Abstract
In current internationalization research, international students tend to be considered a homogeneous group, overgeneralized as ‘internationals’ (Lee, 2014). The ‘international student experience’ is assumed to apply to all international students, but there are nuances in international students’ experiences (Heng, 2019). Jones (2017) notes that international student experiences are influenced by their personal, familial, and institutional backgrounds. In our first essay on this topic, we introduced different methodological approaches to study international student diversity. In this second essay, we present some key theoretical approaches on which scholars can develop their study and methods to explore and analyze international students' diverse experiences in U.S. higher education.
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