Abstract
The learning gaps of immigrant and international student groups on the increase in American college campuses raise the challenges of ensuring educational equity and inclusion for minoritized students. This mixed-methods study is based on transformative education and asset model, challenging conventional deficit views about immigrant and international student groups marginalized as aliens in American colleges and universities. Quantitative analysis of the U.S. national longitudinal data reveals diverse patterns of learning gaps among these groups in which high-impact practices (HIPs) influence the chances of 4-year college degree completion with full-time job employment and graduate/professional school enrollment. Qualitative analysis of interview cases offers further insights into ecological challenges, opportunities, and strategies for recognizing immigrant and international students as assets and improving both academic and sociocultural readiness for their college success.
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