Understanding retention in US graduate programs by student nationality

Crede, Erin; Borrego, Maura

doi:10.1080/03075079.2013.801425

Cited by 27 publications

(19 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, Crede and Borrego (2012) state that more than half of the graduate degrees in engineering are awarded to international students in U.S. institutions. They also report that retention is a key issue for international graduate engineering students (Crede & Borrego, 2014), who were "not comfortable speaking up in research groups" and being "in the minority in the research group" (p. 1612). This finding is consonant with research that has identified linguistic difficulties, loneliness, and adjustment issues as barriers experienced by international students in U.S. higher education institutions (Lee & Rice, 2007;Sherry, Thomas, & Chui, 2010).…”

mentioning

confidence: 99%

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Dutta

2015

J of Engineering Edu

View full text Add to dashboard Cite

Background Research regarding international female engineering graduate students tends to be aggregated with that about the experiences of international students in the United States or as the struggles of female engineers in engineering disciplines. Therefore, this study was conducted to understand the unique experiences of international female students in U.S. engineering graduate programs.Purpose/Hypothesis This study examined the theoretical intersections of sustainability and liminality in the experiences of international female graduate students in U.S. engineering programs. The study explored the tensions and challenges faced by international female engineering students in navigating engineering graduate programs.Design/Method Using qualitative detailed interviews and focus groups conducted with 49 participants, I explored the ways international female engineering students understood the tensions they experienced and developed strategies of persistence in responding to their liminal status within the engineering graduate programs.Results Three themes on the practices of sustainability in navigating liminality emerged from the data: constructing inclusion, challenging invisibility, and reengineering professional efficacy. The themes reflect the everyday strategies of survival the students participate in amid the challenging environment of the academic organizations.Conclusions International female engineers in U.S. graduate engineering programs exist in liminal spaces where their identities are continually being challenged. Through reconstructing inclusion, challenging their invisibility, and reengineering professional efficacy, they transform these liminal spaces to their advantage and persist in their struggles with the challenges they experience.Keywords gender; engineering; sustainability IntroductionRetention of minorities has emerged as a key issue in the field of graduate engineering education. Unlike other disciplines, engineering has always occupied a central position in the debate about recruitment and retention practices, especially for women because of the gendered barriers they face (Tonso, 2006a(Tonso, , 2007. Engineering programs and schools are typically gendered, and their institutional practices are masculine (Bergvall et al., 1994). Ingram and Parker (2002) noted the barriers faced by women in U.S. engineering programs, where women are unable to fit Journal of Engineering EducationV C 2015 ASEE.

show abstract

mentioning

confidence: 99%

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Dutta

2015

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…However, their research also found that social support from a variety of sources plays a significant role in buffering against the potentially negative consequences of stress (Mallinckrodt & Leong, 1992). A study by Crede and Borrego (2014) found significant differences between American and international graduate students. Specifically, international students were more likely to indicate they did not fit in with their department’s culture due to high levels of perceived competitiveness.…”

Section: Literature Reviewmentioning

confidence: 99%

Place-making and Its Impact on International Graduate Student Persistence

Terrazas-Carrillo

Hong

McWhirter

et al. 2015

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

This study explored the impact of place-making activities on the persistence of graduate international students at an American university. Sixteen international graduate students over the age of 18, attending an American university and living in the community for at least 1 year, participated in an in-depth interview about their experiences of places in the Midwestern state where they are currently enrolled as students. The study used a qualitative research method with the goal of uncovering the unique experiences of the participants. The study results indicate that international students benefit from having access to a combination of places that foster growth, social interaction, restoration, and safety. This research contributes to the knowledge of factors impacting international student persistence in graduate education. Results are discussed in the context of strategies that universities can implement to facilitate adjustment among their graduate international students.

show abstract

“…Existing research in intersectionality focuses on undergraduate engineering students and uses gender and race as the primary intersectional identities [8]. While we are focused on graduate engineering students, literature on engineering graduate students is limited [9][10][11][12][13][14][15]. Therefore, our research uses literature on undergraduate students as a starting point for both intersectionality and engineering identity.…”

Section: Undergraduate Literaturementioning

confidence: 99%

WIP: A Case for Disaggregating Demographic Data

Bahnson¹,

Cass²,

Perkins³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Heather entered the Applied Social and Community Psychology program in the fall of 2014, after completing her Bachelor of Science in Psychology from the University of Cincinnati. She has participated in various research projects examining the interaction between stereotypes and science interest and confidence, their influence upon womens' performance in school and the workplace, and their presence in the media and consequences for viewers. Her primary research interest is science identity, STEM education, and participation in online communities.

show abstract

Understanding retention in US graduate programs by student nationality

Cited by 27 publications

References 44 publications

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Sustaining the Pipeline: Experiences of International Female Engineers in U.S. Graduate Programs

Place-making and Its Impact on International Graduate Student Persistence

WIP: A Case for Disaggregating Demographic Data

Contact Info

Product

Resources

About