Student Visa Research Articles

Experiences and Challenges of University International Students During Covid-19: A Qualitative Study

ABSTRACT International university students faced unique COVID-19-related challenges and stressors, as well as anti-Asian xenophobia, discrimination, and student visa regulations during the COVID-19 pandemic in 2020. This qualitative data analysis study aimed to understand international university student’s unique challenges and experiences during the COVID-19 pandemic. Through phenomenological and trajectory analyses on 10 international university students’ interviews conducted in April 2020 and again in November 2020, the results showed that international students reported changes in experiences during the COVID-19 pandemic, stressors, and coping strategies over the course of six months. Implications of the findings, as well as limitations and future directions, were discussed.

Visa policy and international student migration: evidence from Canada

Abstract This article examines how visa policy affects international student migration. Using administrative data on community colleges in Canada, we evaluate a reform that introduced a new visa stream—the Student Partners Program (SPP)—with shorter processing times and higher approval rates for student visa applicants able to demonstrate that they have the financial resources and language skills to succeed academically. Using a triple difference estimator, we find that SPP increased student migration from treated countries by 34% relative to what would have occurred without the reform, and that this effect materialized only among students from origin countries suffering from low approval rates. Moreover, we show that higher enrollment was driven in roughly equal proportions by an increase in visa approval rates and the volume of visa applications, suggesting that the policy helped reduce statistical discrimination and increased the attractiveness of treated institutions. We also leverage the SPP reform to investigate potential crowding-out effects. While inflows of international students did not reduce the number of domestic students enrolled at Canadian community colleges, the reform helped foreign enrollment outpace domestic enrollment by crowding-in international students from countries that were not eligible to SPP.

Presence of Anxiety or Depression Feelings and Its Associated Risk Factors among Immigrants in Korea: A Nationwide Cross-Sectional Study.

The influx of immigrants into Korea has increased in recent years, affecting Korean society and the healthcare system. This study analyzed the frequency of anxiety and depression in immigrants, which negatively affects their quality of life. We analyzed data from a 2020 survey on the Health Rights of Migrants and the Improvement of the Medical Security System. Bivariate analyses and a multiple logistic regression model were used to identify the risk factors associated with the presence of anxiety or depression among immigrants. We included 746 immigrants, 55.9% of whom were female. The overall rate of anxiety or depression was 31.77%, with 38.3% in females, which was significantly higher than the 26.62% in males. The frequency of anxiety and depression was also strongly associated with certain immigrant groups, including immigrants of African or Western Asian origin (over 64%); those with student visas (60.53%); those who self-reported poor health (52%), physical or mental disabilities (69.23%), or chronic diseases (58.43%); and those facing difficulties accessing medical services (59.47%). This study showed the frequency of feelings of anxiety or depression and associated risk factors among immigrants. These findings may have implications for policymakers in reducing the likelihood of developing anxiety or depression in the future and improving the quality of life of immigrants in Korea.

Immigration regulations as frame of reference: trade-off between precarious employment and precarious legal status among US student-migrant-workers

ABSTRACT Although ‘student-migrant-workers’ is increasingly recognised as an important subcategory of temporary, high-skilled and ‘backdoor’ migrants, research on this group and their participation in the labour market, especially their entering precarious employment, remains limited. Using in-depth interview data with participants in the US F-1 OPT program, a type of post-graduation work permit, this study explores why many student visa holders enter temporary agency work, a precarious employment form. Findings suggest that student-migrant-workers make employment choices within the frame of reference of immigration regulations, weighing their labour market disadvantages against these regulations’ restrictions and offered opportunities. Despite the inherent employment precariousness of temporary agency work, student-migrant-workers find them a viable solution for managing their precarious legal status and the unfavourable labour market position. The employment has the potential to facilitate maintaining their legal residence, extending work authorisations and transitioning to a ‘front door’ entry.

International Educational Consultancies and Students Migration from Nepal

An increasing number of Nepali students are going abroad each year for further studies. The recent trend is more of going for further studies at the undergraduate level rather than the previous patterns of going for graduate and postgraduate research degrees. These students often take the support of educational consultancies to facilitate their recruitment for international education. Along with this, there is a parallel increment of international educational consultancies in motivating and facilitating students to go abroad for further studies. In essence, these students who take the help of such brokering agencies often go on a “student visa”. Ethnographic information acquired from the field study conducted in Kathmandu Valley is the fundamental basis of the development of this article. Interviews and observations were the main techniques through which information was collated which were later on thematically analyzed to reach the conclusions of this study. These agencies have devised various strategies to recruit and convince students about the value and significance of international education. This article also highlights that these educational consulting firms are thriving in Nepal in a liberal economic context vis-à[1]vis the unhindered power of the globalization process.

미국 의회의 입법적 거부권에 관한 연구

For more than half a century in the United States, congressional or legislative vetoes have been adopted and used as a means of balancing power between the administration, especially the president and the federal parliament. Since the 1930s, when the Federal Assembly was unable to effectively exercise legislative power, it has gradually delegated legislative power to the President and the Administrative Committee, and the Federal Assembly adopted the veto as a preliminary legislative procedure to monitor the exercise of such delegated power. In general, legislative veto power refers to the delegation of legislative power to the president or administrative agency somewhat broadly, but the Congress has a veto on the exercise after the fact. In other words, this can be seen as a legislative mandate conditional on the rejection of Congress. Legislative veto power has its origins in the laying system, a precedent for the British Parliament. The return system is a system in which laws and regulations enacted by the administration are returned to the council to deliberate upon the delegation of the council, but are not recognized for effect if approval is not obtained. In the United States, legislative veto power was introduced by the Federal Assembly after the Great Depression in the 1930s to strengthen control over the administration's regulatory policies. In the 1970s, legislative veto power expanded rapidly. In the mid-1970s, Congress granted legislative vetoes to more than 100 laws. These legislative vetoes have contributed to strengthening Congress' control over the administration's regulatory policies. However, the legislative veto has caused a number of problems. First, the legislative veto system further delays the establishment of rules that are being delayed. Second, if Congress actually considers legislative veto power, the administrative committee and the parliament's competent standing committee will be sharply opposed, resulting in delays in administration. Third, criticism has been raised that the legislative veto increases the workload of Congress. Fourth, criticism has been raised that the legislative veto weakens and confuses judicial control over the administrative committee. The legislative veto, which has functioned as a strong means of control of legislative power delegation, was ruled unconstitutional in the 1983 Chadha ruling. This case is a case in which deportation of foreigners is a problem, and the background is as follows. Chadha, an East Indian, was on the verge of being deported from the country after his student visa period had elapsed. However, in 1974, Chadha requested an order to suspend deportation from the Minister of Justice based on the provisions of the Immigration and Nationality Act due to the difficulties of living following deportation abroad, and finally obtained the permission. However, the law gave the Senate or the House of Representatives the power to reject the Minister of Justice's decision by a simple resolution, and the House of Representatives passed a resolution rejecting the Minister's order to suspend deportation order. Eventually, in 1976, Chadha was finally ordered deported. In 1983, the Supreme Court ruled by 7:2 that the legislative veto under the Immigration and Nationality Act violates the Constitution in that it violates the transfer clause (Article 1, Paragraph 7, No. 3) and the bicameral clause (Article 1, Paragraphs 1 and 7 of the U.S. Constitution). In the Chadha case, it is evaluated that any form of legislative veto is unconstitutional. The ruling has shocked Congress and is expected to further affect the political process in the United States. Immediately after the Chadha ruling, the Congress came up with its own alternative. The most extreme opinion was to recognize the legislative veto as a prestigious through the revision of the current law or to deprive the Administrative Committee of its authority to enact rules at all, but it did not gain much sup

THE CURIOUS CASE OF FAUX-EDUCATIONAL TOURISM IN THAILAND

The paper explores the phenomenon of "Faux-educational tourism" in Thailand, a newly conceptualized construct that is better defined as a form of migration with explicit non-academic purpose, but where the visit is legalized through the academic status of a visitor. As such, this work examines the experience of using student visas as a source of prolonged stay in the country and the factors that have an impact on the country’s economy.

Exploring the Perception of Division I Coaches and Administrators About International Collegiate Athlete Exclusion From Name, Image, and Likeness Opportunities

On July 1, 2021, the National Collegiate Athletic Association suspended its amateurism bylaw, allowing states to pass name, image, and likeness legislation. This opened the floodgates in intercollegiate athletics, allowing student-athletes to earn income and other financial incentives by engaging in sponsorships and other commercial deals with companies and organizations. Despite this, international collegiate athletes are currently prohibited from monetizing name, image, and likeness opportunities in the United States due to exclusionary restrictions on the F1 student visa status. There has been limited discourse regarding this near exclusion, leaving international collegiate athletes a silent group with few advocating for changes to ensure equity. This preliminary study investigates the perceptions of National Collegiate Athletic Association Division I intercollegiate athletic practitioners and coaches on the impact this exclusion can have on a wide range of issues, including recruiting, team dynamics, and job function. Findings suggested there are five main areas where this legislative gap will have an impact, including education, finance, diversion, equity and fairness, and American exceptionalism.

Work-integrated learning placement in engineering education: a comparative contextual analysis of public universities in Malawi, Namibia and South Africa

PurposeThe study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.Design/methodology/approachThe study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.FindingsThe study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.Originality/valueThe study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.

Social Media as a Mechanism for Developing and Reproducing Migration Strategies (Using the Example of Digital Platform Profiles of Russian-Speaking Migrants in Korea)

This article analyzes texts written by users of Russian-language digital communication platforms on the topic of emigration to the Republic of Korea. The purpose of the study was to determine what meanings are attributed to the Republic in these texts, and how these images can affect the migration strategies of Russian-speaking migrants. The texts were sourced from relevant communities inside the largest social networks by the number of Russian-speaking users. The research method of choice was discourse analysis. Korea was regarded as an intersectional symbol that combines “migrant” texts into a single discourse. Its significance was determined by means of the authors of the messages constructing associations between the host country and certain situations and actions. It was established that pendulum migrants working in the country illegally, educational migrants, intermediaries, and communities of fans of Korean popular culture are most actively involved in shaping the image of Korea within the considered social media platforms. The messages posted by those users who focus on the shadow segment of the labor market portray Korea as a country that deals with visitors employed in this segment in as lenient a manner as possible. During the visa-free period, you can earn more here than in six months back home, without knowing the language and without having any skills, after which you can go home and return to Korea again once the money you earned has run out. This group describes the following strategy: you enter the country as a tourist for 60 days, and find a job on “samushil” or through an intermediary. Then return to Russia temporarily, or stay in Korea illegally, or use such mechanisms as political asylum and marriage of convenience. Educational migrants describe Korea as a developed, safe and wealthy country, with optimal conditions for permanent residency. Many describe the following strategy: get into the country on a student visa, receive an education, find a job in areas somehow related to servicing Russian-speaking migration flows. Some count on legalization through marriage to a member of the host community. Groups dedicated to Korean popular culture associate the Republic with a male idol, overconsumption, scenery and drama characters. Their users might describe either of the strategies mentioned above. A group of intermediaries reproduces the images conveyed by the texts produced by illegal migrants and k-pop communities, idealizing Korea and omitting the numerous difficulties and risks associated with staying there. Intermediaries essentially provide customers with the opportunity to become a part of this image by selling them paths of migration to and integration in Korea, which are often utilized by pendulum and educational migrants. According to G. Klein’s model of decision-making in a situation of uncertainty, it can be assumed that “migrant” social media containing these images contribute to the dissemination and reproduction of appropriate migration strategies, influencing the direction and content of migration flows between Korea and the CIS countries.

Best and brightest? The impact of student visa restrictiveness on who attends college in the US

Before the COVID-19 pandemic, student F-1 visa applicants faced a 27 percent refusal rate that varies by time and region. Recent immigration policies have created uncertainty in whether international students will receive their visas. Using data on the universe of SAT takers between 2004 and 2015 matched with college enrollment records, we examine how the anticipated F-1 visa restrictiveness influences the enrollment of international students in the US. Using an instrumental variables approach, we find that a higher anticipated F-1 student visa refusal rate decreases the number of international SAT takers, decreases the probability of sending SAT scores to US colleges, and decreases international student enrollment in the US. The decreases are larger among international students with higher measured academic achievement. We also document academic achievement of international students and show that over 40 percent of high-scoring international SAT takers do not pursue US college education.

ISM Policy Pervasion

With more and more literature on international student mobility and migration (ISM), one area of focus has often been overlooked: the impacts of student visas and study permits. Examined through an institutionalist framework highlighting the influences of institutions on individuals and their agency, this study describes how visa and study permit policies pervades international students’ lives in a variety of ways. Interview data collected from 40 international students who study in Australia, Canada, and the United States were analyzed to uncover themes from these host countries. Drawing on these interviews to outline the concept of ISM policy pervasion, the findings of this study show that visa policies affect international students in wide ranging ways. In addition to providing empirical evidence for ISM policy pervasion, this article also lays the groundwork for further studies that delve into the practical impacts of student visa and study permit policies around the world.

Assessing Impact of Study Abroad on Graduation Rates of Underrepresented Students

Assessing Impact of Study Abroad on Graduation Rates of Underrepresented Students Tory L. Brundage (bio), Gayle Christensen (bio), Anne K. Althauser (bio), and Sudha Sharma (bio) EXPANDING INTERNATIONAL EDUCATION Fueled by globalization, technological advances, and more accessible travel, the role of international education on college and university campuses has had a period of immense growth. According to the Institute of International Education's 2019 Open Doors report, just over 340,000 US students participated in a study abroad program for credit during the 2017–2018 academic year. The number of students choosing to study abroad has steadily increased over the past 25 years. Immediately prior to the COVID-19 global pandemic, 10.9% of all undergraduates in the US studied abroad at some point while pursuing their degree. This rapid expansion has largely been welcomed on college campuses due to globalization and the sense that such opportunities can be transformational for students. Consequently, there is interest among administrators, scholars, instructors, and policymakers to better understand the effects of study abroad on student learning and outcomes. Though the COVID-19 global pandemic caused an unprecedented decrease in international education, the enduring forces of globalization will likely yield a strong return to study abroad programming when permitted and safe (Marginson, 2020). As such, it remains important to understand and assess outcomes related to study abroad participation at an institutional level. ASSESSING STUDY ABROAD The student success literature has evolved a substantial interest in understanding and implementing high-impact practices, aspects of the college student experience that positively influence college persistence and completion rates (Kuh, 2008). A promising supposition of Kuh's 2008 work was the notion that high-impact practices would not only increase student engagement and degree completion but that the effect would also be evident among historically underserved student populations. Additionally, the existing racial and ethnic disparities in higher education have led some to call for a more targeted focus on graduation rates across racial and ethnic student populations to identify the most impactful practices (Johnson & Stage, 2018; Stohs & Schutte, 2019). While multiple studies have examined the effect of studying abroad on graduation rates (Haupt et al. 2018), few have explored [End Page 239] how that effect may vary across student populations (Bell et al. 2021). Given that students of color have been consistently underrepresented in study abroad programs (International Institute of Education, 2019), there is a gap in the literature assessing study abroad for students of color as a high-impact practice. This inquiry aimed to (a) advance a common research model proposed in the literature for assessing study abroad and (b) use this model specifically to measure the impact of studying abroad on graduation rates for historically underserved student populations. METHODS This analysis used the Leveraging Education Abroad Participation for Graduation (GRAD LEAP) model (Haupt et al., 2018), which calls for a common approach to data analysis when exploring questions about the impact of education abroad on college student graduation rates. Study Setting and Participants This was a retrospective analysis of deidentified data accessed through an internal student database at a large, public research institution on the West Coast of the US. The campus has a formal Office of Study Abroad that supports students with selecting and participating in a wide range of international education programs offered by the institution. Additionally, the office has an adviser focused on equity and access, as well as a needs-based scholarship program for studying abroad. Furthermore, and relevant to this study, there are TRIO programs and Educational Opportunity Program offices that support students of color through a wide range of efforts, as well as race-conscious pipeline programs available in many academic pathways. The program offerings are similar to those offered at many large public institutions in the US. The study included enrollment and student academic records from first-time, first-year, and fully matriculated undergraduate enrollees during the 2012, 2013, and 2014 academic years. International students, defined as those studying on an F1 student visa, as well as students admitted through the transfer or post-baccalaureate application processes, were excluded. Using these criteria, a total of 15,620 unique records were included in the analysis. Within this overall population, 2...

Supporting DACA recipients and international students pursuing careers in medicine: A pilot program for advisors.

The United States (U.S.) health professions are becoming more invested in diversity. Information on students who are undocumented or recipients of Deferred Action for Childhood Arrivals (DACA), and international students on student visas entering U.S. medical education is sparse. Few programs offer targeted training for educators on advising students who are undocumented, DACA recipients, or on a visa. We piloted a virtual program for pre-health advisors and educators on supporting students who are undocumented or recipients of DACA and international students transitioning to medical school. Program evaluation consisted of an anonymous retrospective pre-post survey. Of 117 registrants, 40% completed the survey. Prior to the program, most participants indicated that they were unsure or thought students were ineligible for financial aid during medical school if they were DACA recipients (40% unsure, 26.6% ineligible) or on a student visa (30% unsure, 30% ineligible). After the program, most respondents reported students were eligible for merit scholarship or private loans with DACA (66.6% eligible) or an international student visa (60% eligible). Perceptions of students with DACA being able to lawfully practice medicine in the U.S. changed from pre-program (43.3% unsure or not eligible) to post-program (90% eligible). Participants indicated they were more confident advising DACA recipients and international students post program. This virtual program was an effective step in providing support for advisors who are assisting non-citizen or permanent resident students start their careers in healthcare. Our findings show the need for more information on advising students who are DACA recipients, undocumented, or on student visas prior to matriculating to medical school and throughout training.

A Bird’s-Eye View over Sydney: Animal Imagery in Amnesty by Aravind Adiga

The creative and meaningful use of animal imagery plays an important role in Aravind Adiga’s novels. In his previous works, such as the 2008 Booker-prize-winning The White Tiger and Last Man in Tower (published in 2011), animal references frequently feature in the narration, thus conveying multi-layered meanings. However, animal references become particularly noticeable in Amnesty, his latest novel published in 2020. The aim of this paper is to investigate the use of animal imagery in Amnesty and unravel some of its possible meanings. Starting from interpretations of animal metaphors related to humans, the paper will then put under scrutiny other interpretations of animal references which progressively enlarge their reach, thereby involving not only the city of Sydney, but the whole novel. By making reference to specific passages, I will explore the meanings of the animal imagery with respect to the illegal immigrants, their condition and to isolation, which acquires particular relevance, since the narrator is a Sri Lankan illegal immigrant who initially reached Australia thanks to a student visa. Furthermore, other interpretations of the animal references could revolve around the city of Sydney, its curious representation as a jungle and its representational use of animal imagery in the coat of arms and official contexts. Finally, light will be shed on the interesting role played by animals in pivotal scenes and their unexpected powerful revelations, which allow readers to better understand some episodes in the novel and interpret them from a different, enlightening perspective.

The Role of Commercial Diplomacy in Promoting India as a Destination for Higher Education: A Case Study of Sudan

There are several studies on the internationalization of higher Education in India. However, most of these studies are based on initiatives that have been taken up by private universities in India. Indian Embassies and Consulates (Indian Missions) around the world play an important role in promoting India as a destination for higher education among foreign students. Indian Missions become the first interface for foreign students travelling to India. Sudan is the third largest African country, with a population of over 45 million. India is one of the preferred destinations for Sudanese students travelling abroad for higher studies. Annually about 1500 students travel to India for higher studies, mainly to Pune, Mumbai, Hyderabad, Chennai and Bangalore. A study was conducted on students who have completed University education in India to understand the role of Commercial Diplomacy and Indian Missions in promoting India as a destination for higher education. The outcome of the study provides insights into the importance of Commercial Diplomacy and the role of Indian Missions in promoting India as a destination for Higher Education. Outreach events to promote India as a destination for Higher Education and facilitation of Student visas play a major role in students choosing India as a destination for higher education.

Exploration and Practice of Electronic, Networked and Intelligent Methods for Basic Medical Science Education to Develop Pathology Interest

Abstract Introduction/Objective In response to the sudden COVID-19 pandemic, the Chinese government has restricted student visas for international students as part of an emergency "zero COVID" plan. As a result of these border closures, most international students enrolled in Chinese medical universities have not returned to campus for more than 2.5 years and have continued their medical education online. Basic medical science study has continued relatively smoothly compared to clinical apprenticeships, which focus more on clinical traineeship and practice. How to turn the crisis caused by the pandemic into an opportunity to improve the level of basic medical science education and level of pathology interest in our school is the topic explored in this paper. Methods/Case Report The methods proposed in this study include the intelligence of artificial intelligence technology and adaptive teaching tools for teaching students in accordance with their aptitude, interactive microscopic slides and gross pathology recognition methods based on computer graphics technology, and Internet-based group learning and large group discussions. All the advantages of traditional classroom teaching are therefore included and some overcome the shortcomings of traditional classroom teaching. Results (if a Case Study enter NA) Grades in 2019-2020 school year basic medical science courses were obtained. In this school year, the first semester was traditional education on campus and the second semester was online using the method described in this paper. Second semester grades were 17.2% higher than the first. USMLE Step 1 performance was another measured outcome because it focuses on basic science and pathology. A good outcome on this exam was obtained and the teaching method proposed in this paper is verified. Conclusion The author is preparing to expand the sample size to further verify, improve, and perfect the method proposed in this paper, so as to promote the depth and breadth of basic medical education and continuing success from education into success in pathology careers.

A note on KiwiSaver and migrants on temporary visas

New Zealand’s (NZ) current policy setting excludes migrants on work or student temporary visas from joining KiwiSaver (KS). Migrants on temporary visas, therefore, cannot access a savings vehicle that makes saving for retirement convenient and provides financial incentives to save. This research note estimates the extent of this migrant KS ineligibility issue. We use linked administrative data to create a cohort of 70,000 NZ migrants on temporary work or student visas in 2009 and follow them for ten years. Results show that after five years, over half of the cohort live overseas and about 10,000 remain on temporary visas and hence are still ineligible for KS. Using KS enrolment of a comparison group of resident-class migrants over the same time period, we estimate that just over half of employed temporary migrants might have potentially joined KS if eligible. The lost individual KS contributions range between $36,000 and $51,000 by time the migrant reaches 65 years old. Our findings contribute to the policy debate of whether the eligibility criteria of NZ’s KS scheme should be revised to allow temporary visa holders to join.

COVID-19 and Student Life

While COVID-19 affected all segments of the population, vulnerable social groups, including international students, were disproportionately affected. The primary objective of this study was to explore COVID-19-related experiences of African international graduate students (AIGS). Qualitative data were collected through in-depth interviews with 15 AIGS. Interviews were audio-recorded, transcribed verbatim, and thematically analyzed. Participants reported experiencing fear of the virus and anxiety about their health and their family members (individual), feelings of isolation and depression because of reduced social engagement and lack of familial support (interactional), dealing with work restrictive student visas, and loss of work opportunities (environmental/structural). The person-in-environment (PIE) and Ubuntu philosophy were useful lenses to understand the findings in the context of COVID-19 given its socio-cultural connection to AIGS.Understanding the experiences of AIGS can help inform better approaches, including institutional and national policy changes, to support not only AIGS but also vulnerable international students during pandemics.

Peer Mentorship for International Medical Students in the United States.

To the Editor: International students in U.S. medical schools face unique challenges. After enrolling in medical school, international students must strategically prepare for matching into residency programs that sponsor visas while engaging with meaningful extracurricular opportunities within the restrictions set forth by their student visas. As citizens of Nicaragua and Canada, respectively, who have encountered difficulties when finding answers to questions specific to our international status in undergraduate and postgraduate medical training, we suggest medical schools facilitate peer mentorship initiatives intended for international medical students. An important reason for this difficulty is the low number of enrolled international medical students in the United States. For example, of the 2020–2021 matriculating students to allopathic medical schools in the United States, only 131 out of 22,329 matriculants had a legal residence abroad. 1 In turn, medical schools may be relatively limited in providing nuanced, experience-based career guidance and support to their international students. Navigating the limited and different visa options for postgraduate training—in addition to identifying residency programs that even consider international applicants—can be challenging. This compounds the many challenges medical students face in general, including the uncertainty of matching to a residency program and the impact of the COVID-19 pandemic on each application cycle, setting up international medical students for a more complex journey in medical education than their U.S. peers. Given the few international U.S. medical graduates, and the limitations in career counseling for this population, there is a need for well-informed mentorship and guidance. Peer mentorship initiatives that connect international medical students with each other remain largely underused by medical schools. Although medical schools often offer peer mentorship programs in which more senior students provide academic advice and support to newer students, this approach is insufficient for international students who require guidance in the context of their specific situation. Instead, medical schools should proactively connect international medical students to each other across class years and, just as importantly, to their international alumni. Individuals who have navigated the many barriers present for international medical students in the United States are more likely to provide focused, experience-based support. Facilitating these relationships early in medical school may result in other benefits, including involvement with scholarship and research activities. Ultimately, international medical students in the United States have left their home countries and families to serve the U.S. people. Medical schools that admit international students should place value in using every possible tool to propel them to a successful career in medicine. Acknowledgments: The authors would like to thank the deans of the Warren Alpert Medical School of Brown University for supporting their medical training in the United States.