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Dare to Hope: A Critical Examination of Culturally and Linguistically Diverse International Students – Graduate Students' Experiences in the Southeastern United States

Dare to Hope: A Critical Examination of Culturally and Linguistically Diverse International Students – Graduate Students' Experiences in the Southeastern United States

Dorota Silber-Furman, Lisa Zagumny
Copyright: © 2018 |Pages: 12
ISBN13: 9781522534518|ISBN10: 1522534512|EISBN13: 9781522534525
DOI: 10.4018/978-1-5225-3451-8.ch009
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MLA

Silber-Furman, Dorota, and Lisa Zagumny. "Dare to Hope: A Critical Examination of Culturally and Linguistically Diverse International Students – Graduate Students' Experiences in the Southeastern United States." International Student Mobility and Opportunities for Growth in the Global Marketplace, edited by Krishna Bista, IGI Global, 2018, pp. 135-146. https://doi.org/10.4018/978-1-5225-3451-8.ch009

APA

Silber-Furman, D. & Zagumny, L. (2018). Dare to Hope: A Critical Examination of Culturally and Linguistically Diverse International Students – Graduate Students' Experiences in the Southeastern United States. In K. Bista (Ed.), International Student Mobility and Opportunities for Growth in the Global Marketplace (pp. 135-146). IGI Global. https://doi.org/10.4018/978-1-5225-3451-8.ch009

Chicago

Silber-Furman, Dorota, and Lisa Zagumny. "Dare to Hope: A Critical Examination of Culturally and Linguistically Diverse International Students – Graduate Students' Experiences in the Southeastern United States." In International Student Mobility and Opportunities for Growth in the Global Marketplace, edited by Krishna Bista, 135-146. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3451-8.ch009

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Abstract

In this critical examination, 10 culturally and linguistically diverse (CLD) international graduate students attending a public university in the southeastern US were interviewed to understand their graduate school experience. Students' writing samples and university policy and website were also analyzed. Findings indicated that obstacles included off and on campus challenges, physical barriers, and intangible conceptualizations that deemed international students different or even deficient. CLD students struggled with academic English proficiency. University policy limited students' opportunities and time. The university website was incomplete and/or outdated. Universities should develop research-based guidelines for working with international population. Students need strong language skills and must be academically proactive. Mutual recognition, understanding, and acceptance of a pluralistic society via international education can bolster international relationships.

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