Journal of International Students

Navigating the intersection of international politics and international education

Osman Gultekin — 2025-01-12

International education and the process of internationalization have evolved through distinct historical phases, each characterized by shifting global political outlooks and increasing complexity. International politics and the global power hierarchy have always played a significant role in shaping the development of international education and directions of academic mobility. Since the era of ancient Greece, various periods have witnessed diverse patterns of student mobility concentrated in specific geographic regions, paralleling prevailing power structures. Currently, international education is undergoing a distinct phase in which its significance in public diplomacy and foreign policy is widely recognized. However, its use for further national interests has also been criticized for potential manipulation. This article provides a historical background and conceptual framework for understanding the intersection of international politics and international education.

Exploring the needs for Indigenous Allyship among post-secondary international students in Canada

Xuechen Yuan — 2025-01-12

This mixed-methods study taps into the salient features of knowledge mobilization and sociocultural conditions that shape postsecondary international student experiences with Indigenous cultures and commitment to allyship—a consistent gap identified in the literature. In the qualitative phase, international students from a Canadian university participated in a semistructured interview inviting them to share their Indigenous learning experiences and reflections on their allyship. The quantitative phase involved international students who completed a questionnaire, interpreted with principal component analysis (PCA) and correlation analyses. The findings highlighted several themes underlying international student–Indigenous allyship: multicultural contexts, sources of learning, perceptions of indigeneity, cultural similarities, and sociocultural barriers. Key gaps emerged in the relational contexts of allyship, access to cross-cultural opportunities, and weaving Indigenous-led knowledge in curricula.

Cross-cultural examination of social support, academic support, and well-being

Nimisha Beri — 2025-01-12

In this study, we used a comprehensive survey instrument to examine the nexus of social support, academic assistance, and well-being among 190 university students, including 64 international and 126 Indian students, with gender parity. It addresses a critical gap in the literature by exploring how emotional and educational support intertwine and elucidating their impact on students' psychological states. The findings highlighted a positive correlation between social and academic support and overall well-being for both cohorts, with minor cultural differences. The study underscores the importance of culturally sensitive interventions in fostering student well-being, calling for tailored support systems. These insights can enhance support services in academic institutions for diverse student populations with the aim of enhancing their holistic well-being.

Enhancing intercultural communication competence

Jingjing Lu — 2025-01-12

This study explores the relationship between intercultural contact (IC) and intercultural communication competence (ICC) among Chinese international students at Lancaster University, UK. Using a mixed-methods approach, the research analyzes the frequency and nature of IC and self-assessed ICC levels.Findings reveal a predominance of indirect IC, such as media consumption and cultural events, over direct interactions with native English speakers. Self-assessment of ICC indicates strong attitudes towards cultural diversity but identifies areas for improvement in domestic cultural knowledge and cognitive skills.Statistical analysis demonstrates a significant positive correlation between IC and ICC, with direct IC positively impacting communication skills and indirect IC contributing to cultural knowledge and positive attitudes.These findings emphasize the importance of both direct and indirect IC in developing ICC. Educational institutions should focus on facilitating diverse IC opportunities to enhance students’ language proficiency, cultural adaptation, and overall well-being.

Navigating challenges and enriching perspectives

Osman Gultekin — 2024-12-02

This edition of the Journal of International Students presents ten papers from scholars across 12 countries, examining major themes the challenges of virtual learning and acculturation, barriers to equitable labor market access, and the impact of pandemic-related stress on international students. Through these studies, contributors provide actionable insights to enhance support for international student well-being, adaptation, and career readiness. This volume offers diverse, evidence-based insights to inform policies and practices that support the well-being and success of international students globally.

Immobility, remote education, and racism experiences of Chinese and Korean international students during COVID-19

Sujung Lee — 2025-01-12

This study examines international student experiences from two different yet intersecting dimensions: immobility and racism on campus during COVID-19. In addition to pre-existing challenges, COVID-19 introduced additional barriers to international student life. During the pandemic, international students encountered an unexpected remote education system designed to bridge their transnational connection with American higher education. This study aims to uncover the experiences of Chinese and Korean students and understand how COVID-19 further complicated their situations. The research reveals that international students also faced discrimination at various levels, exacerbated by heightened anti-Asian sentiments and the political climate during the pandemic. As hate incidents increased, international students began to recognize that educational institutions were not safe spaces but rather contact zones operating within power differentials. However, this study concludes that despite the intensified vulnerability caused by COVID-19, international students demonstrated resilience through various copying mechanism while finding this period of immobility meaningful.

Unveiling the academic, sociocultural, and psychological adaptation challenges of Chinese international students in Malaysia

Wenou Xue — 2025-01-12

This systematic review explores the academic, sociocultural, and psychological adaptation challenges encountered by Chinese international students in Malaysian higher education institutions, synthesizing findings from 24 peer-reviewed studies published between 2010 and 2024. It highlights Malaysia’s distinct adaptation context, characterized by unique language barriers within an English–medium instruction (EMI) setting, cultural and religious differences, and specific social integration challenges. This review offers new insights into the adaptation process of Chinese students by framing these challenges within Malaysia’s multicultural, predominantly Islamic environment, which presents unique dynamics compared with Western educational contexts. The findings also reveal research gaps and offer recommendations for institutional policies to enhance the adaptation experience of Chinese students in Malaysia.

A narrative inquiry of international students' experiences in Indonesia

Irma Irayanti — 2025-01-12

This study explores the promotion of ethical behavior through intercultural education via a narrative inquiry research design. Seven international students from Madagascar, Libya, Turkmenistan, Thailand, and Malaysia participated, providing diverse perspectives on their experiences. The participants' narratives were analyzed through the lenses of transitivity and language appraisal, revealing nuanced insights into how intercultural education shapes ethical behavior. The findings highlight the transformative impact of intercultural learning environments on international students' intercultural development and decision-making processes. This research underpins the integration of intercultural education into curricula to foster ethical global citizens and offers practical implications for educators and policymakers seeking to cultivate inclusive, ethically aware educational settings.

Exploring factors reflecting Chinese students’ study abroad destination choice

Ran Jiao — 2025-01-12

Japan has become the most popular study destination among non-English-speaking countries in Asia. Within the broader literature on students’ personal motivation and parental influence, this study examines how Chinese students construct motivational factors when Japan is chosen as their study destination. In this study, 17 participants at a Japanese university were interviewed via semistructured interviews to collect data. This study employed a three-stage qualitative data analysis process: raw data coding, data categorization, and thematic development. The findings revealed that the push factors identified by the participants included cultural, educational and career development aspects. The pull factors encompass social factors such as a stable society and convenient lifestyle in Japan, as well as natural environmental features, including beautiful landscapes and scenic views. The study concludes that both push and pull factors play significant roles in motivating Chinese students’ desire to study in Japan.

Resilience and professional identity among F-2 visa spouses in the United States

Fatemeh Bakhshalizdeh — 2025-01-05

Previous scholars highlighted how F-2 visa regulations interrupt the career of spouses of international students by preventing them from working, but they did not explore the coping strategies of this population in maintaining their professional identity, and how these coping strategies show the traces of feminization of poverty. Through participant observation and interviewing 16 female F-2 visa holders who used to work before coming to the US, and inspired by Abu-Lughod's (1990) concept of resistance, this article shows that F-2 visa regulations have some negative effects on the identity. However, the participants use different coping strategies, such as trying to go to universities/enter job market through change of immigration status, taking opportunities to receive gift cards in return for their work/services, and not acknowledging change in their professional identity; these coping strategies show F-2 visa regulations with other policies contribute to feminization of poverty mainly by postponing the employment.

Impact of peer dynamics and only-child experience on academic motivation among Chinese international graduate students in the U.S.

Chang Wang — 2025-01-12

Chinese international graduate students (CIGs), growing up without siblings, under China’s One-Child policy, are particularly impacted by peer dynamics. This study explored the influence of peer dynamics and family structure on the academic motivation of CIGs in the U.S., using Bandura’s self-efficacy theory as a framework. A single-case study approach involved six in-depth interviews. Findings showed that CIGs, with high academic self-efficacy, favor limited and balanced peer interactions, forming deep connections with co-national peers while maintaining primarily academic interactions with host and other international peers. These diverse interactions affect academic motivation both positively and negatively, with personality traits playing a crucial role in shaping these peer interactions.

Living in a fluid world

Pashew Nuri — 2025-01-12

This article employs an interpretive autoethnographic approach to explore how the author navigates the paradigmatic contradictions between poststructuralism as a theoretical framework and his personal religious beliefs. It narrates and analyzes how the researcher arrives at specific understandings of reality, knowledge, and the self. The author then examines how these understandings were challenged by poststructuralism and whether they have been reconciled. The article contributes to ongoing discussions on colonial theories and the critical importance of Asia as a method and southern theory in higher education and social theory.

Gender differences in acculturative stress of international students

Rawan Alzukari — 2024-12-02

This meta-analysis examines gender differences in acculturative stress among international students. Despite numerous studies on cultural adjustment, inconsistencies persist regarding gender differences in acculturative stress. This study synthesizes findings from 12 empirical studies. Comprehensive searches across databases, including institutional libraries, Google Scholar, PsycINFO, ScienceDirect, and ResearchGate, were conducted. Studies were categorized by geographic location, publication type, sample size, instruments, and participant age. The meta-analysis revealed no significant differences in acculturative stress levels between male and female international students. These findings suggest the need for further research on gender differences and other variables related to acculturative stress. Understanding these variables could enhance interventions and support international students' well-being and adaptation.

Exiting their comfort zone

Juliet Umennadi — 2025-01-05

The paper highlighted the voices of six Nigerian students who lived and studied in China for a duration of four to seven years, by investigating their educational experiences. We focused on the challenges encountered, coping mechanisms employed and ultimately, their post-China reflection, which was an attempt at understanding the value of their study migration to China. To guide the study, a narrative inquiry approach was employed and six themes emerged: feeling out of place; trying to blend in, teachers’ support, language of instruction, learning to cope, in addition to exiting China-their comfort zone (a post-China reflection). Other findings revealed the alignment between the participants’ Chinese degrees and their present job/career, the value of meaningful connection, amongst others. Furthermore, the paper calls for further investigation on the aspect of mixed-classroom integration and learning experience between international and host students.

Using appreciative inquiry to empower international students to flourish in research

Lillian Hung — 2024-12-02

Despite growing studies on Appreciative Inquiry (AI), rooted in positive psychology, its application in a research laboratory and its associated impact on students’ mental health and well-being are underexplored. Thus, this study explores how a positive environment affects students’ mental health and well-being. Interpretive descriptions guided the data collection and analysis process. We conducted focus groups and interviews with 23 students recruited through convenience sampling. Reflexive thematic analysis identified three themes: (1) feeling valued by others builds confidence, (2) strength-based guidance fosters growth, and (3) meaningful research work increases resilience. Our study suggests that a positive environment informed by Appreciative Inquiry has the potential to positively affect the mental health and well-being of international students.

Virtual exchange program as part of the internationalization of the curriculum strategy in a Mexican context

María Cruz Cuevas Álvarez — 2025-01-05

This paper describes the findings of the information collected during a Virtual Exchange Pilot Program carried out with university students from Greece, Mexico, and Japan as part of the Internationalization of the Curriculum Strategy in a Mexican context. In Mexico, Higher Education Institutions have suffered from budget cuts over the years which has severely impacted on mobility and exchange programs forcing educative administrators to look for alternatives in this matter. This pilot program was carried out during the first semester of 2024. The information was collected with the ethnographic approach and supported the participant observation technique during written, imagery, and videorecorded participations analyzed with free coding. The pilot program has shown that making use of the resources available, internationalization of the curriculum is possible providing students with the opportunity of exposing students with people from other cultures, and to live the experience of interacting with students their own age.

Scientific Concepts in programs in Brazil and Japan for High School Students

Bruna Navarone Santos — 2025-01-05

This paper investigates how cultural, historical, and emotional factors influence scientific concepts in Brazil's Science Vocation Program (Provoc) and Japan's Sakura Science program. It analyzes how Western and Eastern views of science might shape program goals, through high school students’ reports. Sociology and Anthropology of Emotions, History and Sociology of Science have been deployed to analyze documents of the year 2019 of both programs and Content Analysis has been conducted with the assistance of ATLAS.ti. The results indicate that the different trends of the programs are important. While Provoc students’ reports the express value of science as more related to individual growth, either academic and/or professional, students’ reports of the Sakura Science tend to be more collectively oriented, valuing scientific and technological innovation.

East Asian international doctoral students’ role identity development in the United States

Qiling Wu — 2025-01-05

The U.S. attracts a significant number of international doctoral students each year. As these students navigate cultural and academic systems, understanding their unique experiences and challenges becomes crucial. This study explores the intricate nuances of motivation and identity negotiation in the lived experiences of six East Asian international doctoral students in the U.S. using collaborative autoethnography. We examined how role identities explain our experiences by employing the Dynamic Systems Model of Role Identity framework. Our reflections revealed (1) the salience of role identity components and structural relations and the impact of other role identities on resolving tensions; (2) the development of our researcher and teacher role identities within doctoral student role identity; and (3) resilience as both a cultural disposition and a dynamic process that evolves through the constant negotiation and renegotiation of our identities.

Mapping the scholarship on international students

Bawool Hong — 2025-01-05

The Journal of International Students has published works by over 1,883 authors, reflecting a significant growth in contributions over its 14 volumes and 60 issues. These authors represent diverse geographical backgrounds, hailing from over 60 countries across North America, Europe, Asia, Oceania, and other regions, underscoring the journal's global reach and inclusivity. This systematic review examines the Journal of International Students (JIS) from 2011 to 2024, identifying key themes, methodologies, and geographic focuses of the published articles. The study highlights the evolution of JIS, the diversity of contributing authors, and the journal's impact on international education research. By analyzing recurring issues such as cultural adjustment, academic integration, and social support, the review provides insights into how JIS has contributed to the broader discourse on international students' experiences and challenges. The findings aim to guide future research directions and inform policies and practices in international education.

Turkish students’ intercultural challenges and aspirations in U.S. universities

Esra Oz Cetindere — 2025-01-05

In this paper, we present a study of Turkish international students' experiences in the U.S. by examining data from EksiSozluk, a Turkish social media platform. Drawing on social-emotional learning as a theoretical foundation, we investigated the types of challenges Turkish international students faced in the U.S. and the coping strategies and information they shared with each other. Adopting a thematic analysis, we analyzed the collected data, including 157 entries made by Turkish students about their study abroad experiences in U.S. higher education institutions between 2002 and 2023. The findings suggest that Turkish international students primarily struggle with social and emotional challenges, followed by financial, academic, and cultural issues. The main coping strategies employed by the students were building social relationships through interactions with other Turkish students on social media and seeking cultural knowledge through American pop culture.

Motivations of international students from Indonesia, Thailand, and the Philippines in selecting teacher education programs

Fihris Fihris — 2024-12-02

In this study, we examined the motivations of students from Indonesia, Thailand, and the Philippines in choosing to pursue undergraduate teacher education programs. Through a narrative inquiry approach, we collected data using focus group discussions and in-depth discussions with international student representatives from the three countries. Findings show that the common motivation of students from the three countries in choosing a teacher education study program was to improve the quality of education in their home countries and form a better next generation. However, there is a fundamental difference in the motivation behind their choices. Filipino students view teaching as a challenging and dynamic job, whereas Indonesian students are driven by religious calling, parental encouragement, and attractive work-hour flexibility.

Study abroad pathways

Tanveen Kaur — 2025-01-05

In recent years, the growing demand for international education, coupled with economic challenges in Punjab, has driven a significant increase in students seeking higher education in Canada. This paper examines the roles of two critical stakeholders in this process: the Canadian government and overseas education agents. Canada’s policies on work permits and pathways to permanent residency make it a highly attractive destination, while education agents in Punjab play a pivotal role in facilitating student migration through financial incentives and targeted marketing strategies. Structured in two sections, this study explores Canadian policy impacts and the strategies employed by education agents to channel students abroad. Findings underscore the importance of these interconnected dynamics in shaping Canada as a premier destination for Punjabi students.

Psychological factors associated with Chinese international students' well-being in the United States

Zizhuo Yin — 2024-06-26

Chinese international students’ well-being is an important part to notice with the rapid number of Chinese international students in the U.S and the increasing number of depressions in college. This article systematically reviews support for the diverse psychological factors related to Chinese international students in the U.S. with mental health problems. A systematic review of articles using analytical method were conducted followed PRISMA guideline. 1600 studies were initially reviewed from EBSCO, ProQuest, etc. After examining inclusive and exclusive criteria, 30 studies were included in the full review.19 psychological factors associated with Chinese international students’ well-being were found and the positive or negative relationships between the factors were presented. Result showed social support is positively associated with CIS's well-being and is correlated with acculturative adjustment for improving psychological well-being. This research revealed the importance of considering culture psychology in mental health professions, such as acculturation, language issues, and social support.

Latin American university exchange students’ experiences of intercultural sensitivity development

Sarah Carrica-Ochoa — 2024-12-02

We studied the affective component of intercultural competence: intercultural sensitivity. Specifically, this mixed methods study will be used to understand how Latin American students experienced their experience studying abroad in the UK, including what and how they learned and changed. The study explores the relationships between intercultural sensitivity and experiences of intercultural contact to predict the variables that impact its development. This study contributes to our understanding of the phenomenon of learning abroad, particularly in the context of UK higher education. Results suggest that emotions are key to the experience of studying abroad, both positive and negative, and these impact the ways that one learns about oneself and about others and one's ability to reflect on one’s own culture as well as being open to a new culture.

Exploring Zoom fatigue among international students in the U.S. virtual classes

Esther Son — 2024-12-02

Online video conferencing platforms, such as Zoom, are widely used for virtual classes. Zoom platforms bring flexibility and convenience but also contribute to fatigue, which is called “Zoom fatigue.” The purpose of this study is to investigate Zoom fatigue among international students at U.S. universities and its links to virtual classroom communication in the field of education. The study investigated how English competency and course engagement affected Zoom fatigue in virtual classes experienced by 152 international students. The results showed that English competency and course engagement had a negative relationship with Zoom fatigue. The study implied that when international students had high English competency, they had less Zoom fatigue experience. In addition, international students had less Zoom fatigue experience when they engaged in virtual classes. The study suggested future directions for decreasing Zoom fatigue and increasing course engagement among international students in virtual classes.

Navigating the unknown

Justin Weller — 2024-12-02

Research on third-culture individuals (TCIs) is an emerging topic in college student development. However, while emerging literature on TCIs exists, research on TCIs’ personal development in postsecondary contexts is still lacking. This literature review addresses this issue. In this review, I argue that the literature predominantly illustrates that TCIs experience a negative transition to college that negatively impacts their personal development. I then synthesize the literature, identifying the background of the research surrounding TCIs. Next, I summarize the four main themes that the literature identifies as struggles that TCIs experience while transitioning into college: family, social connections, mental well-being, and identity construction. I then highlight the important contribution that resilience has to TCIs’ lives in college. I conclude by arguing that recommendations from the literature and practice should be adopted by all postsecondary institutions to better support TCIs.

The impact of COVID-19 pandemics, perceived stress, and self-regulation of Chinese international students

Siu-Man Raymond Ting — 2024-12-02

In this study, we explore the perceived stress and self-regulation of four Chinese international students (CISs) at a public research university in the southeastern United States (U.S.) during the COVID-19 pandemic through individual semi-structured interviews. The identified themes include travel restrictions and delayed required tests, mixed experiences after arrival, differences in education systems, inadequate English preparation and performance, cultural and living adjustments, and limited self-care and coping strategies. The implications of these findings emphasize the importance of self-regulation, a deeper understanding of the challenges faced by international students, and considerations for related policy and practice, as well as directions for future research.

Calling for equitable access to the Canadian labor market: Exploring the challenges of international graduate students in Canada

Trung Tu Nguyen — 2024-12-02

In this paper, we identify the main challenges faced by international graduate students seeking employment in the Canadian labor market after completing Canadian Master of Education programs. We approach this issue from our combined perspectives: a professor of higher education and a recent international graduate with a Master of Education program. Drawing on the theoretical framework Responsibility of the University in Employability (RUE) (López‐Miguens et al., 2021), we argue that universities play a significant role in preparing international students for successful integration into the Canadian workforce. After conducting a thematic analysis of the relevant literature, we identify the five most common key challenges faced by international students: racialized complexities of a credential regime, problems of deskilling and devaluation of immigrants, the triple glass effect, foreign accent bias, and a lack of soft skills according to the Canadian norm.

Disagreeing with your professor: Exploring Chinese and American graduate students’ intercultural pragmatic strategies

Chencen Cai — 2024-08-23

As American universities become increasingly diverse, students often encounter cross-cultural challenges. Chinese students represent one of the most substantial international U.S. student communities, with distinctive pragmatic norms and values. This study investigates Chinese international and American graduate students’ intercultural pragmatic strategies towards a face-threatening critical incident: expressing disagreement to a professor. Our mixed-methods design revealed quantitative and qualitative differences in participants’ strategies and judgments of alternatives, demonstrating distinctive underlying norms and values. Many American participants preferred to express different opinions in class, while Chinese students privileged more indirect options, though each group included participants with alternate preferences. Implications for cross-cultural communication and pedagogy are offered.

Acculturation of international graduate students in U.S. higher education institutions

Bing Gao — 2024-12-02

Every year, the U.S. witnesses an increase in the number of international students pursuing higher education. Researchers, who have focused primarily on international undergraduates, have suggested that international students often encounter various acculturative stressors while adapting to new academic and living environments. Moreover, there is expanding research on coping strategies adopted by most international undergraduates to manage acculturative stressors. Although the number of international graduate students (IGSs) has surpassed that of international undergraduates in the U.S. since 2020, their experiences in higher education contexts have still received relatively less attention than their undergraduate counterparts. This study employed Yakushko’s (2010) theoretical model of stress and coping strategies to examine the acculturation experiences of ten IGSs from three U.S. higher education institutions. The findings revealed common acculturative stressors for IGSs, the factors in those stressors, and the coping strategies employed by IGSs and the corresponding consequences.