant, D. (2016). Challenges for global learners: A qualitative study of the concerns and difficulties of international students. Journal of International Students, 6(2), 501-526. https://doi.org/10.32674/jis.v6i2.368

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

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

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.

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Published

2022-01-30

Issue

Vol. 12 No. 4 (2022)

Section

Research in Briefs (English)

Categories

License

Copyright (c) 2021 Journal of International Students

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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

How to Cite

Reimagining a Model for International Students’ College Readiness and Transition. (2022). Journal of International Students, 12(4), 1019-1025. https://doi.org/10.32674/jis.v12i4.4162