Navigating cultural transition

Experiences of international students at a midwestern university

Authors

DOI:

https://doi.org/10.32674/0sptng89

Keywords:

International students, Acculturation, Cultural transition, Qualitative research, Institutional support

Abstract

International students make a remarkable contribution to U.S. higher education, but face considerable obstacles during cultural transition. This qualitative study investigated the cultural adaptation experiences of 15 international students at a midwestern university, led by Berry’s acculturation theory. Data from semistructured interviews were analyzed using thematic analysis. The findings revealed that students navigated significant academic and linguistic challenges and adapted a twofold social network, primarily relying on conational peers before seeking cross-cultural connections. While centralized services were valuable, personalized faculty mentorship and peer relationships were the most effective supports, facilitating a shift toward a bicultural identity. The study concludes that successful integration requires a "whole-of-university" approach, implying a need for enhanced peer mentoring and faculty development to foster more inclusive and supportive campus environments.

Author Biographies

  • Dushani Rajaratnam, Ball State University

    Dushani (Eshwaran) Rajaratnam is a Doctor of Education student in Higher Education with a cognate in Communication Studies at Ball State University. Her research focuses on international student experiences, cross-cultural transition, and equitable curriculum development in an era of artificial intelligence. With a robust international background, she has served as a lecturer, curriculum developer, and Head of Pre-Primary in Sri Lanka and Bangladesh. Her scholarly work employs qualitative methods, including phenomenology and photovoice, to explore themes of belonging and access in education. Currently, as an Instructor of Record at Ball State University, she teaches "Global Leadership" and works as a Doctoral Research Assistant. She is also actively involved in university service, including her role as a Graduate Student Representative on the University Graduate Education Committee.

  • Regina J Giraldo-García, Ball State University

    Dr. Regina J. Giraldo-García is an Associate Professor of Research Methods in the Department of Educational Studies at Ball State University in Muncie, Indiana. She earned her Ph.D. in Urban Education, with an emphasis in Learning and Development, from Cleveland State University (CSU) in Cleveland, Ohio. Her research, grounded in critical and developmental theories, explores the intersections of school climate and student voice in urban contexts, the educational experience of vulnerable students, and the effective use of technology in education. Through applied, community-engaged, and multi-method research approaches, she seeks to inform transformative educational practices from K–12 through postsecondary education.

References

Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697–712. https://doi.org/10.1016/j.ijintrel.2005.07.013.

Berry, J. W. (2019). Acculturation: A personal journey across cultures. Cambridge University Press. https://doi.org/10.1017/9781108589666.

Booth, A., Hannes, K., Harden, A., Noyes, J., Harris, J., & Tong, A. (2014). COREQ (consolidated criteria for reporting qualitative studies). Guidelines for reporting health research: a user’s manual, 214–226.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa.

Briscoe, K. L., Yao, C. W., Oates, E. Q., Rutt, J. N., & Buell, K. J. (2022). Friendship within and across borders: Perceptions of social networks among first-year international students of color. Journal of International Students, 12(1). https://doi.org/10.32674/jis.v12i1.3353.

Calikoglu, A., Lee, J. J., & Arslan, H. (2022). Faculty international engagement: Examining rationales, strategies, and barriers in institutional settings. Journal of Studies in International Education, 26(1), 78–96. https://doi.org/10.1177/1028315320963508

Cena, E., Burns, S., & Wilson, P. (2021). Sense of belonging and the intercultural and academic experiences among international students at a university in Northern Ireland. Journal of International Students, 11(3). https://doi.org/10.32674/jis.v11i3.2541.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002.

Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65–79. https://doi.org/10.1002/ir.381.

de Hei, M. S. A., Strijbos, J. W., Sjoer, E., & Admiraal, W. F. (2016). Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. Educational Research Review, 18, 33–45. https://doi.org/10.1016/j.edurev.2016.01.001.

Gareis, E. (2012). Intercultural friendship: Effects of home and host region. Journal of International and Intercultural Communication, 5(4), 309–328. https://doi.org/10.1080/17513057.2012.691525.

Glass, C. R., Kociolek, E., Wongtrirat, R., Lynch, R. J., & Cong, S. (2015). Uneven experiences: The impact of student-faculty interactions on international students’ sense of belonging. Journal of International Students, 5(4), 400–420. https://doi.org/10.32674/jis.v5i4.400

Gregersen-Hermans, J. (2017). Intercultural competence development in higher education. In D. K. Deardorff & L. A. Arasaratnam-Smith (Eds.), Intercultural competence in higher education: International approaches, assessment and application (pp. 81–95). Routledge. https://doi.org/10.4324/9781315529257-7

Guillén-Yparrea, N., & Ramírez-Montoya, M. S. (2023). Are intercultural competencies the key to international collaboration? A systematic review. In Lecture Notes in Educational Technology (pp. 772–781). Springer. https://doi.org/10.1007/978-981-99-0942-1_80.

Hendrickson, B., Rosen, D., & Aune, R. K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35(3), 281–295. https://doi.org/10.1016/j.ijintrel.2010.08.001.

Lee, J., & Çiftçi, A. (2014). Intercultural communication needs and multicultural identity development of international students. International Journal of Intercultural Relations, 38(1), 97–105. https://doi.org/10.1016/j.ijintrel.2013.08.006.

Liu, G., Li, W., & Zhang, Y. (2022). Tracing Chinese international students’ psychological and academic adjustments in uncertain times: An exploratory case study in the United Kingdom. Frontiers in Psychology, 13, Article 942227. https://doi.org/10.3389/fpsyg.2022.942227.

Paik, E. J., & Braxton, M. (2026). “Belonging is a luxury to us”: International graduate students’ sense of belonging at a predominantly White institution in the U.S. Journal of International Students, 16(3), 191–210.

Sanderson, G. (2008). A foundation for the internationalization of the academic self. Journal of Studies in International Education, 12(3), 276–307. https://doi.org/10.1177/1028315307299420.

Schwarzenthal, M., Schachner, M. K., Juang, L. P., & van de Vijver, F. J. R. (2020). Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence. European Journal of Social Psychology, 50(2), 323–346. https://doi.org/10.1002/ejsp.2617

Sharma, R. (2026). “Please be kind to us”: International students’ experiences of marginality and mattering during the critical transitional phase. Journal of International Students, 16(10), 15–24.

Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699–713. https://doi.org/10.1016/j.ijintrel.2011.08.004.

Tavares, V. (2021). International students in higher education: Language, identity, and experience from a holistic perspective. Lexington Books.

Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International journal for quality in health care, 19(6), 349–357.

Trimpe, M. L. (2022). Reimagining a model for international students’ college readiness and transition. Journal of International Students, 12(4), 1019-1025. https://doi.org/10.32674/jis.v12i4.4840.

van der Zee, K., & van Oudenhoven, J. P. (2022). Toward a dynamic approach to acculturation. International Journal of Intercultural Relations, 88, 119–124. https://doi.org/10.1016/j.ijintrel.2022.04.004.

Wu, Q., Ji, H., Park, Y., Kim, S., Yang, J., & Wang, L. (2025). East Asian international doctoral students’ role identity development in the United States: A collaborative autoethnography. Journal of International Students, 15(1), 61–86. https://doi.org/10.32674/jis.v15i1.6481

Yang, D., & Zeng, X. (2026). High demand, low control, high support: Understanding the cross-cultural adaptation of Ethiopian students in China through the DCS model. Journal of International Students, 16(11), 13–22.

Zhou, S., & Yin, J. (2024). International students’ social media use: An integrative review of research over a decade. Journal of Studies in International Education. Advance online publication. https://doi.org/10.1177/10283153241275037

Downloads

Published

2026-06-08

Issue

Vol. 16 No. 14 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

Categories

License

Copyright (c) 2026 Dushani Rajaratnam, Regina J Giraldo-García

Creative Commons License

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

https://creativecommons.org/licenses/by/4.0

How to Cite

Rajaratnam, D., & Giraldo-García, R. J. (2026). Navigating cultural transition: Experiences of international students at a midwestern university. Journal of International Students, 16(14), 293-312. https://doi.org/10.32674/0sptng89