Abstract
Universities in North America are attracting a higher number of international students than at any other time in history, including Canada, where international students comprise 12% of all post-secondary enrolment (Statistics Canada, 2018). International students have distinct needs, especially regarding their identity development in their adjustment to life in a new country. This article analyzes case studies through interpretative phenomenological analysis to examine the experiences of two female international graduate students (IGS) in a community placement at a Canadian university. The findings show that IGS establish their identities consistent with a redemption narrative, and this story includes four themes: struggles with acculturation, negative sense of self, positive sense of oneself, and envisioning future self. These show that while IGS initially experience struggles with adjusting to life and acculturation challenges in a new country, they shift to a more positive sense of themselves, their education, and their career potential with the support of faculty and mentors. The implications of these findings, specifically around IGS needs and implications for their psychological and academic adjustment, are discussed.
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The datasets generated during and/or analyzed during the current study are not publicly available due to privacy concerns but are available from the corresponding author on reasonable request.
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Notes
Since Erikson’s seminal works, the phase of adolescence around the world has generally been extended to be understood as extending into the mid-20 s. See the United Nations’ (n.d.) timeframe for youth, which blends adolescence and young adulthood for the period between 10 and 24 years.
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Luft, T., Sheldon, M. & Rees, C. Identity Development of International Graduate Students in Canada: Findings from an Interpretative Phenomenological Approach. Trends in Psychol. (2023). https://doi.org/10.1007/s43076-023-00298-4
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DOI: https://doi.org/10.1007/s43076-023-00298-4