Examining barriers and facilitators of graduate international students in the U.S.

Authors

  • Niloufar Bayati NC State University, USA
  • Cameron Denson NC State University, USA
  • Paul Asunda Purdue University, USA

DOI:

https://doi.org/10.32674/b6bgby16

Keywords:

international students, graduate international students, cultural adjustment, acculturation barrerite resilience, AI mentorship and international students, peer mentoring

Abstract

As international student enrollments surge in U.S. higher education, understanding their experiences is crucial for fostering an inclusive and successful environment. This study used a hermeneutic phenomenological approach to explore the challenges and coping strategies of international students during acculturation. Data were collected through in-depth interviews with eight international graduate students from diverse backgrounds at a large U.S. public research-based university. An inductive, hermeneutic approach revealed six main challenges: 1) cultural differences and adjustment, 2) practical and daily living, 3) academic and educational, 4) mental health and well-being, 5) linguistics and communication barriers, and 6) lack of resources. Students reported resilience strategies and four main coping mechanisms and needs for better adjustment: 1) building connections and social support, 2) cultivating resilience and personal development, and 3) leveraging technology and media. The findings of this research highlight the importance of social support and self-resilience for international students. 

Author Biographies

  • Niloufar Bayati, NC State University, USA

    NILOUFAR BAYATI, PhD Student and Teaching Assistant at NC State University, USA. Her research focuses on the intersection of generative AI in education, human behavior, psychology, STEM education, and mentoring. Her new line of research explores how AI influences learning, cognitive development, and academic experiences. 

  • Cameron Denson, NC State University, USA

    CAMERON DENSON, PhD, is an Associate Professor in the Department of STEM Education at NC State University, USA. His major research interests lie in creating pathways to technical careers for underserved student populations, focusing on mentoring, underrepresented students, and engineering education. 

  • Paul Asunda , Purdue University, USA

    PAUL ASUNDA, Associate Professor of Engineering and Technology Teacher Education in the Department of Technology Leadership and Innovation (TLI) with a joint appointment at the College of Education, Department of Curriculum and Instruction (C&I), and an affiliate faculty for the Center for Advancing the Teaching and Learning of STEM (CATALYST) at Purdue University in West Lafayette, IN, USA. His major research interests center around the changing nature of work and learning in STEM education. 

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Published

2025-04-29

Issue

Vol. 15 No. 5 (2025): Journal of International Students

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Research Articles (English, regular edition)

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How to Cite

Bayati, N., Denson, C. ., & Asunda , P. . (2025). Examining barriers and facilitators of graduate international students in the U.S. Journal of International Students, 15(5), 139-158. https://doi.org/10.32674/b6bgby16