Challenges and Strategies Facing International Students and Faculty in U.S. Higher Education: A Comprehensive Literature Review

Authors

  • Ji Ma Georgia State University

DOI:

https://doi.org/10.52242/gatesol.122

Abstract

With increasing numbers of international students on university campuses in the U.S., culturally and linguistically responsive (CLR) practices become more important than ever in helping students fit in a new environment and achieve their academic goals. However, not all universities and faculty are prepared or equipped with the knowledge to adopt CLR methods in classrooms across the disciplines. The purpose of this literature review is three-fold: (1) to examine the cultural and linguistic challenges that international students face in U.S. higher institutions; (2) to investigate faculty’s perspectives on international students and implementing CLR practices in their classroom teaching; and (3) to explore CLR strategies or recommendations that have been used successfully to alleviate the challenges. In assessing the current status of CLR in tertiary education, this article reviewed 21 research studies and found that both international students and faculty at U.S. institutions of higher education are facing challenges in terms of language, culture, classroom discussions, academic expectations, and interpersonal relationships. These findings hold implications for promoting the development of CLR practices among faculty and tertiary institutions to foster a diverse campus capable of truly accommodating and supporting students from multicultural backgrounds.

Keywords
international students, culturally and linguistically responsive practices, challenges, faculty

Author Biography

Ji Ma, Georgia State University

Ji Ma 马 骥, Doctoral Student, Department of Middle and Secondary Education, College of Education and Human Development, Georgia State University, Atlanta, GA; email jma16@student.gsu.edu.

Higher Education Challenges (Ma, 2022)

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Published

2022-04-18

How to Cite

Ma, J. (2022). Challenges and Strategies Facing International Students and Faculty in U.S. Higher Education: A Comprehensive Literature Review. GATESOL Journal, 32(1), 18–38. https://doi.org/10.52242/gatesol.122

Issue

Section

Empirical Research or Literature Reviews