Journal of International Students

Gender differences in acculturative stress of international students

Rawan Alzukari, Tianlan Wei — Sun, 13 Oct 2024 00:00:00 +0000

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.

Using appreciative inquiry to empower international students to flourish in research

Sun, 13 Oct 2024 00:00:00 +0000

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.

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

Fihris Fihris, Nasikhin Nasikhin, Naifah, Sofa Muthohar — Sun, 13 Oct 2024 00:00:00 +0000

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.

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

Zizhuo Yin, Lee Za Ong, Ming Qiao — Wed, 26 Jun 2024 00:00:00 +0000

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, Eleanor Joanne Brown — Sun, 13 Oct 2024 00:00:00 +0000

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, Kristen Cvancara — Sun, 13 Oct 2024 00:00:00 +0000

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 — Sun, 13 Oct 2024 00:00:00 +0000

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, Zhiqi Angel Liu — Mon, 21 Oct 2024 00:00:00 +0000

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, Manu Sharma — Sun, 13 Oct 2024 00:00:00 +0000

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, Miriam Eisenstein Ebsworth, Timothy John Ebsworth — Fri, 23 Aug 2024 00:00:00 +0000

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, Pamela M. Wesely — Sun, 13 Oct 2024 00:00:00 +0000

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.

Evaluating the Impact of Reciprocal Teaching Strategy on International Postgraduate Science Education Programs

Tue, 14 May 2024 00:00:00 +0000

This paper aims to assess the impact of the reciprocal teaching strategy on the academic performance of student-teachers enrolled in the Higher Professional Diploma (HDE) program at Ajman University, United Arab Emirates. The study adopts a quasi-experimental design, employing pre- and post-tests and a control-experimental group configuration. The sample comprises 80 student-teachers selected from Ajman University during the second semester of the academic year 2022-2023. An academic achievement test in a multiple-choice format serves as the research instrument. The study's outcomes reveal noteworthy differences, indicating significant mean variations in the post-test scores between the experimental and control groups, favoring the control group in the context of the Reciprocal Teaching strategy. These results hold implications for international students, prompting considerations about the transferability and generalizability of teaching strategies across diverse cultural and educational settings.

A Qualitative Exploration of Challenges for International Students Enrolled in Health Professional Education Degrees in Australia

Scott William, Kath Peters, Iman Hegazi — Wed, 01 May 2024 00:00:00 +0000

This qualitative study reports on the experiences of international students enrolled in a Health Professional Education program at a large Australia university. International students have long contributed to Australia’s economy. However, the sustainability of international students’ contributions to Australia’s economy is questionable. Challenges for international students have been widely reported in Australia. Students enrolled in Health Professional Education having unique challenges of their own. In total, 19 semi-structured interviews were conducted in 2020 and the data were thematically analysed. The findings uncovered numerous challenges for international students and those unique to international students enrolled in health- related degrees. Although all identified challenges may not be feasible to address, this study highlights recommendations for strategies that could be implemented by universities and policy makers to reduce challenges and to enhance graduate outcomes for this student population.

Motivation and experiences of studying creative arts therapy among Chinese doctoral students in South Korea

Ya Nan Mo, Kyung Soon Ko — Sat, 20 Jul 2024 00:00:00 +0000

Chinese students accounted for 40.4% of international students in South Korea in 2022. Universities in China require doctoral degrees to teach art. Creative arts therapy has increasingly gained attention. This study investigated the experiences of six Chinese students in a study abroad program for creative arts therapy in South Korea. We gathered data from visual artworks and interviews. The analysis yielded six themes: No doctoral degree, no job position for art educators in university, China; Expectations for the development of CAT in China; Despite majoring in art, CAT is a new discipline; Study abroad while unprepared in terms of language ability; Wanting to escape due to academic pressure; Motivation to continue studying abroad. Findings revealed that psychological and emotional support programs would help international students across different nationalities and cultures. Students’ study abroad experience and how it contributes to their lives beyond obtaining a degree requires further consideration.

Internationalization in architecture higher education

Sun, 13 Oct 2024 00:00:00 +0000

In this paper, we investigate the perspective of students who have performed studio immersion, which consists of three Asian universities in batches 2022 and 2023, with a total of 147 students from Indonesia, Thailand, and Taiwan. We used mixed methods research to identify real obstacles and challenges and to determine to what extent this study benefits students. The results show that the students experience a progressive understanding of personal development, a broader meaning of architecture beyond technical and aesthetic systems but social and cultural, and an understanding of architecture as a multifaceted profession. The students reported their dissatisfaction with the pursuit of the university’s reputation, studio dynamics, and uncertainty in the assignment’s limitations. English interaction among students is not affected by their early exposure to English for their generation. This type of studio immersion could create a new studio culture that is unique to a global learning experience.

Cross-cultural challenges faced by international students

Marcus Astley — Fri, 12 Jul 2024 00:00:00 +0000

This case study was undertaken in a London-based business school and explores the cross-cultural challenges faced by students who have relocated from India to the UK for one-year postgraduate (PG) business master’s courses. Primary data were collected in two stages: semi-structured interviews, followed by a survey. The paper draws on the literature related to socio-cultural theory. It then reviews the findings of the research as to the cultural challenges the students have faced in the UK, whether in their studies, or their wider social lives. Finally, it integrates these findings into the extant literature and proposes a set of recommendations for consideration by the business school. Some of these may also have relevance for other Higher Education (HE) institutions working with Indian students.

Acculturation strategies and language attitudes in shaping heritage language proficiency in children of Turkish descent in the United States

Seyma Inan, Yvette R. Harris, George Woodbury — Thu, 27 Jun 2024 00:00:00 +0000

This study investigates the relationship between acculturation and language attitudes among Turkish immigrant parents and their children's heritage language proficiency, using Vygotsky’s sociocultural theory (Vygotsky, 1978) and Berry's acculturation theory (Berry, 1997). Fifty-two Turkish parents (M age = 38.15, SD age = 4.84) completed questionnaires on acculturation and language attitudes, while their children (M age = 8.23, SD age = 2.18) completed vocabulary tests. Results reveal a positive correlation between parents' separation attitudes and supportive language practices, emphasizing Turkish use at home. Younger children showed higher heritage language proficiency, highlighting the importance of early language acquisition. Active Turkish usage among siblings also positively impacted proficiency, while passive exposure through media did not. These findings suggest that immigrant parents' cultural integration attitudes shape their language management strategies, influencing their children's heritage language retention.

International students' satisfaction perception of administrative services

Leyla ciftci, M. Kemal Öktem — Mon, 01 Jul 2024 00:00:00 +0000

This study examines the perception of international students regarding their satisfaction with administrative services while studying in Türkiye. Internationalization stands as a pivotal policy within Türkiye's higher education framework. In addition to the services students receive at the academic level, the quality of administrative services significantly influences overall student satisfaction. Understanding student satisfaction with public services from their application process to their departure is crucial for identifying and addressing any existing issues. In this context, a survey was conducted with 250 international students at Bartın University. The results indicated general satisfaction with administrative services among participants, with notable variations in responses based on gender, age, prior experiences with administrative issues, and the presence of close relatives or acquaintances in Türkiye. In addition, interviews revealed that the primary causes of administrative difficulties stem from language barriers, procedural complexities in documentation, and associated costs.

Structural vulnerability and social integration of F-2 visa holders in the United States

Fatemeh Bakhshalizdeh — Tue, 25 Jun 2024 00:00:00 +0000

Previous studies on spouses of international students do not explore how F-2 visa regulations preventing them from working and becoming full-time students affect their social integration and building social networks. This ethnographic research about 16 formerly employed female spouses of international students in Central University[1] aims to fill this gap, inspired by Holmes's Structural Vulnerability concept (2011), which suggests shifting attention from immigrants themselves to structural powers in order to detect what endangers immigrants’ well-being. Through a multimethod approach, this article shows that F-2 visa regulations limit social integration and building social networks of the participants due to their F-2 visa regulations, and consequently affect their self-esteem, mental health, loneliness, and family relationships of the participants, despite the Central University and related/local offices efforts in integrating them in the society.

Navigating the grey area

Lindsay Smith, Pallie Swartz, Yasemin Irvin-Erickson — Wed, 26 Jun 2024 00:00:00 +0000

International college students (ICS) in the United States (US) face challenges reporting and accessing services in cases of sexual harassment because they are not aware of the US laws that prohibit sexual violence. This lack of awareness along with cultural barriers may influence the odds of help-seeking among ICS in the US who experience sexual harassment. Minimal research to date has captured ICS’ knowledge and perceptions of Title IX regulations in the US which protects people from discrimination based on sex and gender in educational programs. Our study examined ICS’ knowledge and perceptions of Title IX through in-depth discussions with 13 ICS at a US university. Overall, ICS were not well-informed about Title IX and encouraged colleges to unpack the legal nature of Title IX for ICS who may not have encountered something similar to Title IX as it is “uniquely American.” Practical implications for improving campus resources are discussed.

Systematic Review of Global Research on Acculturation of International Students (2003-2023)

Zhao Zhao, Madhubala Bava Harji — Sun, 12 May 2024 00:00:00 +0000

Aim: This paper presents a scientometric review of global articles regarding acculturation of international students (AoIS), published from 2003 to 2023 and indexed in the Web of Science Core Collection (WoSCC), to provide a quantifiable snapshot of the field. Methodology: Bibliographic information was extracted from WoSCC. Refined data were visualized using CiteSpace. Conclusion: Worldwide publications have been increasing continuously since 2013, with a staged development among relevant disciplines. Limited collaborations have been found among countries, institutions, and posting authors, however a gradual trend toward transnational teamwork has been emerging. Research foci mainly concentrate on macro factors of acculturation. Research gaps have also been revealed, as hotspots in recent pedagogical research field have not been adopted in studies of AoIS.

Asian International Students’ Barriers to Reporting Sexual Harassment Incidents

Semonti Dey — Fri, 28 Jun 2024 00:00:00 +0000

Asian international students continue to suffer from sexually harassing behaviors on college campuses. However, there has been little to no reporting of the incidents that cause their distress. Drawing on narratives of Asian international students in a predominantly white institution, the current study examines the barriers that these students face while reporting a case formally to the institutional representatives. The findings suggest that the severity of the case, lack of departmental support, fear of retaliation and peer relationship are among the major factors that hinder them from making a formal report. Implications of this study lie in informing the institutional policies and departmental practices to design more inclusive environment for the international students.

Social and Cultural Barriers Reported by STEM International Graduate Students of Color

MIGUEL RODRIGUEZ, BRIAN ZAMMARRIPPA ROMAN, MIRNA MOHAMED, RAMON BARTHELEMY — Sun, 21 Apr 2024 00:00:00 +0000

This article explores international students’ experiences in their graduate STEM programs at predominantly white US institutions through in-depth qualitative interviews and thematic analysis. International students reported encountering social and cultural barriers with American peers and sometimes even with other international students. These barriers include language, popular cultural, and social norms. Some students, who were less culturally represented in their cohorts, felt isolated but later found other people outside of their departments, often people from their same cultural background. The experiences of our participants varied by the representation of their culture in their departments, where students from less represented countries experienced more isolation. Connections to current acculturation theory will be discussed, as well as further implications and possible solutions for increasing intercultural exchanges.

Caught in the geopolitical tensions between China and the United States

Xin Wang — Tue, 23 Jul 2024 00:00:00 +0000

Drawing on the survey data from 259 students enrolled at American universities, the study explores how recent tensions between China and the U.S. and issues of public safety would affect Chinese students’ perceptions and aspirations for American education. The findings of the research identify significant correlations between the effects of U.S. policies regarding Chinese students, concerns about U.S. public safety, and the impact of U.S. foreign policy toward China on Chinese students at American universities. Students’ responses reveal how the pursuit of an American college education remains deeply intertwined with broader societal dynamics and geopolitical realities, which challenge the aspirations of Chinese students for education abroad in an increasingly deglobalizing world.

Comparing the mental health and wellbeing of domestic and international tertiary students

Wed, 26 Jun 2024 00:00:00 +0000

University study is a period of psychological vulnerability for many individuals, especially international students, due to challenges of relocation and acculturation. The aim of this meta-analytic review was to synthesize the literature on the mental health outcomes of domestic and international tertiary students. A total of 35 studies were identified via searching four databases. Results showed that among 283,412 participants, very small but non-significant effects were found between domestic and international students on anxiety. Among high-quality studies, international students reported fewer symptoms of anxiety, depression, and stress than domestic students. On the other hand, domestic students declared higher wellbeing scores. Despite these mixed findings, many students in the included studies reported poor mental health and wellbeing. Further research examining the mental health and wellbeing of domestic and international students is needed, with particular attention to the underlying needs and stressors that affect each subgroup to develop effective supports and countermeasures.

Exploring the level and sources of stress among international students in an Iranian university

Maryam Tajvar, Omolbanin Atashbahar, Elahe Ahmadizadeh, Iyad Shaqura — Fri, 28 Jun 2024 00:00:00 +0000

Student life stress, characterized by mental pressure arising from the university life demands, is a significant concern. We aimed to investigate stressors faced by students and their coping mechanisms within an Iranian university. Using a cross-sectional design in 2021, we selected 165 international students through simple random sampling. Data were collected using a standardized student life stress questionnaire. The mean score of students' stresses was (63 ± 17), with self-imposed stress being the most prevalent stressor (64%), while conflict was the least prevalent (44%). When examining students' reactions to stressors, the mean score was (64 ± 21), with cognitive reactions being the most common response (68%) whereas behavioral reactions were the least common (38%). There was no significant relationship between students' stress levels and their demographic characteristics. Overall, our study highlights the need for culturally sensitive and tailored support programs for international students, as most participants experienced moderate stress.

Exploring the experiences of queer international students accessing mental health support in Victoria, Australia

Xin Hu, Catherine Flynn — Wed, 26 Jun 2024 00:00:00 +0000

International students (IS) generate significant revenue in Australia, bringing diversity, but also distinctive needs and values. IS experience unique mental health challenges and their unmet support needs have recently received public and academic attention, notably during the COVID-19 pandemic. A small number of existing Australian studies have examined IS mental health experiences, focusing on their individual behaviours and attitudes towards help seeking. However, framing IS as homogeneous misses important variations within this population. This study therefore explores the experiences of a diverse IS subgroup - queer international students (QIS), and the barriers and facilitators that influence how they seek and gain mental health support. Semi-structured interviews were conducted with six QIS studying in Victoria. Results show that the persistent impacts of broader socio-cultural factors and systemic gaps act as barriers for QIS to access support, while awareness of intersectionality is critical in providing appropriate professional assistance to QIS.

Resilience of international students during a global pandemic

Hyacinth Udah, Kathomi Gatwiri , Abraham Francis — Tue, 25 Jun 2024 00:00:00 +0000

The COVID-19 pandemic posed additional challenges for international students in Australia, affecting their academic, social, and personal wellbeing. In this article, we examine how international students in North Queensland (NQ) responded to these challenges and their resilience coping mechanisms. Using a mixed methods approach, we collected and analysed data from students who reported significant isolation, loneliness, financial and mental health challenges. Our findings showed that international students utilise different resilience strategies to adapt, cope and survive during times of crisis. In light of the challenges and opportunities that international students face in their academic journey, we argue that higher education institutions have a responsibility to develop and implement effective strategies to foster the resilience of this diverse group of learners. Such a commitment can also contribute to the internationalisation of higher education and international students’ retention, which are important goals for many higher education institutions in the globalised world.

Beneficios de los programas de prácticas ERASMUS + en jóvenes de poblaciones rurales que cursan formación profesional

Lucía Lomba Portela, Margarita Rosa Pino Juste, Millán Brea Castro — Wed, 06 Mar 2024 00:00:00 +0000

El programa Erasmus nace a finales de los años 80 como una propuesta de

intercambio vital, de ocio, laboral y formativo entre estudiantes europeos. A

través de este artículo, se analiza el impacto de las prácticas Erasmus+ en

estudiantes españoles de Formación Profesional media y superior tanto en centros

nacionales, como en Portugal e Italia. La metodología que vertebra el presente

estudio es mixta. Se han desarrollado instrumentos de recogida de datos

cuantitativos (cuestionarios de pretest y postest a estudiantes) y cualitativos. Los

resultados muestran que entre las ventajas de la implantación de las FCT

(formación en centros de trabajo) dentro del programa Erasmus+ están la alta

motivación de los estudiantes, la mejora en los rasgos de su personalidad, aumento

de la empleabilidad, la competencia de adaptabilidad y también el aumento de la

capacidad de comunicación en otros idiomas.

Acceso de los estudiantes migrantes a la universidad en Chile: Experiencias, desafíos y propuestas

Andrea Riedemann, Iskra Pavez, Mauricio Rifo — Wed, 06 Mar 2024 00:00:00 +0000

Con base en un estudio exploratorio, de corte cualitativo y que aplic. entrevistas semiestructuradas

a nueve j.venes provenientes de Am.rica Latina y el Caribe

actualmente residentes en Chile, describe varias experiencias de j.venes

migrantes en torno al acceso a la universidad. Los resultados muestran que el

principal desaf.o que han enfrentado es financiar los altos costos asociados a

cursar estudios universitarios en Chile. Los extensos per.odos de espera – de hasta

3 a.os – para obtener el visado de la residencia definitiva, les dificulta o

imposibilita acceder a las ayudas estudiantiles que la pol.tica p.blica ha dispuesto.

Una segunda problem.tica dice relaci.n con el escaso acceso a informaci.n por

parte de estos j.venes, para postular a la carrera, la universidad y los beneficios

disponibles. Las recomendaciones apuntan a subsanar dichos problemas.