Identify the issue
Understand the Context: Challenges Faced by International Students
- Learn to identify cultural factors that influence the graduate experience.
- Learn to appreciate the strengths and special challenges experienced by fellow students.
- Learn to manage situations that are influenced by cultural differences.
“There is a lot of emphasis on talking in the American classroom and arguing with the professor. In my home country, we do not question or even think to interrupt the instructor. It’s seen as very disrespectful.”
“My education is funded by (my home country’s) government. I do not have the luxury to take time off nor would I ever think of dropping out, as I am indebted to my country and will return after I am done; that is the agreement. I’m not here to have fun, I’m here to get an education.”
The U.S. hosts the most international students in the world; the majority are graduate students. Doctoral programs in science and engineering enjoy a large proportion of students who hold temporary visas: 38% in the physical and earth sciences, 55% in engineering, 53% in mathematics and computer sciences, and 26% in the life sciences (NCES, 2019). About one-third of the international graduate students in science (excluding psychology and social science) and engineering are women (NSF, 2019).
The NSF data underscore that women are not only underrepresented in most science and engineering doctoral programs but they are likely to be in programs where the majority of fellow students are men and from non-U.S. cultures. The mix of American students from domestic majority and ethno-cultural minorities as well as students and faculty from a diverse set of countries present rich opportunities and additional challenges for members of most university departments.
The information on this site can be viewed as a field guide for international women graduate students. Graduate study is usually characterized by students as a stressful process. Being outnumbered by men in a program and adjusting to the American culture at the same time may combine to make it an even more challenging time. Many students describe the differences as causing a sense of culture shock (Chapdelaine & Alexitch, 2004). The more the student’s home culture is different from the U. S. culture, the more culture shock the student is likely to experience. These cultural disparities can influence how well students adapt to student life and how well they become academically and socially integrated in the department.
Students with temporary visas encounter a host of legal, structural, and bureaucratic hurdles that complicate the already stressful experience of graduate school. These include meeting visa requirements, maintaining adequate financial support to continue their program, being subject to special requirements such as language proficiency tests, facing extra surveillance, dealing with impersonal administrative offices, being limited in visiting home and assisting family members in need due to financial and visa considerations, and meeting conditions of sponsoring agencies.
Academic or interpersonal difficulties become more difficult to resolve because of these hurdles. For example, although the majority of international students express satisfaction with their advisor relationship, one out of four report that they would like to change their advisors. But the consequences of changing advisors would be severe for students who would jeopardize their financial support, be subject to high rates for non-resident tuition, cannot be employed due to visa conditions, and may not be able to finish their degrees.
The perspectives, information, and skills offered in the CareerWISE project represent the culture of the American research university. Navigating successfully the norms of the host institution and U.S. culture depends on first knowing what they are and recognizing how they may differ from those familiar to you.
Understanding more clearly the expectations within the current context can help you monitor your own reactions and frame your responses more effectively. At the same time, you want to honor your own traditions and values and meet the expectations of your family back home. Hopefully, CareerWISE can assist you in managing challenging situations while still being true to yourself and reaching your goals.
Even though you thought you were prepared to attend graduate school in the United States, you might not have quite anticipated the differences between your home and the new surroundings. The term “acculturative stress” (Sandhu & Asrabadi, 1994) has been used to describe the physiological and emotional reactions you may be having with respect to the cultural differences. Besides being lonely, isolated, homesick, and sometimes guilty for being away, some international students report feeling marginalized, helpless, distrustful, and even angry. Being exposed to new people, customs, and ideas may challenge an international student’s sense of security with beliefs that she has held for a long time.
Often the biggest concern of international students is around English language proficiency. The different language can contribute to academic difficulties when students do not understand lectures or the subtleties of group interactions. Students can experience interpersonal distress when language gets in the way of easy communication. The degree of confidence and comfort students have in their social interactions also appears to depend on whether they interact with fellow native language speakers or not.
U.S. universities and American culture in general, place a high value on verbal communication. When your primary language is not English, having to speak in English to teach, communicate with your fellow students, and interact with your advisor and other faculty can be particularly anxiety-provoking. You may find yourself staying quiet more than you usually would in order to avoid the discomfort of saying something incorrectly. Or, you may actually make more language errors precisely because you are worried about it. [See Stereotype Threat]
When there is an interpersonal or other difficulty, chances are that you think it through in your primary language. People tend to think and process emotions in their native language (Santiago-Rivera & Altarriba, 2002). Discussing emotional issues is also easier and more comfortable in your primary language where you have the range of vocabulary and control to express the nuances of your reactions. Thus, on the one hand it may be more difficult to express yourself fully in English when you have a troubling situation. On the other hand, speaking in English can help you stay more removed emotionally when you are interacting with another person about a matter that needs to be resolved.
The words you choose, the way you express them in terms of intonation and pitch, and your nonverbal behavior all communicate your cultural and ethnic identity to the other person. If English is a second language for you, others may have more difficulty understanding clearly the person behind the words. Cultural norms about disclosing emotions outside of the family will also affect how you approach interpersonal problems. These situations might warrant an extra effort on your part to make yourself understood fully, both in terms of the content of your message but also the meaning and feelings you are comfortable expressing.
The stressors of graduate school are increased during social, economic, political, and health crises. The Covid-19 pandemic and government action related to visas and immigration have had a disproportionate impact on international graduate students. As one example, in a report from Canada, 60% of international graduate students who wanted to return home were unable to (Toronto Science Policy Network, 2020). In April, 2021, the U.S. Customs and Immigration Services (USCIS) announced that the March 2020 guidance on international students will remain in effect for the 2021-2022 academic year. The future remains uncertain.
The trauma associated with racism and social injustice have also affected international students with backgrounds and identities increasingly targeted during these times. Additionally, the impact of Covid-19 may be greater for women (National Academies, 2021). For more on these topics, please see the module on Delays and Setbacks.
North American research universities, through faculty assignments, teaching practices and evaluation schemes, and through student interactions in both academic and social settings, place a high value on behaviors that are common in the U.S. but that to students from other cultures may be unfamiliar, jarring, and sometimes even offensive. You may feel caught between two sets of expectations: one from your family and home country and another from the U.S. institution and its members. The more different these expectations are, the more you will experience acculturative stress that may interfere with successful functioning in the program.
A cultural difference that is cited frequently is the collectivist and communal values of some cultures vs. the rugged individualism of North American life. Most U. S. students strive first and foremost to meet personal career goals and fulfill their potential. In contrast, many international students believe that they are pursuing their doctoral degrees for the good of their families and to meet the expectations of their parents and community. For many international students, it would be unthinkable to curtail their efforts to earn the Ph.D. Doing so would be a source of disappointment, embarrassment, dishonor and shame for their families and could have economic and social consequences for themselves and their loved ones.
Every person is different from every other with their identities shaped by a range of influences [See Your Personality and Preferences]. Individual differences outweigh group differences in most instances and it is inappropriate to make generalizations to cultural groups or nationalities. Among American domestic students, there is a diversity of beliefs, values, and traditions that varies by individual as influenced by race, ethnicity, religion, sexual orientation, gender identity, and so on. Among Asian and Pacific Islanders alone, there are more than 40 disparate cultural groups. That said, it is helpful to understand your own perspectives, regardless of how they originated, and how they may differ from those around you. The similarities and differences between you and the faculty and your fellow students affect how you react and how you are perceived.
The following are some examples of differences in values and norms. Find the characteristics that best describe you. In reviewing the two lists, you may find areas of similarity or difference between you and your U.S. academic environment. You can refer to the similarities when strengthening your relationships with those around you. Being aware of the differences can help you understand some difficult situations and find ways to address them.
| Other Cultures | United States |
|---|---|
| Collectivist, shared goals | Individual striving to reach personal goals |
| Communal, shared outcomes | Competitive, winning |
| Family expectations to excel academically | Emphasis on being personally satisfied |
| Family’s financial and personal sacrifices | Expectation to be self-supporting |
| Aspiration for better economic opportunities | Aspiration for higher and more predictable income |
| Respect for elders and authorities | Choice of whom to respect |
| Interpersonal relationships important and long-term | Impersonal, business-like orientation |
| Conform to what authorities expect | Question authority and challenge perceived inequities |
| Accept assignments | Negotiate tasks and responsibilities |
| Polite | Assertive |
| Private | Emotionally expressive |
| Family needs/intents weigh in decisions | Make own decisions |
| Extended family provides tangible support | Student is considered independent adult |
| Reciprocity and sharing of resources | Set personal boundaries |
| Abstinence or moderation in alcohol and tobacco use | Alcohol and party drug use |
| Dietary needs and religious requirements | Social events with restricted food choices |
| Modest dress | Revealing, casual dress |
Cultural differences are often amplified for women. In most cultures, women are expected to honor cultural traditions and values in their personal and family lives and transmit them to their children. In many instances, women have been raised in societies with strong patriarchal traditions and hierarchies and where strict gender roles are paramount. Some international women, therefore, experience considerable discordance and discomfort in the North American culture where many women benefit from a wide range of acceptable behaviors and roles. The differences in social role expectations for women can further strain the experience of women students who find themselves in programs that are dominated by men from cultures with firm gender roles.
Cultural differences, if not addressed, can contribute to misunderstandings, stereotypes, and prejudices. It is natural to do what is comfortable for you but also common to forget how it is perceived by the faculty and your fellow students. [See The Impression You Make]
Some examples:
| You Might | Possible Misperceptions by Others |
|---|---|
| Not participate in class discussions because English is hard for you | Not prepared for class |
| Not offer challenging comments in a critique | Lack confidence or intellectual acuity |
| Shy away from social discourse | Uninterested in being part of department life |
| Stay with students from your country and those who speak your language | Cliquish and preference for separation |
| Accept any request made of you | Take on any task, regardless of whether it interferes with your progress |
| Not respond to inappropriate behavior | No consequence for critical and demeaning behavior |
Social support, that is, having friends and acquaintances with whom to talk things over and lean on, can significantly lower acculturative stress and promote positive mental health (Lee, Koeske, & Sales, 2004). Domestic friends or students familiar with the host culture are an important source of learning about the host culture as well.
Social connections can counter feelings of isolation and disorientation. For instance, while domestic students are often able to return home for holidays, international students do so infrequently due to distance, cost, travel time, and visa difficulties. It is helpful when professors or other students invite international students over for a Thanksgiving meal or a New Year’s breakfast and express respect and interest in holidays that may be specific to their home culture.
There may also be an organized body of international students that provides support to students from their specific country, including sponsoring social events, study groups or even picking them up from the airport when they arrive. Even if domestic students are scarce, as is the case in certain programs, international students who have been in the U.S. longer typically already have some tricks of the trade that they can share with newer students. International student centers provide a range of academic support services, including English classes, social activities, and networking opportunities. In general, international students on U.S. campuses report better social support than do domestic students.
Sometimes the most important source of support is staying in frequent contact with family and friends from home. The wonders of email, Skype, and telephones benefit students who are far away from their usual environment. Social support in its many forms actually provides a direct and a mediating effect on the stress and cultural adjustment of international students (Constantine et al., 2005).
Learning how to deal with cultural insensitivity is another protective factor. Many international students report some experiences with discrimination (Chavajay & Skowronek, 2008). In fact, some international students encounter racial and ethnic discrimination for the first time. If a questionable or explicitly discriminatory issue comes up, feeling prepared will help make the situation more comfortable for you and perhaps assist the other person in recognizing an unnecessary and possibly harmful stereotype.
Sometimes just pointing out a difference in cultural perspectives can help the other person reframe the situation. Don’t assume others know they are using language or a characterization that is offensive to you. Being clear about how you feel may prevent the same uncomfortable situation from reoccurring. The module on Recognizing Microaggressions provides information about experiences that reflect bias and ideas for responding. See also the module on Sexual Harassment if relevant to your situation.
All in all, international students are very successful academically and more satisfied with their programs than domestic students, despite the challenges of being in such a different environment (Chavajay & Skowronek, 2008). International students generally complete their PhDs at a higher rate than domestic students and do so in a shorter time period (University of California, 2021). Being equipped with personal strategies to manage American culture within the academic setting can help international students feel more prepared and be more resourceful.
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Dutta, D. (2015). Sustaining the pipeline: Experiences of international female engineers in US graduate programs. Journal of Engineering Education, 104(3), 326-344. https://doi.org/10.1002/jee.20077
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Hirai, R., Frazier, P., & Syed, M. (2015). Psychological and sociocultural adjustment of first-year international students: Trajectories and predictors. Journal of Counseling Psychology, 62(3), 438. https://doi.org/10.1037/cou0000085
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International Graduate Experience
Appreciation for advisor's assistance in transitioning to the US.
Experience as an International Grad Student
Challenges of being international and female, particularly with regards to an academic career and the choice to have children.
Ways to Cope with Minor Issues Related to Being a Woman
How to observe others' reactions to subtle comments in order to gauge an appropriate response.
Changing the System vs. Focusing on Cultural Barriers for Women
Suggestions for how to increase women's participation in science with an emphasis on policy change.
Distinguishing Customs and Roles in International Relations (Part 2)
Elaborates on the standard practice of science despite cultural differences.
Distinguishing Customs and Roles in International Relations (Part 1)
Highlights the universal customs of science.
Pros and Cons of an International Advisor
Experiences with an international advisor.
Words of Wisdom: Dr. Anderson-Rowland
The importance of finding a good advisor and making sure to get everything in writing
Explains that satisfaction comes from working with students and the opportunity to make new disco
Explains that satisfaction comes from working with students and the opportunity to make new disco
The importance of learning from mistakes and persisting despite setbacks.
The importance of learning from your effort, regardless of the outcome.
Advice on how to seek out support in graduate school and how to bounce back from setbacks.
Shares the excitement that comes from collaborating with others to make new discoveries.
Elaborates on the standard practice of science despite cultural differences.
Strategies for negotiating as a faculty member.
When it's time to graduate and when it's important to start learning on the job.
Highlights the transition into graduate level science where the answers aren't known.
The importance of goal setting and using others' experiences to make strong choices about your own p
Advice for balancing research and fun in graduate school.
Advice for students: stay focused, ask questions, and remain open-minded when working with others.
How to adapt experimental methods to match a lifestyle.
How to negotiate a schedule for raising a family and overcoming setbacks in a new career.
The importance of giving yourself credit and remembering why you are doing what you're doing.
The importance of peer relationships and the learning process that takes place despite concrete outc
Working with graduate students is a rewarding aspect of being a faculty member.
Advice for graduate students on how to maintain their confidence, courage, and dignity.
Emphasizes peer relationships and departmental climate.
How to handle being accused of having an affair with the advisor.
Explains an interdisciplinary branch of physics and the passion for research, service, and teaching.
Teaching as the impetus for work.
Discusses necessary precautions to take as a female student working late nights on campus.
Discusses necessary precautions to take as a female student working late nights on campus.
Being accused of cheating and regrets about not being more assertive.
Being accused of cheating and regrets about not being more assertive.
The importance of self-authorship and using graduate school as a process for self-definition.
Reminder that support can be found in unexpected places.
Urges female graduate students to persist in the field of mathematics because the field needs divers
How being unaware of being the only woman was advantageous to program success.
Alternatives to departmental isolation and the importance of networking.
Environmental issues faced in academia.
The importance of first impressions in choosing a graduate program.
Satisfaction comes from interacting with intelligent people across cultures.
Adjusting physical appearance to fit in with peers.
The importance of remembering that graduate school is only one part of a larger career.
Describes an incident of receiving a lower grade than a man for similar work.
The opportunity for freedom, growth, and collaboration as a faculty member.
How to survive the aftermath of a sexual harassment incident.
Highlights the gendered assumptions encountered as a faculty member.
The Importance of Having Positive Working Relationships: A Case Study
An alternative way to approach being the only woman in a given situation.
Contributions to the field are reflected through choices.
The importance of sharing stories of sexual harassment with others to gain support.
The importance of finding the right advisor to support your research goals.
How to handle being accused of having an affair with the advisor.
Explains when to confront a problem and when it may be better to maneuver around it.
How to be upfront, direct, and assertive when confronting instances of sexual harassment.
Highlights the universal customs of science.
Class performance builds confidence to remain in program.
Captures the annoyance of male colleagues making sexist assumptions and the challenges with conferen
The importance of recognizing the progress that has been made by women in science fields.
Advice for accomplishing your academic goals without making unnecessary compromises.
Emphasizes the challenge with saying no, but the importance of learning to do so.
How to make friends with colleagues to encourage a supportive environment.
Underscores the challenges that come from being the only woman in an academic department and gives s
Highlights an experience in which peers were not only colleagues, but also friends.
How the physical space in a laboratory allowed for collaboration among colleagues.
The importance of a good leader in setting standards for diversity, climate, and tenure policies.
How to observe others' reactions to subtle comments in order to gauge an appropriate response.
Urges students not to get wrapped into issues that do not directly involve them.
Departmental reactions to the choice to have children.
How to refute sexist comments and challenge gendered assumptions.
The importance of sharing stories of sexual harassment with others and realizing that you are not al
Confronting a male colleague with contradictory findings at a conference.
How colleagues can assist in making the transition into graduate life easier by sharing information
Captures the small but noticeable annoyances that come with being the only woman.
The importance of picking your battles to avoid unfair labeling.
Reminder that it is not necessary to feel comfortable socially to do good science.
Gender stereotypes faced in getting into graduate school and conducting research.
How to seek support from administrators outside the department when dealing with departmental sexism
The first realization that being a woman in science was outside the norm.
Challenges of being international and female, particularly with regards to an academic career and th
Suggestions for how to deal with sexist comments.
Playing a variety of roles as the only woman in the department.
The process of establishing yourself in the same department as your spouse.
Emphasizes positive peer relationships within her cohort.
The challenges of working in male-dominated academic environments and the negative stereotypes assoc
The feasibility of pursuing a family and science.
The importance of hearing other people's stories.
The importance of understanding priorities and allocating resources accordingly.
Advises how to keep family informed about research goals and progression from student to faculty mem
Explains some of the setbacks in dating relationships.
Advises students to continue to pursue their education because the payoff is self-respect.
The importance of believing in yourself, admitting your mistakes, and continuing to do what you love
How to accept non-traditional relationships and lifestyles in academia.
Notes the challenges of a dual career marriage and the obstacles in fighting for tenure and balancin
The process of overcoming setbacks related to career options and personal relationships.
How to balance motherhood responsibilities in graduate school.
The importance of supportive peer relationships.
Being married in graduate school and having children as a faculty member.
Advisor's experiences encourage well-informed career decisions.
The importance of a supportive network of colleagues.
Doing something useful to make a difference and how to appreciate a happy, supportive work environme
Taking time off before pursuing her PhD.
How a supportive department and a modified teaching schedule allowed for maternity leave.
How to sustain taking time off and pursuing the PhD later in life.
Advises how to keep family informed about research goals and progression from student to faculty mem
The importance of a supportive extended family in helping to balance school and children.
The importance of having a number of things in your life that bring you joy and satisfaction.
Understanding your strengths and weaknesses, but ultimately giving yourself recognition for your suc
The importance of learning over time and remaining positive in the face of criticism.
Motivation for doing work: interacting with students and doing research that can make a difference i
Emphasizes the challenge with saying no, but the importance of learning to do so.
The importance of remaining passionate and remembering that the PhD opens doors.
The importance of defining clear goals, remaining self-confident, and learning to say no.
The importance of allowing yourself the opportunity to change your mind and reconsider your goals.
The importance of knowing what you want and expecting tradeoffs on the path to get it.
Making discoveries and collaborating with others brings satisfaction.
Creating a schedule and meeting an advisor's expectations.
Advises graduate students to take a semester off if they choose to have a child because it is too ch
Explains the role children play in career choices.
Using leisure activities to relieve stress and build friendships.
The satisfaction that comes from working with colleagues and interacting with others.
The decision to get married in graduate school.
The importance of maintaining a balanced lifestyle to alleviate stress.
Addresses personal relationship sacrifices.
The importance of nurturing relationships outside of academia.
Explains the choice to have children in graduate school.
Challenges with being married to a fellow academician and finding faculty positions.
How a flexible schedule as a professor made it possible to have a family and a career.
The importance of evaluating your priorities to create balance and happiness.
Appreciation for advisor's assistance in transitioning to the US.
Emphasizes the joy in working with others and giving back to society.
Chronicles the evolution of a career over time.
Suggestions for how to increase women's participation in science with an emphasis on policy change.
The importance of being open and honest with your advisor.
How a positive advisor challenged his students to think for themselves.
Highlights the obstacles faced when trying to have research reviewed by the advisor and emphasizes t
The importance of having a variety of mentors throughout your graduate experience.
Challenges faced with establishing yourself as an independent researcher separate from an influentia
The importance of asking questions and searching for creative solutions to new problems.
The importance of finding a good advisor and making sure to get everything in writing.
Challenges in confronting the advisor with news of pregnancy.
Experiences with an international advisor.
How to maintain good relationships with colleagues while being motivated to finish the program qu
The importance of giving back to students and making an impact in their future education and care
An Arizona State University project, supported by the National Science Foundation under grants 0634519, 0910384 and 1761278
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. © 2021 CareerWISE. All rights reserved. Privacy | Legal
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