Journeys across educational and cultural borders: international postgraduate students with young children

Loveridge, Judith; Doyle, Stephanie; Faamanatu-Eteuati, Niusila

doi:10.1080/01425692.2017.1351867

Cited by 15 publications

(10 citation statements)

References 16 publications

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“…However, there are few studies about international students' experiences as partners and parents, leading Doyle, Loverridge, and Faamanatu-Eteuati (2016) to conclude that international students' accompanying family members are invisible in data collection systems, research, and policies pertinent to international education. A recent, small-scale, narrative analysis showed that international students with families do, in fact, have concerns about their children's adjustment as family members navigate numerous transitions in the host country (Loveridge, Doyle, & Faamanatu-Eteuati, 2018). Additional research is needed to shed light on the influence of gender, marital status, children's experiences, and other family-related factors on the level of acculturative stress experienced by U.S. international students.…”

Section: Anxiety and Depressionmentioning

confidence: 99%

“…Prior research indicates that outreach programs can promote help-seeking behaviors among Asian students whose cultural values may render them unwilling to seek professional counseling services when needed (Lee et al, 2014). Given the needs of diverse international students, outreach and education programs can also be inclusive of international students who are parents and who may have concerns about their children's adjustment (Loveridge et al, 2018). It should also be noted that culturally responsive outreach and education can only be successful when international students themselves are engaged in the process.…”

Section: Culturally Responsive Outreach and Educationmentioning

confidence: 99%

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Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences

Kim¹,

Maleku

Lemieux³

et al. 2019

jis

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Using a resilience framework, the current cross-sectional study examined indicators of behavioral health risk and resilience among U.S. international students (N=322) across key socio-demographic characteristics. A multimethod approach was used to collect data with both an online platform and paper-based survey instrument. Results showed that higher levels of acculturative stress were reported by older students, females, undergraduates, students who lived with their families, and those who had resided in the US longer than 2 years. Findings underscore the importance of culturally-relevant screening and prevention strategies that target resilience and other protective factors to reduce health risk and encourage well-being and academic success among international students.

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Section: Anxiety and Depressionmentioning

confidence: 99%

Section: Culturally Responsive Outreach and Educationmentioning

confidence: 99%

Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences

Kim¹,

Maleku

Lemieux³

et al. 2019

jis

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“…While the experiences of international student-parents caring for preschool children are underresearched, several studies have examined these students. A qualitative study by Loveridge et al (2018) explored the experiences of three international student-parents with preschool children. The study found that university policies need to be revisited as the policies lacked information about specific challenges that this group of students may face.…”

Section: International Student-parents and Sense Of Belongingmentioning

confidence: 99%

Examining the Challenges Faced by International Women with Preschool Children Studying for a Postgraduate Built Environment Degree in the UK

Rhoden

Kinchington

2021

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This paper examines the academic experiences of five mature, mid-career female international student-parents with preschool children studying on a one-year Built Environment master’s degree in the United Kingdom. The group was selected to form a purposive small-scale study because they had preschool children with them while studying. Tinto’s “sense of belonging” was used as a theoretical framework and the data revealed the stress that this group experienced when returning to full-time study while caring for a preschool child or children. Balancing the academic demands of a one-year full-time degree with childcare was compounded by a lack of appropriate support from the university. Although universities in general were viewed as offering a welcoming environment, this group of students often felt disappointed with their experience. Strategies for addressing identified barriers are proposed that contribute to widening existing inclusive university policies that address the specific needs of this group of female students.

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“…Having a partner or family can make a difference to international students' experiences, especially postgraduate students (Loveridge, Doyle, & Faamanatu-Eteuati, 2018). Being away from their partners or children often leads to students' homesickness, emotional turmoil, psychological stress, and negativity, which may affect their studies (Harvey, Robinson, & Welch, 2017;Loveridge et al, 2018). In this respect, international students may face more severe problems than many domestic students who can visit home more regularly (C. Smith, 2020).…”

Section: Psychological Adjustment Experiencesmentioning

confidence: 99%

“…Students who have a family may experience greater challenges than those who do not. If students' families move to the new country with them, these family members may face adjustment challenges and the students may need to support them, or the students may have difficulties in fulfilling the demands of family life while having to focus on their studies at the same time (Loveridge et al, 2018).…”

Section: Psychological Adjustment Experiencesmentioning

confidence: 99%

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

Ho¹

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International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.<div> This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. <div> </div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</div>

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Journeys across educational and cultural borders: international postgraduate students with young children

Cited by 15 publications

References 16 publications

Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences

Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences

Examining the Challenges Faced by International Women with Preschool Children Studying for a Postgraduate Built Environment Degree in the UK

A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

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