Exploring International Graduate Students’ Experiences, Challenges, and Peer Relationships

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-05-11 DOI:10.32674/jis.v14i2.5186

D. Lorenzetti, Liza Lorenzetti, L. Nowell, M. Jacobsen, Tracey Clancy, Georgina Freeman, Elizabeth Oddone Paolucci

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引用次数: 0

Abstract

As the number of international students in higher education continues to grow, so do concerns regarding systemic obstacles, discrimination, and social isolation that can impede students’ academic success. Peer mentorship has been shown to support graduate students through academic socialization and achievement in higher education (Lorenzetti et al., 2019). The purpose of this study was to explore the transitional experiences of international graduate students, and the extent to which peer-mentoring relationships can support academic and emotional well-being. Researchers interviewed 13 international graduate students from 3 professional faculties at a research-intensive Canadian university. International students described academic and intersectional challenges experienced while navigating and adapting to new environments and how these impacted both academic outcomes and students’ well-being. Relationships with peers were viewed as an essential means by which students could access academic and psychosocial supports necessary to adjust to and thrive in their new educational and cultural environments.

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探索国际研究生的经历、挑战和同伴关系

随着高等教育中国际学生人数的持续增长，人们对可能阻碍学生学业成功的系统性障碍、歧视和社会孤立的担忧也在增加。同伴指导已被证明可以通过学术社会化和在高等教育中取得成就来支持研究生（Lorenzetti等人，2019）。本研究的目的是探索国际研究生的过渡经历，以及同伴指导关系在多大程度上可以支持学业和情感健康。研究人员采访了来自加拿大一所研究密集型大学三个专业学院的13名国际研究生。国际学生描述了在导航和适应新环境时遇到的学术和交叉挑战，以及这些挑战如何影响学术成果和学生的幸福感。与同龄人的关系被视为一种重要手段，学生可以通过这种方式获得必要的学术和心理支持，以适应新的教育和文化环境并在其中茁壮成长。

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.