Un-Tie: International Students' Narratives of Academic, Cultural, and Social Differences in the United States

Background: As international students matriculate into institutions in the United States (U.S) they increase the diversity of student populations, add new perspectives to classroom conversations, and increase awareness and appreciation for other countries and cultures (Bevis, 2002; Harrison, 2002). The U.S. has experienced an increased number of international students in the last 2 years. The 2022/2023 cycle experienced a 12% increase from the prior academic year, with over 50% of the total international student count originating from Asia, and large increases in students from the Africa continent as well (Institute of International Education, 2023). International students encounter many challenges when they travel from their native countries. These difficulties may be pronounced for students with preexisting conceptions about the cultures of their host nations (Zhou et al., 2008). As the number of international students from Asia and Africa increases, there is a need to better understand their experiences and ultimately identify needed support.

Methods: This study collected rich narratives of international students from Asia (India and China) and Africa (Nigeria and Ghana) who were first time travelers to the United States and studying in various graduate level programs at a research-intensive university. It examined preexisting beliefs about the United States prior to their first entry and how much these have affected their current academic, social, and cultural lives. Student participants were recruited at a social event for international students organized by the university’s international student service and provided information about the study. Those who expressed interest were scheduled for an interview at their earliest convenience, at which time they provide written consent. Semi-structured interviews were conducted (n=16). The interviews were audio taped and later transcribed. Summative content analysis was utilized to generate emergent themes.

Results: Participants (n=16) included two males and two females from each country (India, China, Nigeria, and Ghana) who arrived in the U.S for the first time at different times within the last the last 8 - 36 months. Summative content analysis identified four major themes: feeling of freedom, safety, unanticipated margin, and dissimilarities (and variability) in class structure Students from Africa and Asia expressed fears related to safety and were not prepared for the kind of racial disparities they have witnessed in the U. S., with Chinese respondents laying emphasis on structural racism, and African students describing microaggressions. Participants experienced a feeling of freedom; however, each community had a distinct interpretation of the type of freedom they felt upon arrival. They also expressed shock at the dissimilar and unanticipated differences in class activities and teaching culture.

Conclusion: International students face different forms of difficulties as they leave their home country for an unfamiliar environment, and chief among their concerns are their relative safety and exposure to discrimination. Yet little literature is available to guide faculty members and international departments on culturally congruent and trauma-informed ways to relate with them. This study represents a step in understanding the thought processes of international students and how they navigate their cultural, social, and academic presumptions versus the American realities.