Abstract
International students face challenges as they transition to higher education in the United States. In this article, we explore that transition process when it intersects with an institution in a rural setting. We used Schlossberg’s transition theory—with a particular emphasis on the 4Ss of situation, self, support, and strategies—as the theoretical framework for this case study, and we found that the situation for international students in this transition was fraught with concurrent stressors of isolation, food, and safety. While their sense of self included a strong desire to experience United States culture and language, they struggled apart from familiar support networks, leaving them reliant upon the institution of higher education for support. When struggling through the transition process, students often used the strategies of social withdrawal and inhibition of engagement behaviors. We conclude with recommended interventions to situational stresses for rural institutions and further research opportunities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: TeacherScholar Journal of the State Comprehensive Universit
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.