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'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.
Language: English
Authors: Eun Jung Paik (ORCID 0000-0001-5560-3894), Marcelius Braxton (ORCID 0009-0003-7524-7585)
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
FullText Text:
  Availability: 0
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  Data: '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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  Data: <searchLink fieldCode="AR" term="%22Eun+Jung+Paik%22">Eun Jung Paik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5560-3894">0000-0001-5560-3894</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marcelius+Braxton%22">Marcelius Braxton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7524-7585">0009-0003-7524-7585</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+International+Students%22"><i>Journal of International Students</i></searchLink>. 2026 16(3):191-210.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Predominantly+White+Institutions%22">Predominantly White Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 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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  Data: 2026
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      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 191
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      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Foreign Students
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Predominantly White Institutions
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Performance Factors
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      – SubjectFull: Social Influences
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      – SubjectFull: Environmental Influences
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      – SubjectFull: Focus Groups
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      – SubjectFull: Social Support Groups
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Attitudes
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