{"title":"“Mirroring Yourself”","authors":"Brittany Hyden, J. Coryell","doi":"10.32674/jis.v13i4.4746","DOIUrl":null,"url":null,"abstract":"Transitioning to graduate school in the United States presents many challenges for international students including culture shock, academic shock, language barriers, and homesickness. As universities continue to bring international students to their classrooms, it is imperative that they feel welcome and supported. To this end, a university in the Southwest United States employed a peer mentor circle program aimed at easing the transition for international graduate students as they began their programs. Using Schlossberg’s (2011) transition theory, this study examined the moving in and moving through phases of eight new international graduate students as they participated in the peer mentor circle program with six current international graduate students. The study provides insight into the moving in phase of new international graduate students and found that the peer mentor circle program eases transition to graduate school and fosters movement toward the moving through phase of the transition model.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of International Students","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32674/jis.v13i4.4746","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Transitioning to graduate school in the United States presents many challenges for international students including culture shock, academic shock, language barriers, and homesickness. As universities continue to bring international students to their classrooms, it is imperative that they feel welcome and supported. To this end, a university in the Southwest United States employed a peer mentor circle program aimed at easing the transition for international graduate students as they began their programs. Using Schlossberg’s (2011) transition theory, this study examined the moving in and moving through phases of eight new international graduate students as they participated in the peer mentor circle program with six current international graduate students. The study provides insight into the moving in phase of new international graduate students and found that the peer mentor circle program eases transition to graduate school and fosters movement toward the moving through phase of the transition model.
期刊介绍：
The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.
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