PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

The adjustment process, also interchangeably referred as a transition or adaptation process, is a stage that every international student went through as part of their study abroad experiences. For international graduate students, their pursuit represents an important milestone in their self-development and personal growth. However, adjusting to a new educational and social environment can be challenging. During this important starting point of their academic journey, what are the key aspects that shaped the adjustment experiences of these international graduate students? This study explored the narratives of international graduate students of their adjustment process to academic life in the United States using the integrated acculturation framework using a naturalistic qualitative inquiry process. Participants’ selection includes criterion sampling and maximum variation strategy to elect international students who were at least completing his or second semester in a current graduate program. In total, 9 participants were selected based upon different countries of origins and program majors and having both male and female and doctorate and master level participants in this study. The findings show that these international graduate students experienced varied adjustment experiences, impacted by motivation, personality, coping strategies, and social support received. All the participants also reported having a varying set of growth as a result of the adjustment process. The recommendations include providing more support geared towards academic well-being and creating a supportive culture among faculty and other students on the diversity and difference these international graduate students bring on campus.

• Adler, P. (1975). The transitional experience: An alternative view of culture shock. Journal of Humanistic Psychology, 15(3), 13-23.

• Ahrari, S., Krauss, S. E., Suandi, T., Abdullah, H., Sahimi, A. H. A., Olutokunbo, A. S., & Dahalan, D. (2019). A stranger in a strange land: Experiences of adjustment among international postgraduate students in Malaysia. Issues in Educational Research, 29(3), 611-632.

• Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131-154. https://doi.org/10.1177/1475240906065589

• Berry, J. W. (1990). Psychology acculturation. In R. W. Brislin (Ed.), Applied cross-cultural psychology (pp. 232-253). Sage.

• Berry, J. W. (1992). Acculturation and adaptation in a new society. International Migration, 30(1), 69-85.

• Berry, J. W. (1997). Immigration, acculturation and adaptation. Applied Psychology: An International Review, 46(1), 5-34.

• Birman, D. (1994). Acculturation and human diversity in a multicultural society. In E. J. Trickett, R. J. Watts, & D. Birman (Eds.), Human diversity: Perspectives on people in context (pp. 261-284). Jossey-Bass Publishers.

• Bocher, S. (2006). Sojourners. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 181-197). Cambridge University Press.

• Brown, L., & Holloway, I. (2008). The adjustment journey of international postgraduate students at an English university: An ethnographic study. Journal of Research in International Education, 7(2), 232-249. https://doi.org/10.1177/1475240908091306

• Bui, T. A. (2021). Becoming an intercultural doctoral student: Negotiating cultural dichotomies. Journal of International Students, 11(1), 257-265. https://doi.org/10.32674/jis.v11i1.1272

• Chen, Y., & Ross, H. (2015). Creating a home away from home: Chinese undergraduate student enclaves in US higher Education. Journal of Current Chinese Affairs, 44, 155-181.

• Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.

• Clark-Ibanez, M. (2004). Framing the social world with photo-elicitation interviews. American Behavioral Scientist, 47(12), 1507-1527. http://dx.doi.org/10.1177/0002764204266236

• Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002

• Denzin, N., & Lincoln, Y. (Eds.). (1994). Handbook of qualitative research. Sage.

• Faiz, N. S. M., Awang, H., & Maziana, M. (2017). Narrowing communication gaps in teaching international students. Pertanika Journal of Social Science and Humanities, 25(S), 215-222.

• Garcia, J. G., DiNardo, J., Nuñez, M. I. L., Emmanuel, D., & Chan, C. D. (2020). The integrated acculturation model: Expanding acculturation to cultural identities in addition to race and ethnicity. Journal of Multicultural Counselling and Development, 48(4), 271-287. https://doi.org/10.1002/jmcd.12199

• Gardner, S. K. (2008). “What’s too much and what’s too little?”: The process of becoming an independent researcher in doctoral education. The Journal of Higher Education, 79(3), 326-350. https://doi.org/10.1353/jhe.0.0007

• Hall, L. E. (2005). Dictionary of multicultural psychology: Issues, terms and concepts. Sage.

• Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13-26. https://doi.org/10.1080/14725860220137345

• Harris, K. A. (2003). International students in cross-cultural transitions: A narrative inquiry [Doctoral dissertation, Rowan University]. ProQuest Dissertations and Theses database.

• Hashim, H. A. (2012). Perceived barriers to recreation sport participation in university students: A comparison between international and local students in the United States. Pertanika Journal of Social Science and Humanities, 20(1), 197-203.

• Hess, J. D. (1994). The whole world guide to culture learning. Intercultural Press.

• Hotta, J., & Ting-Toomey, S. (2013). Intercultural adjustment and friendship dialectics in international students: A qualitative study. International Journal of Intercultural Relations, 37(5), 550-566.

• Institute of International Education. (2020). International students in the United States: 2020 fast facts. Open Doors. https://opendoorsdata.org/fast_facts/fast-facts-2020/

• Kim, Y. Y. (2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Sage.

• Kingston, E., & Forland, H. (2008). Bridging the gap in expectations between international students and academic staff. Journal of Studies in International Education, 12(2), 204-221. https://doi.org/10.1177/1028315307307654

• Lin, S.-Y., & Scherz, S. D. (2014). Challenges facing Asian international graduate students in the US: Pedagogical considerations in higher education. Journal of International Students, 4(1), 16-33.

• Lovitts, B. E. (2005). Being a good course-taker is not enough: A theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137-154. https://doi.org/10.1080/03075070500043093

• Masgoret, A., & Ward, C. (2006). Culture learning approach to acculturation. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 58-77), Cambridge University Press.

• Mazzarol, T., & Soutar, G. N. (2002). “Push-pull” factors influencing international student destination choice. The International Journal of Educational Management, 16(2), 82-90. https://doi.org/10.1108/09513540210418403

• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.

• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods (2nd ed.). Sage.

• NAFSA. (2020). The United States of America: Benefits from International Students. https://www.nafsa.org/sites/default/files/media/document/isev-2020.pdf

• Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage.

• Pederson, P. (1995). The five stages of culture shock. Greenword Press.

• Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. Hatch & R, Wisniewski (Eds.), Life history and narrative (pp. 5-21). The Falmer Press.

• Sam, D. L. (2006). Acculturation: Conceptual background and core components. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 11-26), Cambridge University Press.

• Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. (2008). Loneliness and international students: An Australian study. Journal of Studies in International Education, 12(2), 148-180. https://doi.org/10.1177/1028315307299699

• Searle, W., & Ward, C. (1990). The prediction of psychological and sociocultural adjustment during cross-cultural transitions. International Journal of Intercultural Relations, 14(4), 449-464. https://doi.org/10.1016/0147-1767(90)90030-Z

• Schwandt, T.A. (2007). The SAGE dictionary of qualitative inquiry (3rd ed.). Sage.

• Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2-52). Sage.

• Trice, A. G., & Yoo, J. E. (2007). International graduate students’ perceptions of their academic experience. Journal of Research in International Education, 6(1), 41-66. https://doi.org/10.1177/1475240907074788

• Wang, J. (2009). A study of resiliency characteristics in the adjustment of international graduate students at American universities. Journal of Studies in International Education, 13(1), 22-45. https://doi.org/10.1177/1028315307308139

• Wolf, D. M., & Phung, L. (2019). Studying in the United States: Language learning challenges, strategies, and support services. Journal of International Students, 9(1), 211-224.