'Belonging Is a Luxury to Us': International Graduate Students' Sense of Belonging at a Predominantly White Institution in the U.S.
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| Title: | 'Belonging Is a Luxury to Us': International Graduate Students' Sense of Belonging at a Predominantly White Institution in the U.S. |
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| Language: | English |
| Authors: | Eun Jung Paik (ORCID |
| Source: | Journal of International Students. 2026 16(3):191-210. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Foreign Students, Sense of Belonging, Predominantly White Institutions, Cultural Influences, Performance Factors, Social Influences, Environmental Influences, Focus Groups, Social Support Groups, Academic Achievement, Student Attitudes |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This qualitative study explores international graduate students' sense of belonging at a predominantly white institution (PWI) in the northeastern United States. Drawing on focus group interviews with 12 students from diverse academic disciplines, this study examines how institutional, academic, and sociocultural contexts shape their experiences of belonging. The analysis identified six key themes: (1) fragmented social belonging; (2) heavy reliance on ethnic communities; (3) academic belonging contingent on funding, advisor support, and research alignment; (4) language proficiency and pressure to prove oneself constantly; (5) performative versus genuine diversity, equity, and inclusion (DEI) efforts; and (6) the importance of physical and symbolic space. While participants appreciated some aspects of academic support, many reported marginalization related to language-based bias, limited cultural understanding, and underrepresentation. The study highlights the importance of intentional, equity-driven institutional practices and concludes with six actionable recommendations to enhance the academic and social integration of international graduate students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495339 |
| Database: | ERIC |
| Abstract: | This qualitative study explores international graduate students' sense of belonging at a predominantly white institution (PWI) in the northeastern United States. Drawing on focus group interviews with 12 students from diverse academic disciplines, this study examines how institutional, academic, and sociocultural contexts shape their experiences of belonging. The analysis identified six key themes: (1) fragmented social belonging; (2) heavy reliance on ethnic communities; (3) academic belonging contingent on funding, advisor support, and research alignment; (4) language proficiency and pressure to prove oneself constantly; (5) performative versus genuine diversity, equity, and inclusion (DEI) efforts; and (6) the importance of physical and symbolic space. While participants appreciated some aspects of academic support, many reported marginalization related to language-based bias, limited cultural understanding, and underrepresentation. The study highlights the importance of intentional, equity-driven institutional practices and concludes with six actionable recommendations to enhance the academic and social integration of international graduate students. |
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| ISSN: | 2162-3104 2166-3750 |
