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Growing international student enrollment from developing markets

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Growing international student enrollment from developing markets

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Content Growing International Student Enrollment from Developing Markets
by
Justin Daniel
A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 31, 2024

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© Copyright by Justin Daniel 2024
All Rights Reserved

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The Committee for Justin Daniel certifies the approval of this Dissertation:
Tracy Poon Tambascia, Committee Chair
Eric Canny
Robert Filback
Rossier School of Education
University of Southern California 2024

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Dedication
To my wife, Tian, your love, thoughts, and support have been invaluable and kept me
motivated and balanced throughout this challenging and exciting time. To my three sons, Landan,
Kaelan, and Dyllan, your curiosity, enthusiasm, and intelligence brings me joy each and every
day. Above all, I dedicate this work to God. Thank you for Your wisdom, power, and grace. With
deep gratitude and love, I dedicate this work to all of you!

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Acknowledgments
I want to express my heartfelt gratitude to all those who have supported me throughout
this rewarding journey, especially my family.
To my dissertation chair, Dr. Tambascia, your guidance and encouragement have been
crucial to the completion of my study. Your insightful feedback, flexibility, and patience have
helped me navigate the complexities of my research. Your commitment to excellence has
motivated me for the past two years, and I am deeply grateful for your mentorship and the many
hours you have dedicated to coaching me through this process.
To my dissertation committee members, Dr. Canny and Dr. Filback, your perspective and
depth of knowledge have enriched my research, and your thoughtful critiques have challenged me
to think critically and refine my work. I greatly appreciate the time and effort you have invested in
supporting my academic journey.
To the Global Ed.D. professors, Dr. Chung, Dr. Krop, Dr. Green, Dr. Maddox, Dr. Picus,
Dr. Samkian, and Dr. Seli, your dedication to my learning and the wealth of knowledge you have
shared have been foundational to my academic growth. Each of you has contributed tremendously
to my educational journey. Your expertise and support have been instrumental in helping me
develop the skills and intellect necessary for my research.
To the Global Ed.D. Program Chair, Dr. Robison, thank you for being instrumental in
accepting me into this prestigious program. From the initial stages of my application to the
planning for my next steps post-graduation, your advice has been a steady source of support.
To the USC Rossier Dean, Dean Noguera, your leadership and insights have enriched my
educational experience. Your vision for the future of education and your commitment to
supporting Rossier’s students has been inspirational.

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To the Global Ed.D. Program Director, Dr. Chong, your devotion to delivering a highquality program has greatly contributed to my academic, personal, and professional growth. Your
pursuit for excellence has created an educational experience that is second to none.
To Global Ed.D. Alumnus, Dr. Winnard, your unique perspective and the opportunities
provided through your network have been invaluable. The connections you facilitated and the
continuous support you provided have been essential in helping me navigate the challenges of the
dissertation. Your generosity and willingness to assist a fellow USC scholar are very much
appreciated.
To my fellow Ed.D. Cohort 11, we did it! I sincerely thank you for all your love, support,
and friendships. I am incredibly proud of what we have achieved together in these two years, and
I congratulate each of you on your success. Your innovative ideas and passion for educational
transformation and equality are truly inspiring, and I look forward to seeing the impactful
contributions you will continue to make for future generations.

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Table of Contents
Committee Approval....................................................................................................................... 3
Dedication ....................................................................................................................................... 4
Acknowledgments........................................................................................................................... 5
Table of Contents............................................................................................................................ 7
List of Tables................................................................................................................................. 11
List of Figures ............................................................................................................................... 12
Abstract ......................................................................................................................................... 13
Chapter One: Introduction............................................................................................................. 14
Statement of the Problem............................................................................................................ 15
Purpose of the Study ................................................................................................................... 16
Significance of the Study ............................................................................................................ 17
Definitions................................................................................................................................... 17
Organization of the Study ........................................................................................................... 18
Chapter Two: Literature Review................................................................................................... 20
Globalization, Internationalization, and Western Education ...................................................... 21
Globalization and Internationalization in the Context of Higher Education ...................... 21
The Perceived Value of Higher Education in the West ...................................................... 23
Higher Education in the United States and Economic Impact of International Enrollment
............................................................................................................................................. 25

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International Student Mobility and Market Trends in Higher Education ................................... 26
International Student Mobility............................................................................................ 27
Countries of Origin and Emerging Market Opportunities.................................................. 32
Enrollment Competition and Inequalities in Higher Education.......................................... 34
Brazilian Educational Inequities, Study Abroad Influences, and Recruitment Strategies.......... 38
Brazilian Educational Systems and Inequities.................................................................... 38
Brazilian Students’ Motivations and Challenges to Study in the United States................. 43
Strategies for U.S. Higher Education Institutions to Recruit from Brazil .......................... 47
Conceptual Framework ............................................................................................................... 49
Bronfenbrenner's Ecological Systems Theory.................................................................... 50
Eccles and Wigfield’s Expectancy-Value Theory .............................................................. 51
Conceptual Frameworks’ Applicability to the Study.......................................................... 52
Chapter Three: Research Methods................................................................................................ 54
Population and Sample................................................................................................................ 55
Instrumentation and Data Collection .......................................................................................... 57
Data Analysis.............................................................................................................................. 60
Credibility and Trustworthiness.................................................................................................. 61
Ethics........................................................................................................................................... 62
Role of Researcher...................................................................................................................... 63
Chapter Four: Findings.................................................................................................................. 65

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Overview of Participants............................................................................................................. 65
Interview Participants ......................................................................................................... 65
Survey Participants ............................................................................................................. 67
Findings....................................................................................................................................... 69
Theme 1: Brazilian High School Counselors, U.S. Institutions, Study Abroad Agents, and
Others Provide Valuable Support Services......................................................................... 70
Theme 2: Brazilian Students Seek High-quality Developmental Opportunities in the United
States while Considering Various Costs............................................................................. 82
Theme 3: Social Preferences and Influences Affect Study Abroad Destination Choices.100
Conclusion ................................................................................................................................ 107
Chapter Five: Discussion and Recommendations for Practice ................................................... 108
Discussion of Findings.............................................................................................................. 108
Information and Guidance ................................................................................................ 109
High-Quality Education and Developmental Opportunities............................................. 110
Financial Constraints and Accessibility............................................................................ 112
Social Preferences and Influences .................................................................................... 113
Answer to Research Question........................................................................................... 115
Recommendations for Practice ................................................................................................. 116
Recommendation 1: Enhance Collaboration Among Brazilian High Schools, U.S.
Institutions, and Study Abroad Agents............................................................................. 117

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Recommendation 2: Increase Financial Support and Scholarship Opportunities for Students
........................................................................................................................................... 122
Recommendation 3: Analyze Social Dynamics to Cultivate a Diverse and Inclusive
Academic Community ...................................................................................................... 126
Limitations and Delimitations................................................................................................... 130
Recommendations for Future Research .................................................................................... 131
Conclusion ................................................................................................................................ 132
References................................................................................................................................... 135
Appendix A ................................................................................................................................. 148
University of Southern California Information Sheet............................................................... 148
Appendix B ................................................................................................................................. 149
Recruitment Email .................................................................................................................... 149
Appendix C ................................................................................................................................. 150
Interview Protocol..................................................................................................................... 150
Appendix D ................................................................................................................................. 152
Survey Items ............................................................................................................................. 152

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List of Tables
Table 1: Interview Participant Demographics-Experience in Current Role .................................. 67
Table 2: Survey Participant Demographics ................................................................................... 68
Table 3: How Participants First Found out about the U.S. Institution They Applied to,
Survey Question 9............................................................................................................ 77
Table 4: How Participants Perceive the Types of Advising or Support Services They Received,
Survey Question 16.......................................................................................................... 81
Table 5: Important Factors in Choosing a Higher Education Institution,
Survey Question 10.......................................................................................................... 85
Table 6: Top Study Abroad Destinations other than the U.S., According to Counselors
Interviewed ...................................................................................................................... 90
Table 7: Scholarship Student Received for First Semester in the United States
(per semester in USD), Survey Question 18.................................................................... 97
Table 8: Students’ Ability to Finance U.S. Higher Education (per year in USD),
Survey Question 14.......................................................................................................... 99
Table 9: Study Abroad Motivations and Challenges.................................................................... 115
Table 10: Recommendations for Practice in Relation to Themes and Literature ......................... 116

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List of Figures
Figure 1: International Students at U.S. Higher Education Institutions, Fall 2023 ....................... 27
Figure 2: Location of International Students by Year, 2020 – 2022 ............................................. 29
Figure 3: Number of International Students in the U.S., 2004/2005 – 2022/2023,
by Academic Level......................................................................................................... 30
Figure 4: Proportion of International Students in the U.S. in 2020/21, by Fields of Study........... 31
Figure 5: Number of International Students Studying in the U.S. in 2022/23,
by Country of Origin...................................................................................................... 32
Figure 6: Proportion of Institutions Reporting Increases in New Enrollments by Place of
Origin, Fall 2022 – Fall 2023 ......................................................................................... 33
Figure 7: Institutional Recruitment Priorities, Fall 2023............................................................... 34
Figure 8: Top Host Destination of International Students in 2022, by Number of Students......... 35
Figure 9: Structure of Brazil's Education System.......................................................................... 39
Figure 10: Brazilian Students Study Abroad Influences................................................................ 43
Figure 11: Resources Leveraged for International Recruitment, Fall 2023................................... 48
Figure 12: Conceptual Framework – Bronfenbrenner EST and Eccles and Wigfield’s EVT....... 50

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Abstract
This dissertation investigates motivations and challenges influencing Brazilian students' decisions
to pursue higher education in the United States. Anchored in the conceptual framework of
Bronfenbrenner's Ecological Systems Theory and Eccles and Wigfield’s Expectancy-Value
Theory, this research utilizes a mixed-methods approach, combining qualitative interviews with
international student counselors from private high schools in Brazil and quantitative surveys of
Brazilian students currently enrolled at U.S. institutions to provide a comprehensive
understanding of the intrinsic and extrinsic factors influencing these decisions. The study
identified four key findings, showing the importance of academic quality and developmental
opportunities, social preferences and cultural influences, financial aid and scholarships options,
and comprehensive guidance from all educational stakeholders. Based on these findings, three
recommendations for practice are proposed: enhancing collaboration among Brazilian high
schools, U.S. institutions, and study abroad agents to provide cohesive support systems;
increasing financial aid and scholarship opportunities to make U.S. education more accessible;
and analyzing social dynamics to create a diverse and inclusive academic environment for
Brazilian students. The research provides insights into how schools, institutions, educational
professionals can work together to better understand the unique motivations and challenges faced
by Brazilian students and families, create education pathways for their success, and ultimately
contribute to a more globally engaged and diverse learning environment for all students.
Key words: international student mobility and enrollment trends, Brazil, motivations and
challenges, Ecological Systems Theory, Expectancy-Value Theory

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Chapter One: Introduction
In recent years, the United States (U.S.) has seen a growing desire among colleges and
universities to expand international student enrollment to generate additional revenue and
diversify the student body. According to the National Association of Foreign Student Advisers
(NAFSA), international students in the U.S. contributed $40.1 billion to the economy and
supported more than 368,333 jobs during the academic year 2022-2023 (NAFSA, 2023).
Internationalization in higher education enables competitive advantage in financial sustainability,
knowledge and resources sharing, and globalized curricula (Altbach & Knight, 2007).
International student enrollment contributes to overall institutional cultural and financial health
(Hegarty, 2014).
With increasing competition from many Western countries to recruit international students
from the traditional top sending countries such as China and India, U.S. institutions are now
looking to developing markets (Baer & Martel, 2022). According to the Organization for
Economic Co-operation and Development (OECD) 2022 data, Latin American students represent
only 6% of mobile students within OECD countries, and 75% of those students stay within the
Latin American region. Brazil has the largest economy in Latin America and has become the
ninth leading country worldwide sending students to the U.S. (Institute of International Education
[IIE], 2023).
This research examines influences that shape Brazilian students’ decisions to study in the
U.S. The study was conducted in the context of higher education in the global landscape, as well
as prospective students’ educational environmental factors, motivations, and challenges in order
to aid U.S. higher education institutions with the development of effective international student
recruitment strategies.

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Statement of the Problem
As a result of the growing dependency to increase international student enrollment for
colleges and universities in the U.S. to diversify the student population and enhance revenue
streams, many higher educational institutions are developing strategies to expand recruitment
efforts beyond the traditional top sending countries. In addition, we know relatively little about
countries that send fewer students and those with developing economies. Therefore, it is crucial to
understand higher education in the global context, international student mobility and market
trends, as well as prospective students’ motivations and challenges, to effectively recruit from
developing markets such as Brazil.
Enrollment of international students at U.S. colleges and universities declined
significantly during the 2020-2021 academic year due to the various COVID-19 policies
implementing quarantines and global lockdowns. There were 1,075,496 international students
studying in the U.S. in the 2019-2020 academic year, the number decreased to 914,095 in the
following year, representing a 15% drop. Although international student enrollment increased by
12% to 1,057,188 in the 2022-2023 academic year, building on the 4% increase from 2021-2022,
the total number still remains approximately 2% below pre-pandemic levels according to IIE data
(IIE 2023). Parnia (2018) stated that it is difficult for U.S. higher education institutions to
continue increasing their tuition and it is not sustainable to meet operational budgets; but instead,
they should develop a carefully designed international student recruitment plan for the coming
years.
These limitations in enrollment, combined with the destination preference for those from
certain developing economies to stay closer to home, impedes U.S. higher education institutions
from achieving their enrollments goals to increase tuition revenue, diversify the international

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student population, and enrich educational experiences for all. The inability to solve this
international enrollment problem prevents universities from helping international visitors seeking
to enter the U.S. manage their overseas transition and develop into successful and productive
global citizens. Gardner-McTagart (2016) and Spring (2014) both stated that, with the
globalization of education, it is now more important than ever to develop competencies for
academic and professional success.
Solving this problem would enable universities to help prospective international students
who do not have similar learning environments at home and want to study, work, and compete on
a global scale to further their studies in the U.S., and potentially broaden their career outcomes.
The need and challenge to grow international student enrollment is related to the larger problem
of lack of access to education and quality of learning and education abroad (Marginson, 2016).
Purpose of the Study
My goal is to study international students from Brazil to understand what influences their
decisions to pursue higher education in the U.S. To do so effectively, this dissertation explores
globalization, internationalization, and Western education; international student mobility trends
and enrollment competition in higher education; and examines motivations, challenges, and
environmental factors influencing international students from developing markets to study at
colleges and universities in the U.S. The research question is: what motivations and challenges
influence Brazilian students’ decisions to pursue higher education in the U.S.?
This study investigates prospective international students’ influences on study abroad
decisions through the lens of a conceptual framework, which combines several components of
Bronfenbrenner’s Ecological Systems Theory (Bronfenbrenner, 2009) and Eccles and Wigfield’s
Expectancy-Value Theory (Eccles & Wigfield, 2002). Mixed-method research was conducted by

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interviewing international student counselors from private high schools in Brazil. Also, Brazilian
international students who chose to study in the U.S. for undergraduate degrees were surveyed.
Significance of the Study
This research study has the potential to provide U.S. colleges and universities with greater
insight in understanding Brazilian students’ higher education needs; and could also be useful to
keep students motivated throughout the admissions process to strategically recruit from target
markets. It could also benefit U.S. higher education institutions seeking to recruit international
students from developing markets to maintain financial sustainability and improve the diversity of
their student body on campus, academic quality, international collaborations, and global
reputation.
In addition, this research may provide Brazilian high school counselors with some
perspective on their students’ post-secondary educational needs and may provide practical
information to help these students stay motivated throughout the college and university selection
process in order to facilitate their study abroad journey to target countries and institutions.
Findings from this study may indirectly contribute to Brazilian high school post-graduation
outcomes.
Definitions
Key terms used throughout this study, and are defined as follows:
● Developing Markets: Countries with developing economies whose international student
representation in the study abroad market has the potential to further emerge.
● International Student Mobility: The movement of students crossing borders to pursue
educational opportunities in foreign countries (OCED, 2023).
● Neoliberal: An ideology and policy model that emphasizes free market competition,

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sustained economic growth as a driver of progress, minimal government intervention, and
the freedom of trade and capital (Smith, 2023).
● Socioeconomic Status: The position of an individual or group on the social and economic
scale, which is determined by factors such as income, education level, occupation type and
status, place of residence, and ethnic or religious background (American Psychological
Association, n.d.).
● Western education: The education system which originated in the Western regions of the
globe, mostly Europe and North America, but has influenced the world over time. Its
components typically include a student-centered method, broad curriculum base, researchoriented principles, practical application, and values that encourage creativity, critical
thinking, and competition.
Organization of the Study
This research study is organized into five chapters. Chapter One provides an overview and
background of the study, statement of the problem, purpose and significance of the study, and
definition of key terms. Chapter Two presents a review of recent literature on closely related
topics such as globalization, internationalization, Western education, and international student
mobility in higher education. The study focuses on Brazil as a potential target market for
international enrollment for U.S. institutions; therefore, literature regarding the Brazilian
education system and its inequities, study abroad influences, and recruitment strategies are also
presented. Chapter Three details the research methods used to conduct this study. It includes
population and sample, instrumentation and data collection, data analysis, credibility and
trustworthiness, ethics, limitations and delimitations, as well as the role of researcher. Chapter
Four discusses the participants of this study in detail and presents key findings which emerged

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from the data collected from interviews and surveys, in response to the research question. Chapter
Five gives further discussion of the key findings, and how each of them relate to the literature and
conceptual framework presented in Chapter Two. Answers to the research question,
recommendations for practice, limitations and delimitations, recommendations for future
research, and a conclusion for this critical research are also included in this chapter.

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Chapter Two: Literature Review
Increasing international student enrollment at colleges and universities in the U.S. can
generate additional revenue, create a diverse student body, enhance the institution’s reputation,
and facilitate globalized academic and professional opportunities for the entire campus
community. While foreign students enrolled at U.S. institutions during the calendar year 2022
came from 227 countries, in the academic year 2021-2022 half of the international students in the
U.S. were from China or India (Student and Exchange Visitor Program, 2023). According to
International Consultants for Education and Fairs (ICEF), further diversifying the population
with international students from developing markets can open up new recruitment channels to
stabilize enrollment growth, form new educational partnerships, broaden the cultural and
academic perspectives on campus, and contribute to broader global impact as many students
return to their home countries after graduation and apply what was learned in the U.S. (ICEF,
2022). By understanding international students’ motivations and challenges to study abroad,
higher education institutions can help students choose the right programs to meet their academic,
personal, and professional needs. These colleges and universities can work to grow international
student enrollment by developing relationships with international organizations and agents,
offering scholarships, and providing additional services such as language, cultural, and career
counseling.
This literature review discusses globalization and internationalization in the context of
higher education, the perceived value of higher education in the West, as well as higher
education in the U.S. and economic impact of international enrollment. It also explores existing
literature and studies on international student mobility, countries of origin and emerging market
opportunities, enrollment competition and inequalities in higher education. Additionally,

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literature on Brazilian educational systems and inequities, Brazilian students’ motivations and
challenges to study in the U.S., and strategies for U.S. higher education institutions to recruit
from Brazil is reviewed and presented.
Globalization, Internationalization, and Western Education
This section discusses how higher education has undergone significant changes as the
world has become increasingly globalized and interconnected. These developments have had a
profound impact on internationalization efforts and initiatives such as student mobility. Western
education has been highly valued around the world due to strengths such as research capabilities,
diversity of thought and cultures, faculty expertise, critical thinking skills, and career
enhancement. This ongoing trend of internationalization of institutions in Western countries has
led to efforts to grow the enrollment of international students, particularly from developing
nations.
Globalization and Internationalization in the Context of Higher Education
Globalization and internationalization have been major forces affecting the changes in
higher education. The world is becoming more connected, and colleges and universities are
striving to develop global denizens by engaging in international educational opportunities. This
has resulted in a growth in international exchange, innovative programs, branch campuses,
research collaboration, and partnerships.
Globalization in higher education can be defined as the process of increasing societal
connectivity around the world, creating educational, economic, social, cultural, political,
environmental, scientific, and technological interdependence (de Wit & Knight, 1999).
Globalization has enabled a new era in education and affects each country in a different way due
to a nation’s individual history, traditions, culture and priorities (de Wit & Knight, 1999;

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Marginson & van der Wende, 2007). As the global knowledge-based economy progresses,
higher education institutions play an important role in cross-border communication as well as
continuous international flows of people, information, technology, products and financial capital
with growing international relationships and the diminishment of clear operational borders (de
Wit & Knight, 1999; Marginson & van der Wende, 2007; Teichler, 2004). These institutions'
policies and practices must continually adapt to keep up with global changes in areas such as
research, rankings, and international student mobility (Marginson & van der Wende, 2007).
Globalization facilitated greater access to knowledge, standardized teaching methods, increased
international student mobility and institutional competition, which in some cases created pressure
to recruit international students for tuition revenue at the expense of academic priorities and
quality (Kovács & Tarrósy, 2017).
Internationalization in higher education can be described as the overall internal changes
related to individuals, groups, and institutions as they seek cross-border activities in the context
of existing national systems, with some instances of denationalization for social, economic and
political opportunities (Teichler, 2004). Internationalization of higher education is one way that
nations operationally respond to the impact of globalization while at the same time respecting
their country’s individuality. Internationalization integrates transnational information into the
purpose, functions or delivery of higher education (de Wit & Knight, 1999). Colleges and
universities are internationalizing when they transform their systems to achieve international
outcomes (Mitchell & Nielsen, 2012). For example, international initiatives may include
international student mobility, cooperation and partnerships, international education and
collaborative programs, knowledge transfer, academic research, and branch campuses (Teichler,
2004).

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Globalization and internationalization are seen as different but intricately linked
concepts. Globalization can be thought of as the catalyst while internationalization is the
purposeful response. There is also a relationship between globalization and internationalization
in that globalization is the context of educational trends and set of forces that currently exist,
while internationalization refers to the approaches, policies and actions that institutions and
students pursue to navigate the global academic landscape and opportunities. It is important to
monitor these different activities to ensure quality delivery and outcomes in higher education
since the results could be beneficial or detrimental (Altbach & Knight, 2007; de Wit & Knight,
1999; Tight, 2021).
In summary, the process and impact of globalization and internationalization in higher
education has been multifaceted. While idea sharing and cultural exchange has proved to be
beneficial, many see the lack of resources and knowledge to pursue these opportunities
challenging. This global transformational process will continue as colleges and universities seek
to stay relevant and competitive in this increasingly interconnected world.
The Perceived Value of Higher Education in the West
Higher education institutions in the West have provided many students with a wealth of
knowledge and fostered individuals to grow and develop into productive members of their
communities. However, it does not always acknowledge the historical, cultural, political and
economic status of different countries, which can lead to a lack of appreciation for different
perspectives, and unrealistic expectations to provide education for all. Colleges and universities
in the West can benefit from the revenue and diversity; however, these institutions should take
different backgrounds, interests, and learning styles into consideration when enrolling students
from abroad.

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The internationalization of Western universities has facilitated knowledge transfer and
dynamic academic exchanges in developing countries with the help of tools such as e-technology
and social media, which has helped to meet the educational demands that cannot be met by local
institutions (Jibeen & Khan, 2015). Modern Western education has resulted in big advances in
the goal towards world-wide literacy and global understanding (Broadfoot, 2000). For example,
English-medium instruction programs have led to improved global literacy and intercultural
communication (Richards & Pun, 2021). People have benefited professionally and economically,
enabling an improved quality of life for individuals and communities in this modern world, while
at the same time providing increased equitable access to these opportunities, resulting in less
nepotism and corruption (Broadfoot, 2000).
Despite these perceived benefits, there are also limitations worth exploring. With
continued global changes, population growth, and economic demands in the least developed
countries, some barriers to Western education have become more apparent as not all socioeconomic groups have access to Western-style formal schooling (Broadfoot, 2000). Recent
tertiary studies suggest that developing countries often replicate Western internationalization
practices instead of creating their own unique approaches that align with their local needs (de
Wit, 2019). Furthermore, higher education institutions face numerous challenges in the
internationalization process, including funding difficulties, faculty staffing shortages, and intense
competition for rankings. As a result, institutions may focus their efforts on international
publications, international student recruitment, and the use of only English for research and
instruction. These types of short-term neoliberal pressures can at times conflict with the longer
term socially comprehensive and inclusive side of internationalization, which promotes learning
for all (de Wit, 2019). As Jibeen and Khan (2015) pointed out, Western universities are creating

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branch campuses in developing nations; however, students from these countries are charged high
fees, which in turn finance the developed institutions.
Higher Education in the United States and Economic Impact of International Enrollment
In a survey conducted by the IIE (2015), 77% of international students perceived the U.S.
to have a high-quality higher education system. America is home to many world-famous
institutions, most notably, Ivy League institutions which provide education that is desired by
both foreign and domestic students (IIE, 2022). Since World War II, over 50% of Nobel
laureates in science and economics have conducted significant research while serving as faculty
in the U.S., making American colleges and graduate schools the preferred choice for
international students seeking to study abroad (Bok, 2013).
International student enrollment contributes to the overall institutional cultural and
financial health (Hegarty, 2014). These students also contribute to STEM research and bring
global perspectives into the classroom, leading to academic, professional, and economic
development for American students (IIE, 2023). Open Doors 2019 indicated that 62% of all U.S.
international students received their funding from abroad (IIE, 2020). According to NAFSA
(2023), in the academic year 2022-2023, international students studying at U.S. colleges and
universities contributed $40.1 billion to the U.S. economy and supported 368,333 jobs, by
spending within higher education, accommodation, dining, retail, transportation,
telecommunications and health insurance sectors. This was a continuation of growth from $33.8
billion in the academic year 2021-2022, a 19% increase from the prior year 2020-2021, which
was the largest single-year decline (attributed to COVID-19), since NAFSA began tracking these
figures 20 years ago (NAFSA, 2022).
The economic toll of the COVID-19 pandemic in the U.S. was expected to reach $14

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trillion by the end of 2023, according to a team of economists, public policy researchers and
other experts at the University of Southern California’s Schaeffer Center for Health Policy and
Economics and the Center for Risk and Economic Analysis of Threats and Emergencies
(CREATE) (Hlávka & Rose, 2023). There is no way to put a price tag on the costliest disaster
the country has ever suffered in this century or measure all the pain and suffering around the
world. As of September 2023, data from the Centers for Disease Control and Prevention (CDC)
showed that more than 1.1 million Americans died from COVID-19 (CDC, 2023). In Brazil, over
700,000 deaths were reported to the World Health Organization (WHO) since January 3, 2020,
second to the death toll of the U.S. (WHO, 2023). The pandemic caused severe human suffering
in Brazil and triggered a deep recession. However, fueled by strong private consumption, a solid
labor market, fiscal stimulus for social transfers, and a favorable external environment that
boosted exports, Brazil's real GDP increased by 2.9% in 2023. For 2024, GDP growth is
projected to be 1.7%, influenced by the delayed impact of monetary tightening and a reduced
carry-over effect from the prior year (The World Bank Group, 2024).
International Student Mobility and Market Trends in Higher Education
International mobility around the world in higher education was on the rise prior to the
COVID-19 pandemic, with a steady increase in the number of international students and faculty
members traveling abroad for educational opportunities, especially in areas such as English as a
second language (ESL); science, technology, engineering, and math (STEM); and business and
healthcare (IIE, 2020). The significant decrease in international mobility between 2020 and 2022
was largely caused by countries implementing travel restrictions and closing their borders to
mitigate the spread of the Coronavirus. Additionally, universities and other institutions of higher
education turned to virtual learning and online communication as a way to support prospective

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and current student needs. Although there are many challenges that colleges and universities
encounter when attempting to increase international student enrollment, there remains potential
for growth. With customized and target marketing strategies, resources, and partnerships, these
institutions can potentially expand their international connections and presence in order to
diversify their student body and increase revenue.
International Student Mobility
According to the IIE, in Fall 2023 IIE institutions reported an 8% increase in the total
number of international students (Figure 1). This included those studying at their colleges and
universities, and also those participating in Optional Practical Training (OPT), which is a oneyear post-degree practical training permit. This was the third year in a row that international
students' mobility to the U.S. increased, after experiencing a two-year decline. This growth was
forecast across all college and university types including non-degree, associates, bachelors,
masters, and doctoral granting institutions (Baer & Martel, 2023).
Figure 1
International Students at U.S. Higher Education Institutions, Fall 2023
Note. Percentage increase or decrease in international student total enrollment is based on prior year’s figure. The
Fall 2023 Snapshot on International Student Enrollment findings are based on responses from over 630 U.S. higher

28
education institutions on current patterns in international student enrollment as of fall 2023. Reprinted from “Fall
2023 Snapshot on International Student Enrollment,” Institute of International Education. Retrieved June 3, 2024,
from https://www.iie.org/publications/fall-2023-snapshot-on-international-student-enrollment/
The increasing global importance and growth of higher education and research have
contributed to the continued focus on internationalization. In 2019 there were close to five
million students studying abroad, which is twice the number 10 years prior; it was estimated that
by 2030 that number could grow to approximately eight million, without taking into account the
possible implications of COVID-19 (de Wit & Altbach, 2021).
Virtual learning was able to transcend some of the space and time constraints of physical
mobility abroad. This was increasingly important due to COVID-19 pandemic related travel
restrictions. There were however some drawbacks for online learning related quality and also
lack of campus experience for the students. In some cases, there were network connectivity
issues, and in other instances teachers and students lacked the skills or motivation needed to be
successful with online learning. Therefore, face-to-face learning was generally considered to be
more effective (Yang et al., 2022). As shown in Figure 2, according to the IIE, during the
COVID-19 pandemic, U.S. colleges and universities made efforts to provide online instruction
while aiming to return to in-person learning as early as possible (Baer & Martel, 2022). In the
Open Doors 2021 report, 47% of international students studying in the U.S. attended in-person
classes (Martel et al., 2021). In the Open Doors 2022 report, the proportion of international
students on campus increased to 90% (IIE, 2022). The growth of face-to-face instruction
continued in the Fall 2022 Snapshot and indicated 94% of reported international students
pursued their degrees in person. Although institutions had online study options available for
students who could not travel due to COVID-19 restrictions, the percentage of students facing
these challenges has greatly decreased (Baer & Martel, 2022).

29
Figure 2
Location of International Students by Year, 2020 – 2022
Note. Percentage increase in in-person study year to year comparison. Reprinted from “Fall 2022 Snapshot on
International Student Enrollment,” Institute of International Education. Retrieved February 3, 2023, from
https://www.iie.org/publications/fall-2022-snapshot-on-international-student-enrollment/
The overall continued strength in enrollment may have been a result of the perceived
value of Western education (Buckner et al., 2022). According to Baer and Martel (2023), U.S.
institutions reporting to the Fall 2023 Snapshot showed a continued positive trend in new
international student enrollments, with a 2% increase in students starting their studies at these
institutions; despite stabilization since the post-COVID rebound, 57% of institutions reported
higher enrollments than the previous academic year. Future enrollments are expected to stabilize
with minor fluctuations, similar to pre-pandemic trends, while institutions' commitment and
ability to expand capacity for international students could have an effect on forecast (Baer &
Martel, 2023).
Students are increasingly likely to study abroad as they seek to attain more advanced
levels of education. International students accounted for only 3% of total enrollment in shortcycle tertiary programs and 5% of bachelor’s programs, but represented 14% of master’s and
24% of doctoral programs on average in OECD countries (OECD, 2023). According to IIE
(2023), in the U.S., in the 2022-2023 academic year, enrollment of undergraduate students
increased by 3% to 347,602, building on the 2% increase from the 2021-2022 academic year.
Graduate international students increased by 7% to 467,027, building on the 18% increase from

30
the 2021-2022 academic year. For the second time in a row in recent years, graduate enrollment
surpassed undergraduate enrollment. An additional 43,766 non-degree international students
were also enrolled in 2022-2023. It is worth noting that the rapid increases in the number of
graduate students in the U.S. from 2021 to 2023 positively affected Optional Practical Training
(OPT), indicated by a 17% increase as of Fall 2023 (Figure 3).
Figure 3
Number of International Students in the U.S., 2004/2005 – 2022/2023, by Academic Level
Note. Total number international students in the U.S. by Undergraduate, Graduate, and Non-Degree. Does not
include OPT. Reprinted from “Number of international students in the United States from 2004/05 to 2022/23, by
academic level,” Statista. Retrieved June 3, 2024, from https://www-statista-com.libproxy2.usc.edu/statistics/
237689/international-students-in-the-us-by-academic-level/
OECD 2023 data stated that 32% of international students from OECD countries were
enrolled in STEM programs, while only 24% of domestic students were enrolled in STEM
programs (OECD, 2023). Between 2015-2020, the portion of international students studying
STEM rose by 2%, and other majors such as education and health remained constant (OECD,

31
2022). As shown in Figure 4, in 2020-2021 about 20.9% of international students studying in the
U.S. enrolled in the field of Engineering, 19.9% in Math and Computer Science, and 15.9% in
Business and Management (IIE, 2021).
Figure 4
Proportion of International Students in the U.S. in 2020/21, by Fields of Study
Note. Percentage of international students in the U.S. compared by major area of study. Reprinted from “Proportion
of international students in the U.S. in the academic year 2020/21, by fields of study,” Statista. Retrieved June 4,
2024, from https://www-statista-com.libproxy2.usc.edu/statistics/295978/proportion-of-international-students-inthe-us-by-fields-of-study/
Fall 2023 data on international student enrollment indicated that more active recruitment
efforts by institutions (70%), more active outreach to admitted students (53%), and growing
reputation and visibility of institutions abroad (45%) were the top three contributing reasons
among reporting institutions who experienced increases in international enrollment. Nearly 30%
of these institutions also credit the growth to increased partnerships with educational recruitment
agencies. Meanwhile, institutions who experienced declines cited that visa application process
challenges (77%), the cost of U.S. higher education (62%), and student decisions to enroll in
other U.S. institutions (57%) as the primary reasons (Baer & Martel, 2023).

32
Countries of Origin and Emerging Market Opportunities
The largest group of international students enrolled in tertiary education came from Asia
and represented 57% of all international students across OECD countries and partner countries in
2021 (OECD, 2023). As shown in Figure 5, China and India still represented the majority of
international students studying in the U.S.; in the 2022-2023 academic year the total was 289,526
and 268,923 respectively (IIE, 2023).
Figure 5
Number of International Students Studying in the U.S. in 2022/23, by Country of Origin
Note. Total number international students in the U.S., by top sending country. Reprinted from “Number of
international students studying in the United States in 2022/23, by country of origin,” Statista. Retrieved June 3,
2024, from https://www-statista-com.libproxy2.usc.edu/statistics/233880/international-students-in-the-us-bycountry-of-origin/
U.S. colleges and universities continued to attract students from all over the world despite
the drawbacks of COVID-19, adding to the diverse perspectives which strengthen and enrich
U.S. campuses. As shown in Figure 6, the IIE Fall 2023 Snapshot report forecasted a steady
increase of international students to the U.S. from Asia, Europe, Latin America, the Middle East,

33
and Africa (Baer & Martel, 2023).
Figure 6
Proportion of Institutions Reporting Increases in New Enrollments by Place of Origin, Fall 2022
– Fall 2023
Note. Institutional enrollment reported growth by country of origin. Reprinted from “Fall 2023 Snapshot on
International Student Enrollment,” Institute of International Education. Retrieved June 3, 2024, from
https://www.iie.org/publications/fall-2023-snapshot-on-international-student-enrollment/
The IIE Fall 2023 Snapshot also indicated that U.S. institutions were focusing their
undergraduate recruitment efforts on countries worldwide (Figure 7), prioritizing India (70%),
Vietnam (66%), China (53%), South Korea (53%), and Brazil (49%). In addition, institutions
focused on international students already studying at U.S. high schools for undergraduate
programs (62%). On the graduate side, institutions reported a greater focus on India (80%).
China, Vietnam, Nigeria, South Korea, Brazil, and those studying at U.S. colleges and
universities for undergraduate programs were also strong markets (Baer & Martel, 2023).

34
Figure 7
Institutional Recruitment Priorities, Fall 2023
Note. Institutional enrollment reported priorities by target market. Reprinted from “Fall 2023 Snapshot on
International Student Enrollment,” Institute of International Education. Retrieved June 3, 2024, from
https://www.iie.org/publications/fall-2023-snapshot-on-international-student-enrollment/
According to OECD, the Brazilian tertiary education system was among the least
internationalized of all OECD countries. Only 0.2% of tertiary students studying in Brazil were
international, compared to the average of 6% mobile or foreign students across the OECD
countries. Approximately 0.6% of Brazilian students enrolled abroad, which was less than half
the OECD average of 1.6% (OECD, 2019). U.S. institutions with comprehensive offerings in a
wide range of subjects including STEM and business fit well with Brazil’s many growing
industries and labor demands for skilled and educated workers. Brazilian students’ graduate
education enrollment has increased, particularly in the field of business education, which
highlighted the strength of U.S. institutions for this major (International Trade Administration,
2023).
Enrollment Competition and Inequalities in Higher Education
In 2022 the U.S. was the top destination for international students globally, hosting

35
948,519 college and university students. As shown in Figure 8, the United Kingdom (UK) and
Canada each enrolled over half a million college and university students, followed by France and
Australia (IIE, 2023).
Figure 8
Top Host Destination of International Students in 2022, by Number of Students
Note. Top 5 countries to host international students. Reprinted from “Top host destination of international students
worldwide in 2022, by number of students,” Statista. Retrieved June 4, 2024, from https://www-statista-com.
libproxy2.usc.edu/statistics/297132/top-host-destination-of-international-students-worldwide/
International mobility trends highlighted the value of cultural, linguistic, and physical
proximity for student study destinations. For example, Latin American students represented only
6% of mobile students within the OECD, however 75% of those students stayed within the Latin
American region (OECD, 2022). According to Postiglione (2020), in considering international
enrollment trends, it is important to note that more Asian universities continue to be included in
the global top 200 rankings, and it is expected that by 2040 approximately 20% of the top 200
colleges and universities may be based in Asia. The trends influencing this rapid shift include
changing demographics, the success these countries have had with improving their own quality
and access to higher education, a shift to knowledge-based economies, increased economic
globalization, and technological internationalization. This has led to more Western universities
opening campuses in Asia as well as more exchange programs in Asia. These options for Asian

36
students are popular with parents since they offer their children the prestige of a foreign
education without the high cost of moving to another country to complete a degree (Postiglione,
2014). In a study conducted in May 2020 by Mok et al. (2021), 84% of the 2,739 Chinese
students surveyed indicated they did not have interest in studying abroad after the pandemic;
those that did plan to study abroad listed Hong Kong, Japan, and Taiwan in the top five, along
with the U.S. and the UK.
The global competition to recruit and enroll international students is on the rise. The
historical trend of low and middle-income developing countries’ students studying abroad for
degree programs in mainly developed Western, English-speaking countries continues to be the
case; however, that trend is slightly shifting, as some middle-income countries have recently
become host countries (de Wit & Altbach, 2021). Although many emerging host countries in
Asia and other places may have a competitive edge with price and pandemic control policies,
many students still do not find the educational quality as attractive as in places like the U.S.
(Yang et al., 2022). There is a global competition for international talent and the share of
international students in the U.S. is declining compared to other English-speaking countries.
Some advocates have called for the Biden administration to develop policies to recruit and retain
a diverse group of international students and for Congress to pass legislation that creates and
encourages post-graduation professional development opportunities (Ruffner, 2022).
There are a variety of reasons why universities seek to enroll international students;
however, revenue remains one very important benefit (Cantwell, 2015). Due to their dependency
on international student enrollment, Western colleges and universities, such as those in the U.S.,
UK, Australia, and Canada, were the first to experience the financial impact of a pandemicrelated decrease in international student mobility. Universities attempted to manage this in some

37
cases by cutting staff and programs, while at the same time facing more intense competition to
recruit the smaller population of prospective international students. To stay competitive, many
colleges and universities provided incentives to students, such as scholarships and support
services (Yang et al., 2022). Research suggests that only universities that can recruit large
numbers from abroad will see the return on their investment. Universities that lack prestige or
comprehensive program offerings may even incur net losses from their recruitment efforts if they
cannot attract large numbers of international students (Cantwell, 2015).
Globally and within countries, higher education is filled with barriers to access. There is
inequality between top-ranked large research universities and small colleges with less visible
marketing or more local reputations, which may not be well-positioned to recruit and enroll
international students. Recruiters from small colleges and universities reported the size of their
institutions and lack of resources as a disadvantage and that the health pandemic reinforced some
of these inequalities within higher education, and diminished their competitive position (James,
2022). Selective institutions saw large increases in international student enrollments in 2021;
these are the same prestigious universities that were able to endure the enrollment challenges
associated with COVID-19 better than the smaller and lower ranked institutions, which faced
more layoff and cuts to student services. For example, the University of Southern California
(USC) saw an increase of 12% in international student enrollment in 2021, compared to the prior
year (USC, 2021). This inequality highlights important concerns since smaller, access-oriented
colleges often enroll students from disadvantaged backgrounds (Buckner et al., 2022). Little
research has been done on how smaller institutions with limited market share can maximize their
international student recruitment initiatives (James-MacEachern & Yun, 2017, as cited in Akiba,
2021).

38
Brazilian Educational Inequities, Study Abroad Influences, and Recruitment Strategies
In this section I will discuss Brazil’s education system, which has been challenged by a
lack of funding, shortages of qualified teachers, as well as low test scores. These inequities can
affect students’ motivation and present obstacles to studying abroad to countries such as the U.S.
Under these conditions, colleges and universities in the U.S. should seek to understand all
influences and opportunities when recruiting from Brazil.
Brazilian Educational Systems and Inequities
As established by the Law of Basic Tenets and Guidelines of Brazilian Education (LDB)
of 1966, Brazil’s education system is organized into two levels: basic education and higher
education. Basic education is compulsory for all children between ages 4 and 17 and includes
early childhood education (nursery schools and pre-school), primary education (elementary and
lower secondary), and upper secondary education. Basic education curriculum is defined by the
National Curriculum Parameters (NCP) and implemented at the municipality and state level.
Higher education includes undergraduate and graduate level programs. The Ministry of
Education governs higher education institutions, and admission is based on a competitive exam
known as the Vestibular (OECD, 2021).
The Brazilian education system adopts a decentralized governance system where all
levels of government, including the federal government, 26 states plus the federal district, and
5570 municipalities, all work together to drive education policy (Figure 9). The National
Institute of Educational Studies and Research (INEP) is responsible for accountability and
conducts system and school evaluations, assessments, and teacher development in order to
enable system performance, and help schools, municipalities, and states to make improvements
and reform policy. However, the decentralized system is often uncoordinated and lacks

39
accountability (Knaul et al., 2021; OECD, 2021).
Figure 9
Structure of Brazil's Education System
Note. In Brazil, elementary education levels are referenced as Years and upper secondary education are referenced
as Grades. Education programs in blue are compulsory education. Education programmes (in bold) are recognized
exit points of the education system. Reprinted from “Education in Brazil: An International Perspective,” OECD
Publishing. Paris. Retrieved March 12, 2023, from https://doi.org/10.1787/60a667f7-en
There are 46.7 million students in basic education in Brazil, with 8.3 million in preschool,
26.5 million in elementary school, and 7.7 million in high school. Brazilian higher education

40
includes 8.4 million students and 4.1 million in other areas such as continuing education. Close
to 75% of students in higher education attend private universities (International Trade
Administration, 2023).
While public basic education in Brazil is compulsory, researchers and educators have
criticized the K-12 education system for low PISA scores, teacher shortages, and equitable
funding (OECD, 2021). As such, students from higher socioeconomic groups tend to enroll in
private schools, which are often better equipped to prepare students to attend universities. In
2018, 50% of students in Brazil did not achieve the PISA level 2 minimum reading scores, and
only 1.4% reached the high PISA level 5 or above compared to the OECD average of 23% and
8.8% respectively (OECD, 2021). Test scores for public school students were between 4-17%
lower than for private school students due to characteristics related to the individual, family
background (e.g. education and income), and school characteristics (e.g. low quality and poor
test preparation) (Cavalcanti, 2010).
In Brazil, inequities persist due to a variety of reasons including parent education,
geography, ethnicity, and socioeconomics which has led to problems in the educational system.
Brazil has one of the highest rates of social inequality, as indicated by its high Gini coefficient of
53.9 in 2018, primarily stemming from regional disparities (Dos Santos et al., 2023). According
to OECD 2018 data, while 33% of young adults attained tertiary education in Distrito Federal, a
subnational region of Brazil’s capital city with the country’s highest gross domestic product
(GDP) per capita, only 8% of young adults reached the same education level in Maranhão, the
state with the lowest GDP per capita (de Moraes, 2018).
The 2014-2024 National Education 10-year Strategic Plan (NEP) includes 10 guidelines
and 20 goals to increase equity. It included strategies such as increasing public investment in

41
education, improving the quality of teacher training and evaluation, strengthening the curriculum
and assessment systems, and promoting greater collaboration between the government, civil
society, and private sector. However, the goal to enroll 100% of the population 6 to 14 years of
age was the only goal that was even close to being achieved (Weller & Horta Neto, 2020).
More recent progress of expanding access still falls short of meeting the National
Education Plan goals and has not resolved the high levels of inequity. In 2015, approximately
45% of Brazilians self-declared as White, 45% as mixed-race, 9% as black, 0.5% as Asian, and
0.4% as Indigenous. While close to 31% of young Whites were enrolled in colleges and
universities in 2018, Black and Mixed-race were only at 15% and 16% respectively (Tavares et
al., 2022). In Brazil, socio-economic inequities, particularly in education, restrict generational
wealth-building and cause systemic barriers to disadvantaged youth such as those who live in
slums or favelas. According to the Brazilian Geography and Statistics Institute, in 2019 40% of
Brazilians over the age of 25 did not have a primary education, about 7% of the national
population over the age of 14 were illiterate, and only 25% of those between the ages of 18-24
attended colleges. There are also racial disparities, with Black youth at a significant disadvantage
compared to White youth in accessing quality education and the opportunity to attend college.
Due to political and social events of the past, as well as the pandemic more recently, these
disparities continue to persist (Pimentel, 2022).
According to the World Bank (2023), Brazil's education quality showed slow and gradual
improvement over the last 15 years leading up to the pandemic; however, learning levels
remained below those of comparable peers. Quality and access to education pose significant
barriers to economic and social development, and the pandemic inevitably exacerbated these
issues (The World Bank Group, 2023). The COVID-19 pandemic highlighted inequities as the

42
negative economic impact of the pandemic made access to higher education in countries with
high tuition a major obstacle for the middle class and even more so for students from low- and
middle-income developing countries (de Wit & Altbach, 2023; James, 2022). To assist with
reducing inequities for college and university admission in Brazil, different states such as Rio de
Janeiro mandated that significant portions of the enrollment opportunities at free public colleges
and universities would be reserved for students from public high schools (Weller & Horta Neto,
2020).
Social class inequities greatly impact both migration and education; however, the
influence of class belonging in patterns of international student mobility is understudied (Iorio &
Pereira, 2018). Brazil has a long-standing history of combating racial and income inequality. In
2012, President Dilma Rousseff signed one of the Western Hemisphere's most extensive
affirmative action laws, requiring public universities to reserve half of their admission spots for
economically disadvantaged students from public schools and increasing representation of
students of African descent. However, despite progress in poverty reduction, Brazil remains one
of the world's most unequal societies (Romero, 2012). Eighty eight percent of secondary school
students in Brazil attend public schools, however these students have significantly worse
outcomes than those who attend private schools. In 2017, only 36% of public-school graduates
enrolled in higher education, while that number was 79% for private school students. This
indicates that students from higher-income families have greater access rates in Brazil (Tavares
et al., 2022). Wealthier students who attend private high schools are in much stronger positions
to progress to higher education in Brazil; however, with the limited number of seats available at
free public universities, more Brazilians from higher socioeconomic groups may consider
alternative options such as studying abroad.

43
Brazilian Students’ Motivations and Challenges to Study in the United States
Brazilian students' attitudes on study abroad may also be driven by factors representative
of Brazilian and Latin American cultures, which are strongly influenced by social and family
relationships (Foster, 2014). According to ICEF in a 2019 survey conducted by Brazilian
Educational & Language Travel Association (Belta) of nearly 5,000 Brazilian students who
studied abroad in 2018, family and friends’ influences were listed as the top reasons for Brazilian
students to consider studying abroad (Figure 10).
Figure 10
Brazilian Students Study Abroad Influences
Note. Among the most influential sources as cited by Brazilian students in the survey by Belta, “friends who have
already studied abroad” and “my parents” added up to 57%. Students also indicated they often work with agents
when applying for study abroad programs. Reprinted from “Brazil's outbound numbers surged in 2018,” ICEF
Monitor - Market intelligence for international student recruitment. Retrieved April 15, 2023, from
https://monitor.icef.com/2019/04/brazils-outbound-numbers-surged-in-2018/
In addition to family and friends’ influences, another motivating factor for studying
abroad is the prospect of gaining work experience and job opportunities which can enable social
mobility. In economically developed countries, mobility in higher education is seen as a
“consumption” product, while in developing countries it is viewed as an “investment” useful for

44
improving job prospects at home. As Dias Lopes (2020) stated, for students coming from higher
socioeconomic groups, the perceived benefit of studying abroad for career enhancement is higher
than the cost of being away from family and friends. Many people from developing countries
believe that studying in the U.S. will help them obtain better job opportunities back home after
graduation since the value of a U.S. degree is globally recognizable (Ma & Garcia-Murillo,
2017). The ability to work while studying and to have the opportunity to secure a job and/or
permanent residency afterwards in a host country are major draws for Brazilians (ICEF, 2019).
Brazilian students are also motivated to study abroad for cultural reasons. Additional
research on motivations for international student travel indicated that the proximity to the host
country, cultural and social ties with the country of origin are key factors that influence student
destination choices; however, cross-cultural experience is one of the primary motivations of both
short-term and long-term international students to study abroad (Jamaludin et al., 2018).
Brazilian students look for similarities in their study abroad experience with their country of
origin in order to quickly and easily adapt (Kingeski, 2020). Although, in a study conducted by
Iorio (2021, p.335), 88% of respondents answered that “getting to know another culture” was
one of the reasons that made them leave Brazil. According to the U.S. Commercial Service in
Brazil, during 2021 the demand for online programs significantly increased; nevertheless,
students want to experience the diverse culture U.S. colleges and universities offer on campus,
especially those who have not traveled or studied abroad before (International Trade
Administration, 2023).
While it is important to understand what motivates Brazilian students to study abroad,
challenges these students encounter due to their individual circumstances and outside influences
in pursuing higher education abroad must also be recognized. Culture has traditionally been

45
viewed as a motivating factor for studying abroad, but it can also be a challenge. Learning about
another culture is a motivator for some people, and for others it is a challenge that creates fear
(do Amaral et al., 2022). Even with the advances made in internet communication, international
students seeking to study abroad can face cultural, linguistic, and academic barriers.
Homesickness is not unique to Brazilians however it acts as a significant factor in decision
making due to the cultural value of relationships in Latin America (Foster, 2014). Forbes-Mewett
and Nyland (2008) stated that international students need to make huge cultural changes and
language difficulties can be a major part of this challenge. Adjusting to a new academic setting
and social environment can be challenging and stressful especially for those from diverse
geographic and cultural backgrounds such as international students (Jones, 2017). It is critical
that all prospective international students feel they will be welcome in the U.S., and recruiting
students from diverse cultural and socioeconomic backgrounds will help to cultivate an engaging
environment. While many of these students return to their home countries, they often maintain
connections with classmates and colleagues in the U.S. These transnational networks serve to
boost international economic partnerships and other collaborative opportunities. To support this
growth in study abroad, the U.S. should promote policies limiting delays and denials in the
student Visa application process, as it was listed as a top reason for students choosing an
alternative destination during the height of the COVID-19 pandemic (Czarnecki, 2021).
Cost is one of the most documented barriers to international student mobility (Foster,
2014). Most international students are not eligible for federal student aid from the U.S.
Department of Education to study in the U.S. (Federal Student Aid, 2021). In 2019, Brazilian
study visa approvals for Canada dropped significantly, with the main reason being the student’s
inability to meet financial requirements (ICEF, 2019). Foster (2014) stated that the ability to

46
subsidize study abroad costs with part-time work could affect the destination choices of Brazilian
students from low socio-economic groups. The cost of education is considerably higher in
America in comparison to many other countries around the world, so it is important for students
to find the right university and for universities to find the right target group of prospective
students (Carnoy, 2016). During a visit to Brazil in 2019, Caroline Casagrande, Deputy Secretary
for Academic Programs, at the U.S. Department of State’s Office of Education and Cultural
Affairs, shared that the U.S. considered Brazil a focus of academic policy and aimed to deepen
its relationship with the country (Bulla, 2019). She further stated that cost appeared as a big
factor which might have prevented some students from making the trip across the border to stay
in the U.S., and therefore it is important to spread the message that there is great possibility for
Brazilian students to find a university at any price range in the U.S.
Due to ingrained social perceptions enabled by the media, students from certain
disadvantaged groups may see studying abroad as unattainable. In this case these students could
fail to see the connection between an international education and future employment
opportunities, which causes them to ignore information presented about learning opportunities
across the globe (Foster, 2014). Developing countries in Latin America where the population
lacks proficient English language skills needed to enhance their global competitiveness have
been sending students to the U.S. at rates lower than their population and economic size would
indicate. International students not only tend to apply to the colleges and universities where they
expect to be admitted, but also to those institutions of interest (Reddy, 2014).
Students studying abroad from Brazil in the U.S. often seek opportunities for growth with
the support of their family, which may include cultural immersion, quality education and
professional development opportunities. However, there are challenges such as cultural barriers,

47
visa, and financial expenses. Family support and self-efficacy are necessary when pursuing study
abroad opportunities and overcoming the related challenges. For many, the perceived benefits of
studying abroad can often outweigh the perceived costs.
Strategies for U.S. Higher Education Institutions to Recruit from Brazil
The reputation of the institution is an important factor in the decision-making process for
students from developing countries. International students from less developed regions, such as
Latin America, pay more attention to rankings when making decisions about applying to colleges
and universities abroad (Dias Lopes, 2020). As the competition continues to increase, institutions
can maintain their competitive advantage by highlighting the strengths of their brand (María
Cubillo et al., 2006), as branding activities are key within the educational sector and help to both
retain domestic students and recruit international students (Momen et al., 2020).
The quality and reputation of the institution, as well as their recruitment and marketing
campaigns influence international students to study abroad (Reddy, 2014). The popularity of
virtual fairs supported by platforms and organizations such as Facebook and EducationUSA have
been increasingly utilized over the years, as they have the potential to reach students all over the
world at any given time (Choudaha, 2013). As shown in Figure 11, U.S. higher education
institutions leverage multiple sources to recruit international students (Baer & Martel, 2023). For
institutions that were proactively seeking to recruit international students, collaboration with
their current international student population was cited as the leading resource for recruitment
both at the undergraduate (72%) and graduate (62%) levels, as current students can offer genuine
and personal study abroad experiences in the U.S. With the COVID-19 pandemic’s effects
subsiding, many institutions returned to in-person recruitment events, with 67% of institutions
attending these events for undergraduate and 60% for graduate recruitment purposes.

48
International partnerships took similar priority at 65% for undergraduate and 64% for graduate
recruitment. These colleges and universities also consider U.S. government resources as effective
recruitment tools, utilizing EducationUSA, a network overseen by the U.S. Department of State.
Additionally, online recruitment events, social media outreach, local and international agents, as
well as alumni are frequently used marketing channels.
Figure 11
Resources Leveraged for International Recruitment, Fall 2023
Note. EducationUSA is a U.S. Department of State network that promotes U.S. higher education to students
worldwide by offering accurate, comprehensive, and current information about opportunities to study at accredited
institutions in the United States (U.S. Department of State, 2022). Reprinted from “Fall 2023 Snapshot on
International Student Enrollment,” Institute of International Education. Retrieved June 5, 2024, from
https://www.iie.org/publications/fall-2023-snapshot-on-international-student-enrollment/
In Brazil, most students begin their search online; however, 67% of the 5,000 students

49
surveyed by Belta in 2019 finalized their application process and decisions at a physical agency,
indicating that agents play an important role in the market (ICEF, 2019). Reddy (2014) pointed
out that prospective students also communicate with high school counselors, family members,
alumni and university admissions officers to help them when applying for colleges and
universities abroad.
Brazil’s education system continues to experience challenges in its infrastructure and
governance, funding and resources, and also struggles to produce successful educational
outcomes to prepare students for the local and international labor market. As a result, limited
students from the public-school sectors are able to find the resources and inclination necessary to
study abroad. For those students who are able to seek higher education opportunities outside of
Brazil, educational institutions in the U.S. need to understand the motivations and challenges
impacting Brazilian students, and work diligently with local counselors to build relationships and
support these students during their decision-making process.
Conceptual Framework
This study incorporates Bronfenbrenner's Ecological Systems Theory (EST) and Eccles
and Wigfield’s Expectancy-Value Theory (EVT) as its conceptual framework (Figure 12). These
theories are adopted to further focus the study on the impact of the various ecological systems
and student motivations, as discussed in the literature, which influences Brazilian students’
decisions to pursue higher educational opportunities abroad.
Figure 12
Conceptual Framework – Bronfenbrenner EST and Eccles and Wigfield’s EVT

50
Note. Adapted from Bronfenbrenner’s (2009) Ecological Systems Theory and Eccles and Wigfield’s (2002)
Expectancy-Value Theory. Developed to examine the topic through multiple lenses, this conceptual framework
provides a holistic view of both the intrinsic and extrinsic motivations and challenges that influence Brazilian
students’ decisions to study abroad.
Bronfenbrenner's Ecological Systems Theory
Bronfenbrenner’s (1979) Ecological Systems Theory (EST) is focused on human
development in the context of ecology, examining the complex and interactive relationship
between an individual and the external environments in which they live. This relationship is
influenced by the interactions between different settings and the broader social contexts in which

51
they are located. Bronfenbrenner (2009) defined each of the ecological systems as follows: A
Microsystem is a pattern of activities, roles, and interpersonal relations experienced by the
developing person in a specific setting with particular characteristics (such as the student’s home
or school environment). A Mesosystem includes the interrelations among two or more
microsystem settings in which the developing person actively participates (such as the relations
between a student’s home and school). The Macrosystem refers to the broader cultural context
and societal values encompassing economic, political, and educational systems, which ultimately
affect the individual’s development.
Eccles and Wigfield’s Expectancy-Value Theory
The Expectancy-Value Theory (EVT) states that individual choices, persistence and
performance can be associated with a person’s beliefs about how well they will perform on an
activity (expectancy) and the degree to which they value the activity (value) (Wigfield & Eccles,
2000, as cited in Yue & Lu, 2022. Expectancy is the belief that one can do, expects to do well, or
would be good at achieving a particular goal. This could for example help predict success and
level of engagement in applying for an academic program, studying abroad, learning a language,
or looking for a job. Value can be seen as the desire to do a particular task and can predict an
individual’s willingness to pursue a certain choice or engage in an academic or career path for
example. Value has four components. Intrinsic value has to do with the interest in a subject or
personal enjoyment of an activity. Attainment value is the importance of doing well in a chosen
activity and the extent to which a task allows one to express or confirm their core identity. For
example, this could be applied to an international student that wants to become a global citizen
by studying languages and business in another country. Utility value is the perceived usefulness
of current or future goals. For example, completing an ESL program in America will be useful

52
for applying for and entering a degree program in the U.S. Lastly, costs can be seen as emotional
or physical elements that compete with other goals. This is what one has to give up to pursue a
goal which could include the effort, lost opportunities, resources, and psychological effects, etc.
People may choose to pursue an activity when the benefits outweigh the cost, making the
decision to move forward worth the effort. High costs could turn international students away
from choosing to study abroad, so solutions may need to be presented that break down these
perceived costs into smaller manageable steps (Eccles & Wigfield, 2002).
Conceptual Frameworks’ Applicability to the Study
The population of focus in this study is international students from Brazil. My objective
as the researcher is to understand what influences Brazilian students to pursue higher education
opportunities in the U.S. As indicated in the literature; by understanding a prospective
international student's personal background, expectations, and values, schools may be better
equipped to determine which students are the best fit for their programs and how to keep them
motivated throughout the admissions process.
I will take an in-depth look into the students’ high school education, counselor advising,
institutional outreach, family and friends influence, and agent services through the lens of
Bronfenbrenner’s Microsystem. Applying the Mesosystem, I am hoping to understand how these
microsystems interact with one another. Lastly, utilizing the Macrosystem, I will investigate the
cultural and social environments including the economic, political, and educational systems in
both the U.S. and Brazil, and how these elements relate with the microsystems which shape and
impact Brazilian students.
Using Eccles and Wigfield’s Expectancy-Value Theory, I will look through the lens of
the Expectancy component to understand if the Brazilian students’ study abroad decisions are

53
influenced by their confidence to be admitted, academic preparedness, and professional
aspirations. Then I will apply the Value component to understand if the location and campus
experience, cultural diversity of student population, academic quality, and study abroad costs
such as language barriers, lost opportunities, financial resources, safety perceptions, and Visa
challenges, contributed to their decisions to study abroad.
By examining the topic through multiple lenses, this conceptual framework will provide a
holistic view of both the intrinsic and extrinsic motivations and challenges that influence
Brazilian students’ decisions to study abroad.

54
Chapter Three: Research Methods
This study examines factors that influence Brazilian students' decisions to pursue higher
education in the U.S. According to the literature review, gaining insight into a prospective
international student's personal background, expectations, and values can help institutions better
identify which students are most suitable for their programs and effectively keep them motivated
during the admissions process. This research will study international students from developing
markets in order to understand what influences their decisions to pursue higher education in the
U.S. In determining which developing country to conduct the study, I found that the OECD
Development Assistance Committee (DAC) lists Brazil as one of the upper middle-income
countries that received Official Development Assistance (ODA) for 2024 and 2025.
Additionally, Brazil has the largest population in South America, but its mobile student
population is underrepresented in comparison to other OECD countries (OECD, 2024).
Mixed-methods research provides an advantage as it enables researchers to obtain a more
comprehensive understanding of a phenomenon, which may not be possible with a singular
traditional methodological approach. It is a pragmatic approach to educational research, which
aims to address the complexity of educational issues using the full range of data available in
order to bridge the gap between research methodologies (Johnson & Onwuegbuzie, 2006, as
cited in Lochmiller & Lester, 2017). I used a mixed-method approach with a convergent parallel
design to conduct my study. “In a convergent parallel design, the practitioner-scholar carries out
a qualitative and quantitative study simultaneously…and then mixes the finding/results during
the analytic phase” (Lochmiller & Lester, 2017, p. 218). Creswell and Creswell (2018) stated
that in the convergent mixed methods design, the researcher typically collects quantitative and
qualitative data at about the same time then integrates the findings in the interpretation of the

55
overall results, which was how I conducted my research. Convergent mixed-methods research is
an appropriate approach for this study as it considers both qualitative and quantitative research
methods to reach a more holistic understanding of the factors influencing Brazilian students’
decisions to study in the U.S.
I interviewed Brazilian high school counselors who advise students looking to study
abroad and surveyed Brazilian international students who chose to study in the U.S. Qualitative
research methods were carried out, through interviews with counselors, to investigate various
influences impacting their students’ study abroad journey. Additionally, quantitative research
methods were used in the form of a survey to collect information from students on the
motivations and challenges affecting their choice to study abroad.
In this chapter I will discuss the population and sample of my study, as well as present
the instrumentation, research design and methods for data collection, and data analysis. In
addition, I will address the credibility and trustworthiness of my research, including ethics, and
my positionality as a researcher.
Population and Sample
The population of focus in this study is international students from Brazil who are
currently enrolled in U.S. colleges and universities for undergraduate degrees. I interviewed five
international student counselors at private high schools in Brazil to understand the educational
environment and their interactions with the students, family, U.S. institutions, and study abroad
agents. Seventeen Brazilian international students completed the online survey. The reason why I
focused on private high schools in Brazil instead of public schools was because the students from
private high schools are significantly more likely to study abroad than those from public high
schools.

56
The counselors I interviewed initially came from small purposeful samples; all were
working for international high schools in Brazil, which typically send their students to the U.S.
Lochmiller and Lester (2017) stated that “a purposeful sample is when a researcher selects
individuals or sites on the basis of a specific criteria” (p. 141). I interviewed the initial group of
counselors then asked each of them to refer me to other participants, which according to Merriam
and Tisdell (2016) is a snowball sampling strategy.
There are generally four categories of Brazilian high schools with corresponding student
population groups. The first group consists of low-income students who typically attend public
high schools. The public school system has poor academic outcomes, and these students usually
cannot afford to study abroad unless they receive full scholarships, which is very rare. The
second group includes middle income students who often attend low-cost private high schools.
These students may consider going abroad; however, this would involve a financial sacrifice for
the family, so the opportunities are very limited. The third group comes from high income
families who usually attend elite private Brazilian schools. These students can afford to study
abroad in countries such as the U.S. The fourth group includes high-income students who attend
elite international schools. These students usually can also afford and frequently study abroad in
countries such as the U.S.
My study focused on a purposeful sample from the following sources:
• Graduates from several international, elite, or low-cost private high schools who are
currently enrolled in undergraduate degrees in the U.S., that I connected with
through counselor referrals.
• Current Brazilian students studying at U.S. colleges and universities for
undergraduate degrees, who I reached to through international student associations.

57
Students within this group who graduated from private high schools in Brazil were
invited to participate in the survey.
Instrumentation and Data Collection
I conducted five semi-structured interviews with Brazilian high school counselors to
learn more about the Brazilian education environment for students who seek to study abroad, and
to gain a deeper understanding of the unique influences affecting these students’ decisions to
pursue higher education opportunities in the U.S. Each interview was recorded and took
approximately one hour online via Zoom, a cloud-based video conferencing service platform. I
used an interview protocol to stay organized, on topic, and within the timeframe.
All interview questions were open-ended, clear, and unbiased to allow for detailed and
unique responses. They focused on the research question, using the conceptual framework
elements. There was one question asking about the counselor’s background and role, one EST’s
Microsystem question on how the counselor influences the student, one EST’s Mesosystem
question regarding the counselors’ interactions with schools and families, and one EST’s
Macrosystem question about counselors’ perception of the cultural and social, as well as
economic, political, and educational influences. There was also one EVT’s Expectancy question
asking the counselors regarding how their students gain the confidence to pursue study abroad
opportunities, one EVT’s Value question asking the consolers’ opinions on what their students
expect to gain from studying abroad, and one EV Value (Cost) question asking what they think
their students find challenging in regards to studying abroad. Lastly, I asked the counselors one
final question, whether there were any other factors we did not already discuss. High school
counselors work closely with students, their families, study abroad agents, and institutions
abroad, and as a result have valuable qualitative insights which provide a different perspective

58
from the students surveyed.
To ensure a successful interview experience, I built relationships with counselors prior to
conducting the interviews through introductions with the help of USC alumni who currently
work in Brazil. I connected with the interviewees through email and Zoom calls to describe the
purpose of my study, and to confirm their willingness to participate. I obtained approval from
USC’s Institutional Review Board (IRB) for this study before proceeding with the interviews. I
field tested the interview questions with one Brazilian high school counselor to check the
interview questions and to see if any revisions were needed. As Maxwell (2013) suggested,
interview pilot-testing should be done with people as close as possible to the planned
interviewees. I scheduled interviews with school counselors in Brazil based on individual
availability, taking into consideration the time difference between Brazil and the U.S. Lochmiller
and Lester (2017) stated that a researcher can reduce the participant’s stress by clarifying the
research focus and being responsive to the participant’s needs. Therefore, prior to each interview,
I emailed the interviewee an overview of the study, how the interview would be conducted, and
information on the participants’ rights and confidentiality. Additionally, I provided opportunities
for the participants to ask questions and help them understand my research goal. I audio recorded
interviews and took detailed notes after seeking permission from each participant and kept the
information secure on a password protected device. All data is scheduled to be erased after three
years. I asked each interviewee at the end of the interview for permission to follow up by email
or phone call to check if my interpretation of their responses was correct and gathered additional
information as needed. I sent out thank you notes by email to counselors for their time and
contribution to this study.
A survey for the student participants was administered through Qualtrics, a platform for

59
creating and distributing web-based surveys. The survey contained a total of 22 closed-ended and
open-ended questions and took approximately 15 minutes to complete. This included seven
demographic questions, 11 Likert-scale type questions, and four open ended questions to allow
participants opportunities to provide unique responses (Lochmiller & Lester, 2017). Only the
first three questions, which were survey qualifying questions, were marked as required in
Qualtrics; however, participants were prompted if a question was skipped and could go back at
any time if they wanted to revisit a previous question.
The survey was designed with the research question and conceptual framework in mind.
For example, there were questions investigating students’ immediate relationships with family,
friends, and schools, inter-relationship between these groups, external and indirect influences, as
well as cultural context questions. All 11 questions were related to the Microsystem,
Mesosystem, and Macrosystem in Bronfenbrenner’s EST. These questions also sought to
understand students’ expectancy to succeed in their pursuit of higher education opportunities in
the U.S., as well as their interest, identity, perception of usefulness, and alternative opportunities,
which by design corresponded to the intrinsic value, attainment value, utility value, and cost
value of Eccles and Wigfield’s EVT respectively.
I obtained approval from the USC IRB for this study before proceeding with the survey
distribution. I field tested the survey with one Brazilian recent high school graduate. As
Lochmiller and Lester (2017) pointed out, piloting allows researchers to examine if the survey
design makes sense to participants, determine whether the wording will draw out the anticipated
responses, and to test if the length and time is appropriate. This testing provided an initial
evaluation of the survey and allowed me to improve questions, format, and instructions as
needed (Creswell & Creswell, 2018). After testing and making necessary corrections and/or

60
adjustments to the survey, I emailed the Qualtrics survey link to Brazilian high school counselors
for survey distribution. I then sent an email to international student associations at U.S. colleges
and universities to seek approval to distribute the survey to their international students from
Brazil.
In the email and recruitment materials, I informed potential participants of their rights,
clearly stated the duration of the survey to be open in Qualtrics and initially allowed participants
two weeks to complete the survey online. I then sent reminder emails regarding the deadline at
the end of the two-week period. I left the survey open for eight additional weeks due to lack of
participation, while continuing to reach out to counselors and international student associations
to increase the participation rate. Prior to closing the survey, I sent out reminder emails every day
for the last three days to remind participants to complete the survey before the closing date to
ensure maximum data collection.
These instruments combined offer a more comprehensive view of the environmental and
motivational factors that play an important role in Brazilian high school students' decisions to
study in the U.S.
Data Analysis
The analysis of interview data involved thematic coding and began during data
collection. I wrote analytic memos after each interview; documented my thoughts, concerns, and
initial conclusions about the data in relation to my conceptual framework and research question.
Once I concluded the interviews, individual sessions were automatically transcribed in Zoom and
corrected to eliminate filler words and mistakes. Transcripts were then exported to NVivo’s
software for qualitative data analysis and coding. In the first phase of the analysis, I used open
coding, looking for empirical codes to label the data based on the research question. A second

61
phase of analysis was later conducted to aggregate the empirical codes into analytic/axial code
categories. In the third phase of data analysis, I identified pattern from the analytic/axial codes to
develop themes and then sub-themes that emerged in relation to the research question
(Lochmiller & Lester, 2017).
The surveys were analyzed using descriptive statistics. Descriptive statistical analysis
was conducted once all survey results were submitted. I was primarily interested in how students
described motivations and challenges impacting their study abroad decisions. As Lochmiller and
Lester (2017) stated, a descriptive analysis can effectively summarize the distribution of the data
and paint a picture of what the data reveals. Survey participants’ responses to the open-ended
questions were also exported to NVivo for coding, using the identified pattern codes created for
interview analysis to draw comparison and contrast related to the research question.
Credibility and Trustworthiness
To maximize the credibility and trustworthiness of this study, I used field test, reflexivity,
member checking, and triangulation strategies. I surveyed one Brazilian student prior to releasing
the survey to all participants, and interviewed one counselor in advance, to allow time to revise
the survey and interview questions to the best of my ability. Maxwell (2013) pointed out that
reflexivity in interviews acknowledges that researchers, such as myself, are not separate from the
world we study; and that we may influence what the participants ultimately say during
interviews. I took steps to make sure I did not lead people to a particular response or interject my
own opinions about the positive and negative factors that influenced my prior decision to study
abroad in Brazil, but instead acted as a participant-observer and asked more open-ended
questions when conducting interviews, gave the participant the choice to answer, and then
recorded their responses accurately and fully. I also obtained feedback from the counselors on

62
the correct representation and completeness of the information they shared with me. Referred to
as member checking, Maxwell (2013) stated that it is “the single most important way of ruling
out the possibility of misinterpreting the meaning of what participants say and do and the
perspective they have on what is going on, as well as being an important way of identifying your
biases and misunderstanding of what you observed” (p. 127). Lastly, I integrated the data from
interviews and surveys to identify supporting evidence, common themes, and gain a more
comprehensive understanding of the research question consistent with the elements in the
conceptual framework. Known as triangulation by Maxwell (2013), this strategy allows the
researcher to collect information from a diverse range of individuals and settings, using a variety
of methods, and reduce the risk of chance associations and of systematic biases.
Ethics
Ethical practice is essential to conducting effective research, and is the foundation of the
entire research process, as Lochmiller and Lester (2017) clearly stated. This study followed
moral and legal principles, and I was proactive to avoid forms of bias and minimize damage and
inequity to the participants. I conducted all steps in the research process with ethical standards
and impartiality. Guidelines were put in place to guarantee that research subjects were fully
informed of their rights, and therefore able to make their own decisions during the inquiry.
Participants were given all needed information in the introduction of the survey
explaining how data would be gathered and disseminated, as well as their rights so that trust
could be established to ensure that the research was conducted with a high level of integrity. This
was done in consultation with the USC IRB, so that regulations and professional standards were
followed to protect participants from harm. All participants were given sufficient time to review
documents, ask clarifying questions, and receive timely responses and updates to fully

63
understand all necessary aspects of the study before consenting. When recruiting participants for
the survey, I kept in mind that it was important to evaluate their capacity to consent due to any
language barriers since I was working with international students whose native language was not
English. I did not provide any monetary incentives, so as not to coerce the participant; however,
at the conclusion of the study, I sent thank you notes by email to all participants when possible.
I was not affiliated with any of the international high schools in Brazil in a professional
capacity, and ensured all students and counselors knew their participation was voluntary and did
not feel pressured in any way to take part in this study. Participants had a proper level of
autonomy as they began and moved through the study and knew they would not be discriminated
against or punished in any way if they chose to withdraw from the research process. The dignity,
identity, and reputation of the participant was protected, and separate permissions such as those
for recording and note taking were requested prior to interviews and throughout the research as
needed. Additionally, data was stored in a way that protected confidentiality, using a password
encrypted storage system (Lochmiller & Lester, 2017).
Role of Researcher
I am an independent researcher, and do not have any internal advising or operational
responsibility with students, counselors, or any of the schools or institutions from which the
participants were selected. Reflecting on my positionality, there was a possibility my race,
gender, culture and religion may differ from some participants’ backgrounds, and as a result may
have caused them to speak less openly. However, having been to over 25 foreign countries for
the purpose of travel, academic study, and work, I could relate to some of the motivations and
challenges international students looking to study abroad may face; I also lived in Brazil as an
international student, so I am familiar with the Brazilian educational system and culture. In

64
addition, because of my prior professional experience in higher education, I envisioned ways my
research could benefit U.S. institutions and the international students they serve; therefore, I
wanted to be purposeful when identifying school counselors who could utilize this research and
provide relevant information, not simply select those who would allow me to gather data. I
provided a short bio which highlighted the diversity of my personal and professional
experiences, why I could be trusted as a researcher, and how I could relate to the participants on
a personal level. However, as Creswell and Creswell (2018) pointed out, our past experiences
shape interpretations, so I considered limiting discussion about my personal experiences so that
they did not override the importance of the content or method of my study.
Additionally, I have at times experienced cultural stereotyping towards me when studying
and working abroad, so it was important to leverage my past experiences to help anticipate how
others might see me. Therefore, I was aware of biases I might have that could have affected my
study; and was sensitive to all research participants and treated them with respect, fairness, and
justice. I have worked for large higher education institutions for more than 10 years, supporting
multicultural student bodies, and providing program management and student services to
domestic and international students. Although I have the benefit of many diverse experiences, I
lack a fully comprehensive professional experience recruiting international students.
“Positionality may change over time… that a researcher who is initially viewed as being an
outsider will, as time progresses and more contact and discussion takes place, increasingly be
viewed as an insider due to familiarity” (Herod, 1999, as cited in Darwin Holmes, 2020, p. 8).
Therefore, I familiarized myself with the international student recruitment process through
literature reviews, professional networking, and valuable conversations with students and
counselors, to aid my dissertation research goals as well as broaden my worldview.

65
Chapter Four: Findings
This research seeks to understand what influences international students from Brazil in
their decisions to pursue higher education opportunities in the U.S. To do so effectively, mixedmethod research was conducted by interviewing international student counselors from private
high schools in Brazil and surveying international students from Brazil who chose to study in the
U.S. The research question is: what motivations and challenges influence Brazilian students’
decisions to pursue higher education in the U.S.?
This chapter presents findings gathered from both interviews and surveys. The first
section describes the participants. The following section outlines the larger themes identified
from the research data, which includes both the interview and survey responses. This chapter
concludes with a summary of the study’s findings and major themes.
Overview of Participants
The population of focus in this study is current Brazilian undergraduate students in the
U.S. Semi-structured interviews were conducted with Brazilian private high school international
student counselors who work closely with Brazilian high school students during the study abroad
process. In addition, surveys were collected from Brazilian students who are currently enrolled in
4-year undergraduate degrees at colleges and universities in the U.S.
Interview Participants
Five international student counselors currently working at private high schools in Brazil
were interviewed individually to better understand what they perceive as influences on their
students’ study abroad decisions. All interviews were conducted via Zoom, ranging from 45
minutes to an hour. Audio recordings of the interview transcripts were generated by Zoom’s
automated transcription service, and subsequently revised by the researcher to remove filler

66
words and correct transcribing errors.
Table 1 shows demographic information for the interview participants. Pseudonyms were
used to provide confidentiality and easy reference, as each name was assigned to a specific high
school counselor with no duplicates. Participants were selected based on their availability and
willingness to take part in this research. All findings in this section in relation to counselors’
statements and views were drawn solely from these five interview participants. All five
counselors were working in Brazil for private international high schools. Two of the counselors,
Maria and Felipe, were fairly new to their current roles. The other three counselors, Lucas,
Rafael, and Tiago had been working with international high school students for a significant
amount of time.
Maria previously worked as a language teacher and writing tutor in the U.S., and advised
incoming international freshmen. She had been teaching abroad for 10 years.
Felipe had five years of experience in public school systems in the U.S. and taught high
school courses in Brazil for a decade. He transitioned to a college counseling role formally less
than a year ago but has been informally assisting international students for over three years.
Lucas had been working in education for 20 years, teaching English as a second language
for the first 16 years. He has been in his current role for four years but has been advising
international students part-time for 15 years.
Rafael had been working as a school counselor for close to 25 years both in the U.S. and
Latin America, with about 15 years in secondary education including high schools. He has been
in his current role for nine years.
Tiago had extensive experience working with international students for over 30 years and
started his career as a teacher. He has worked in the U.S., Europe, Asia, and Latin America.

67
Table 1
Interview Participant Demographics – Experience in Current Role
Interview
Participant
Title Location
in Brazil
Years in
Current Role
Maria International Student
Counselor
Brasilia 1
Felipe High School College
Counselor
Curitiba 1
Lucas Assistant Director of
University Guidance
and Careers &
Scholarship Mentor
São Paulo 4
Rafael Secondary School
Counselor
Recife 9
Tiago Director of High
School Counseling
Rio de Janeiro 4
Survey Participants
Forty Brazilian high school graduates currently enrolled in U.S. colleges and universities
for undergraduate degrees started the survey on Qualtrics; 17 completed the survey, however on
average 15 participants answered questions 8-18 as they were marked optional. Initial emails to
recruit survey participants were sent through a network of 13 Brazilian private high schools.
Because the response rate was low, additional emails were sent to 34 international student
associations at U.S. colleges and universities to seek approval to distribute the survey to their
international students. In response, eight college and university Brazilian student associations
offered to help distribute the survey. Subsequent emails were sent every 2-3 weeks as a reminder
to complete the survey. Survey participants only included those who previously attended private

68
high schools in Brazil because the students from private high schools are significantly more
likely to study abroad than those from public high schools, as discussed in Chapter Three.
Table 2 outlines the demographics of the 17 participants who are included in the survey
data that were collected for analysis. The first three questions are qualifying questions. Survey
participants must have been students who graduated from a private high school in Brazil within
the last five years, currently enrolled in a four-year college or university in the U.S. for an
undergraduate degree, who are at least 18 years of age or older. Questions four through six were
marked as optional, and 16 out of 17 participants answered all three of these questions. Only one
survey participant did not provide information regarding his or her current institution. Those who
answered no to either of the first two questions were subsequently disqualified from completing
the survey.
Table 2
Survey Participant Demographics
Characteristics Number Percentage
Graduated from Private High School in Brazil within Last Five Years
Yes
No
30
10
75%
25%
Currently Enrolled in the U.S. for an Undergraduate Degree
Yes
No
23
6
79%
21%
18 Years or Older
Yes
No
22
0
100%
0%
Gender (Optional)
Male
Female
17
7
10
41%
59%

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Universities Represented (Optional)
Hult International Business School
Northwestern University
Oglethorpe University
Rice University
The Ohio State University
University of California, Los Angeles
University of Chicago
University of Miami
University of Southern California
Williams College
16
1
2
1
1
1
1
1
2
5
1
6%
13%
6%
6%
6%
6%
6%
13%
32%
6%
Size of Institution Currently Enrolled in (Optional)
Student population less than 1,000
Student population between 1,000-4,999
Student population between 5,000 and 14,999
Student population 15,000 or higher
17
1
4
3
9
6%
23%
18%
53%
Findings
Three themes emerged from information collected from both interview and survey
participants, which provided critical insights for understanding what motivations and challenges
influence Brazilian students’ decisions to pursue higher education in the U.S. The themes are:
1. Brazilian high school counselors, U.S. institutions, study abroad agents, and others
provide valuable advising support services.
2. Brazilian students seek high-quality developmental opportunities in the U.S. while
considering various costs.
3. Social preferences and influences affect study abroad destination choices.
All interview participants were asked a series of questions about their professional
backgrounds and primary roles, and what they perceived as influences to students in regards to

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the study abroad process. They were also asked about their interactions with schools, families, as
well as U.S. colleges and universities. In addition, they were asked to share their opinions on
their students’ academic readiness and admissibility when choosing to study abroad, and what
may encourage or prevent them from making the decision to study in the U.S.
The survey contains 22 questions. The first seven were demographic questions, followed
by 11 Likert-scale type questions, and four open-ended questions; only the first three questions
were marked as required, and served as qualifying questions. The survey questions explored
students’ internal motivations and external influences towards pursuing higher education
opportunities in the U.S. All interview and survey questions are designed with the research
question and the conceptual framework in mind, as mentioned previously in chapter three.
Theme 1: Brazilian High School Counselors, U.S. Institutions, Study Abroad Agents, and
Others Provide Valuable Support Services
Data from this study suggests that student participant’s and their families have limited
information on institutions and programs abroad. Some face challenges such as narrowed
perception of brand or ranking, unrealistic expectations of admissibility, and indecisiveness
regarding study abroad choices. International admissions outreach and collaboration efforts with
high school counselors, as well as use of agents with students’ best interests in mind are crucial
in helping Brazilian students navigate through the study abroad process to pursue higher
education opportunities in the U.S.
Counselor’s Guidance and Services
Counselors interviewed for this study spoke passionately about their work to provide
guidance for students and family so that they might make informed study abroad decisions.
Findings from interviews and surveys showed that a lack of knowledge or awareness of

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programs abroad and a narrowed perception of brand or ranking led to unrealistic expectations of
admissibility and created challenges for students to make sound decisions when applying to
institutions and programs that best fit their educational needs. In addition, indecisiveness created
difficulty for some students to navigate their study abroad journey.
Lack of Knowledge or Awareness. According to four out of the five counselors
interviewed for this study, one of the challenges students and their families face is the lack of
knowledge or awareness of educational opportunities abroad. One counselor interviewed, Maria,
discussed her role in advising students who may lack awareness of global issues. She used the
Netherlands as an example, while the use of English and lower cost of living were comparable to
the U.S., its current housing crisis was worth noting. Another counselor, Felipe, emphasized that
although it was a challenge to get his students to consider different options, such as locations of
the institutions they are applying to, he persistently worked to broaden their perspectives despite
the difficulty of not having first-hand experiences. He also stated that he tries to expose his
students to more options that may lead to careers beyond the traditional jobs in Brazil such as
business, marketing, finance, medicine, or law. A third counselor, Rafael, explained that often
students and parents were not aware of the different institutions and programs that are available
in the U.S., since they had only heard of the top schools, sometimes from an American TV
series. He gave an example of how he was able to help a student who had a special interest to
study film to apply to a particular school in New York without having to take any standardized
test, which was not her strong suit. A fourth counselor who spoke about this particular point was
Tiago, and he added that the SAT, which affluent families often spend thousands prepping their
children for, is now optional for admission at many institutions. It has caused anxiety for some
parents because they do not understand how institutions abroad evaluate a whole person, not

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only their test scores, but also their academic performance in school and their intellectual
curiosity and extracurricular activities. Tiago pointed out that this significant aspect is often
misunderstood and overlooked.
Brand, Ranking, and Admissibility. From the perspective of four out of five counselors
interviewed, another challenge that hinders Brazilian students’ pursuits to find the best study
abroad programs is a narrowed perception of branding or ranking of institutions, which often
lead to unrealistic expectations of admissibility. Maria stated, “There’s this idea that if you don’t
get into one of the top schools in the U.S., then the education isn’t worth it. I’ve been trying to
change their perceptions about that. I think that was a problem.” Felipe added that brand names
of U.S. institutions such as Harvard or Stanford can overshadow other important factors such as
academic requirements. One other counselor interviewed, Lucas, emphasized the big p-word,
which is prestige. He reiterated that it was important for students and their families to perceive
the prestige of U.S. institutions to determine if that element outweighs possible opportunities in
Brazil, the UK, or Europe. He also added that in the past he has occasionally seen when parents
were reluctant to pay for their children’s higher education abroad if they did not get accepted to
top ranked institutions; however, that has become less frequent. Tiago concurred that his students
want to go to good schools, which meant highly ranked schools. He then praised top universities
that are moving away from allowing themselves to be ranked, explaining institutions are
choosing to not submit data for ranking and making standardized tests such as the Scholastic
Assessment Test (SAT) optional, which made the application process more equitable for students
whose parents are financially limited in paying for test preparation.
Filipe shared that his students always perform above average on the International
Baccalaureate (IB), a high school program that doubles as a highly respected college prep

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curriculum. However, it was a challenge to help them understand that aspiring to attend Harvard
does not guarantee admission, even with relatively high GPA and SAT scores. Filipe also gave
an example of this year’s high school graduates,
We have a lot of kids that want to go to [Brown University, which] had an acceptance
rate of about 4%, because they had 80,000 people apply for 3,000 spots. So that’s a
challenge with the acceptance rates, but [I am] trying to get them to realize that you don’t
need to go to a big name or famous school to have an amazing education… They don’t
all focus on the top schools, but I would say they focus on the big-name schools. Like
USC (University of Southern California) is a big name; it is also a top school… But
they’re pretty good, realizing quickly, “Okay, I have a 3.5, so maybe Harvard is not it.”
Tiago also spoke about how parents’ involvement sometimes could interfere with students
finding the best fit institutions and programs that better suited their specific educational needs,
adding that “The kids are happier to apply to schools that are good fits than their parents.”
Indecisiveness. There were additional reasons which caused students to delay study
abroad applications, or at times prevented them from even taking the first step according to three
out of five counselors interviewed. Felipe explained that sometimes students did not apply to
study abroad simply because of their indecisiveness. He said that it was not common for
Brazilian parents to encourage their students to apply for liberal arts schools and then figure out
their major later. Most of the time students have specific programs in mind; however, he has had
students who were not applying just because they did not know what to do. Tiago stated that his
students changed their minds frequently. He spoke about one top student in the graduating class
this year who decided to stay in Brazil for higher education, only to change his mind to want to
go to the UK the very next day. He attributed this fluctuation in the decision-making process to

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both outside forces such as family, the status of studying abroad amongst their peers, as well as
students themselves who do not want to be narrowed in. Maria stated that recently she had
students wanting to take a gap year, or maybe looking for internships instead of applying to
study abroad.
Counselor’s Guidance for Students. Based on interview responses from Brazilian
international high school counselors, it was evident that there was a strong commitment and
satisfaction in providing students with comprehensive information and support crucial for their
study abroad endeavors. All five counselors expressed that they seek to provide more options to
educate students and families, and help narrow down the choices when students are
overwhelmed. Felipe stated, “I think by sending out constant communications to the parents and
the students, that gives them information; and that gives them tips, strategies, and resources.”
Maria also stated, “…giving them (high school students) information that maybe their parents
don’t know, or maybe that they don’t feel comfortable asking their parents is really helpful for
them to think about where to go abroad.” Lucas, who worked at a British international high
school, concurred but also added, “Our influence is more to offer them a breadth and a wealth of
exposure to different types of colleges and universities. Not just in the U.S., and Canada as well,
also the UK and Continental Europe.” Rafael explained that the way he influenced his students
was not necessarily just to help them determine whether or not to go abroad, but rather to advise
them on all the types of opportunities they could take advantage of. Tiago had experience as a
reader for a top U.S. university, so he was able to offer guidance to students based on an
understanding of selection criteria, emphasizing genuine interests over superficial diversity in
their portfolios to help them stand out in their applications. He encouraged students to take
ownership and offered them a wealth of knowledge and experience to help prepare for the study

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abroad application process.
Counselor’s Guidance for Parents. In addition to providing guidance to students,
counselors also worked very closely with parents to provide information and support they need
to help guide them through the unfamiliar process of international education. Four out of five
counselors spoke about the efforts they put into communicating and educating parents regarding
study abroad opportunities and the application process. Maria stated that although she was new
to her position, she had been actively involving parents by attending events outside of Brasilia
and providing ongoing support through frequent email communications. She also arranged for
Portuguese-speaking individuals to guide parents through the application process, which has
been beneficial. Tiago spoke about organizing parent sessions biannually for each grade level
and sharing weekly updates and distributing newsletters such as the Counselor Corner, to ensure
families are informed about ongoing activities. He added “I seek actively to meet with every
family at least once ultimately, oftentimes multiple times.” Felipe explained that his goal is to
make his study abroad advising program a broader program, by getting more families involved,
and giving them more opportunities to interact as a whole group. Lucas explained that he and his
colleagues conduct six to eight sessions annually covering various topics about study abroad
applications and process, including specific focus on the U.S., the UK, continental Europe, and
progression to Brazilian/Portuguese universities. He emphasized the importance of educating
parents on evolving study abroad trends and utilizing their school’s online platform for
transparency and accessibility. Despite many parents having attended universities abroad
themselves, Lucas highlighted significant changes in admission rates, citing a substantial
increase in international applications from Brazil in recent years, leading to intensified
competition and declining admission rates globally.

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International Admissions Outreach and Collaboration
Counselors interviewed discussed how admissions outreach efforts by institutions abroad,
particularly through in-person visits, and counselors working with various universities, networks,
and organizations, were significant in helping students during their study abroad decisionmaking process. While use of study abroad agents received mixed reviews from the counselors
during the interviews; survey participants found them extremely useful in regards to the services
they provide.
Admissions Outreach by Institutions Abroad. All five counselors interviewed spoke
about the outreach efforts by university admissions representatives extensively. Most agreed that
it has been particularly beneficial, especially when universities abroad send admissions staff to
Brazil. Felipe stated that the majority of the Brazilian students do not have the opportunities to
visit institutions abroad; whatever they know about, they either heard from someone, or read
mostly on a website. This was also confirmed from survey results (Table 3), when student
participants were asked how they found out about the colleges and universities in the U.S. that
they applied to (students were able to check all that apply). Online search, ranking publication,
and social media advertisement received the highest score, 21 out of 51 total responses collected
from 16 participants. High school counselors, study abroad agents, study abroad fairs or events,
and U.S. admissions officers collectively scored 19 counts; while U.S. admissions officers only
received two counts which indicated that students did not initially find out about their institutions
through that channel. However, high school counselors received 10 counts of responses (second
highest individual score), which affirmed the importance of counselor’s work mentioned in the
first theme, and their role in providing significant information regarding study abroad
opportunities to their students.

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Table 3
How Participants First Found out about the U.S. Institution They Applied to, Survey Question 9
Channels Choice Count Survey %
Self-search
Online search
Ranking publication
Social media advertisement
21
12
8
1
41%
24%
16%
2%
Schools, institutions, and study abroad agents
High school counselors
Study abroad fairs or events
Study abroad agents
U.S. admissions officers
19
10
4
3
2
37%
20%
8%
6%
4%
Close ties
Family
Friends
11
6
5
22%
12%
10%
Note. N=16
Maria stated that admissions representatives’ in-person visits were much more successful
than online visits. Filipe asserted further, that having a relationship with the admissions
representatives from foreign institutions can have a strong influence on the students’ study
abroad decisions. Lucas also said,
I think exposing them to a variety of different university options and higher education
options [is important]. Last academic year we had what we call, 130 interaction
opportunities. Over 60 different dates in the calendar year we had 130 universities from
around the world visiting [our school]. Sometimes they come as groups, sometimes we
have individual visits, so exposing them to that wealth of possibilities is very important.
Lucas emphasized the increase in university admissions visits from Canada, the UK, and Europe

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in recent years, alongside those from the U.S., highlighting efforts leading to broader application
destinations and student placements. He stressed the significance of face-to-face interactions in
Latin American culture and pointed out that these admissions representatives are typically the
first ones to review applications and play a crucial role in determining their progression. Tiago
agreed that admission staff visits could be really useful and shared that his school in Rio had 150
visits this year, including top-tier institutions; and that these visits often swayed his students’
decision to apply to those institutions. He also said that during the pandemic the visits went
online and had great turnout from students and parents, which showed that admissions visits are
a vital tool to provide study abroad information, and he was glad to see these visits have now
gone back to the in-person format. Although four counselors shared the point of view that inperson visits are more valuable, one other counselor interviewed, Rafael thought admissions’
online interactions are becoming more prevalent. He noted that universities often reach out to
him directly, and he often directed his students to online information sessions and encouraged
them to reach out to institutions abroad directly. Additionally, Rafael suggested that there are
potential benefits of targeted outreach from current Brazil international students to prospective
international students, although this has not been widely implemented.
Admissions Collaboration between Counselors and Various Organizations. Another
commonality shared by all five counselors interviewed was working proactively with university
admissions, various networks and organizations. These efforts provide much needed assistance
to students and families especially when they do not have a clear understanding of U.S.
admissions criteria and strategy, or when mass email marketing appears to be ineffective. Tiago
spoke about his network with admissions officers in the U.S. and how he was able to connect
students directly with admissions officers. Felipe explained that attending local recruiting events,

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sharing students’ information on testing sites such as the SAT and the Preliminary Scholastic
Assessment Test (PSAT), and building relationships with admissions abroad was paramount.
Rafael and Tiago both spoke about the importance of working with other counselors and
networks collaboratively. Rafael said he joined the WhatsApp and Facebook groups where
educators support each other because ultimately the goal is to help kids rather than make money.
In addition, organizations such as EducationUSA, College Board, and the Russell Group from
the UK, which included more than 20 universities, such as Oxford and Cambridge, organize
college fairs and information sessions, and support students in general. He also talked about
facilitating connections between students and institutions abroad through counseling
organizations such as International ACAC in Brazil, or NACAC (National Association for
College Admission Counseling), in the U.S. Tiago has been on the ACAC committee for a
number of years, and added,
It's a collaboration of those that do international admissions and those that are
international counselors; it's thousands of people. There [are] conferences every summer,
also regional conferences. We have different forums [where] we can pose questions. [It
is] a huge network of international counselors that we all help each other. It is very
collaborative.
Use of Study Abroad Agents
Based on the responses collected from the student survey, 11 out of 15 participants
indicated that they worked with study abroad agents during the application process. The use of
agents received mixed reviews from the counselors. Maria confirmed that some students did pay
for independent educational consultants (IECs), especially if they were trying to apply for highly
ranked institutions abroad. Lucus noted that the use of agents was inevitable even though that

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was frowned upon in some markets and at some schools. However, with their students' best
interest in mind, his school embraced those consultants into the application process, set clear
guidelines to make sure all who were involved understood that students were driving the
application while the school was the official records holder and sender, and that no ghost writing
of any materials of any application took place as it would be unethical. Rafael collaborated and
communicated with IECs regularly and pointed out that sometimes the IECs’ services overlap
with what he provides for his students, but he does see value in the individualized support that
IECs offer. He shared a story of a student who felt misled by her IEC on her college admissions
strategies. The student believed the consultant prioritized their own affiliations with certain
institutions and commissions over her best interest. Therefore, although it could be an effective
way to recruit on behalf of the institutions abroad, the student was not happy because the
representation was not shared upfront. Felipe also emphasized that the IEC’s services are very
expensive, so students who are self-sufficient, or financially restricted, or want to stay in Brazil
may not choose to work with any IEC. Tiago was quite adamant that often agencies and agents
(independent counselors) create more problems than they solve. He explained that these
counselors typically have a standard list of universities, regardless of whether they are suitable
for students. Additionally, some IECs advise students to take SAT exams repeatedly trying to
achieve a high score, which actually hurts their chance of admission to highly selective
institutions abroad. He criticized inexperienced IECs that charge very high fees without
providing substantial services or value, adding,
There is [a] bunch of people [ICEs] that make a lot of money, a lot of money, I mean up
to $50,000 per kid in China, they will spend 50,000 for 4 years as a private counsel, and
they give them nothing more than what their high school counselor would give them at a

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good international school. So, it's a little frustrating on our end sometimes because of the
bad advice often given.
Tiago did acknowledge however, that there are good independent counselors, typically those
with extensive international counseling experience, such as himself, who have done pro bono
work just to help students who were in need for good advice to apply for best-fit programs
abroad.
Survey participants felt very strongly about the advising or support services they received
from study abroad agents when applying to colleges or universities in the U.S. (Table 4). Note
that EU stands for Extremely Useful, VU stands for Very Useful, MU stands for Moderately
Useful, SU stands for Slightly Useful, NVU stands for Not Very Useful, and NAAI stands for Not
At All Useful. Out of 15 student participants who answered the question, eight (53%) perceived
the services to be extremely useful, two (13%) very useful, one (7%) moderately useful, while
four (29%) did not think of the service being useful at all. Over 70% of the survey participants
who responded to this particular question found the use of agents to their advantage during their
study abroad application process.
Table 4
How Participants Perceive the Types of Advising or Support Services They Received, Survey
Question 16
Advising or Support Services EU VU MU SU NVU NAAU
Study abroad agent 53% 13% 7% 0% 0% 27%
High school counselor 33% 13% 40% 7% 0% 7%
Advice from current students or alumni 20% 40% 7% 13% 0% 20%
Communication with U.S. institution's admissions officer 13% 13% 27% 13% 7% 27%
Workshops to help with application process 7% 20% 20% 20% 13% 20%

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Attending a free online academic class session 0% 7% 20% 13% 33% 27%
Other: 0% 25% 0% 0% 13% 63%
Note. N=15
Theme 2: Brazilian Students Seek High-quality Developmental Opportunities in the United
States while Considering Various Costs
Findings from the interviews and survey results showed that Brazilian private high school
students perceived the programs provided by U.S. institutions to be of high-quality; however,
educational opportunities in Brazil and elsewhere might be more appealing to some. Future
career and financial success were major draws for students who chose to study in the U.S. while
others preferred to stay in Brazil due to country-specific professions such as medicine and law.
Data also showed that the cost of higher education abroad, limited financial resources, and
complicated application processes posed major challenges; while scholarship opportunities could
alleviate some of these obstacles and encourage more Brazilian students to pursue opportunities
in the U.S.
Education
Counselors interviewed for this study spoke extensively about education, in terms of
flexibility of program offerings outside of Brazil, and their students’ confidence in their
academic abilities and likelihood of getting admitted to their institution of choice. They
explained differences between education systems in the U.S. and elsewhere and how that
affected their students’ decisions to study abroad. Findings from the survey also showed that
students felt strongly about brand value and rankings when they conducted initial research on
institutions abroad online.

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U.S. Degree/Program Offerings and Flexibility. All five counselors interviewed
commented on the quality and flexibility of U.S. higher education, which encouraged their
students to pursue opportunities in the U.S. Rafael stated that his school was an American high
school, so the AP (Advanced Placement) focused curriculum and program are designed to
prepare students for smooth transitions into U.S. higher education. Maria asserted that given her
school's international curriculum and setting, students had been taking AP classes, and it was
logical for them to consider studying in the U.S. She also stated that students who aspired to
work in the animation or film industry would typically choose cities such as New York or Los
Angeles; and the U.S. was the only option for some students who wanted to study musical
theater, a path less available in Brazil or Europe. Felipe stated that his students generally had no
difficulties gaining admission to American institutions; while some students might not secure
admission to their top-choices initially, they often receive offers from other U.S. institutions. He
credited this to the diverse evaluation criteria used in U.S. admissions as well as the numerous
pathways that the U.S. education system offers. Lucas emphasized that there was a growing
preference for liberal arts education, especially among younger generations. He added that unlike
in Europe and the UK, where specialization is emphasized from the start for professional degrees
such as engineering, or pre-professional degrees such as pre-med or pre-law, the U.S. higher
education offers a more flexible approach. He gave an example,
I joke with my kids here, [whose] parents allow them to get a degree in economics. [They
need to get] maybe 40 credits out of 120 to graduate in economics. But if the class is
there, they will take Martian Dessert, and still graduate within four years. That is unique
to the American higher education landscape… The same is not true anywhere in the
world. If they want to get a degree in economics from NYU (New York University), they

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will have to take 40 classes to graduate over four years, only about 13 of the classes have
to be from the School of Economics, and there are three classes in Math that [they] have
to take, so 16 out of the 40. If they go to the UK, King's College London, to study
economics, a three-year degree [requires] 27 classes to graduate, [all] 27 classes [are]
from the School of Economics. Those philosophies are different in the [United States],
it's a more generalist philosophy in education. In Europe, (and the Brazilian model is
mirrored on the European model), it is specialist from the start.
Rafael noted that reasons for his students to study in the U.S. varied, adding that the current
population of students at his school preferred smaller liberal arts settings, due to their familiarity
with the intimate school environment reminiscent of their high school experience, as well as
business majors, possibly influenced by their family ties to business-oriented backgrounds.
Another counselor, Tiago, highlighted the quality of education, the reputation of institutions, and
the flexibility in choosing majors as significant factors drawing students to the U.S.
Students were asked in the survey what primarily influenced their decisions and what
they considered to be the most valuable outcome to study in the U.S. in the open-ended questions
section of the survey. In the open-ended survey questions, one out of 10 respondents specifically
pointed out that the liberal arts aspect available in the States was the reason, while three students
stated that the opportunity to seek higher education with high quality of learning and knowledge,
and being able to learn from professors that were some of the best in their fields were top
reasons. This was evident from the closed survey question as well, where participants were asked
to rate 10 factors that were important to their decisions when choosing an institution (Table 5).
Note that EI stands for Extremely Important, VI stands for Very Important, MI stands for
Moderately Important, SI stands for Slightly Important, NVI stands for Not Very Important, and

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NAAI stands for Not At All Important. Out of the 17 participants who answered this question,
overwhelmingly 13 students (76%) indicated that academic quality and program options were
extremely important to them, two students (12%) said it was very important, one student (6%)
said it was moderately important.
Table 5
Important Factors in Choosing a Higher Education Institution, Survey Question 10
Factors EI VI MI SI NVI NAAI
Academic quality and program options 76% 12% 6% 0% 0% 6%
Brand recognition and ranking 47% 24% 24% 0% 6% 0%
Professional development services and job
opportunities
35% 41% 12% 6% 0% 6%
Student social experience & extracurricular
activities
24% 35% 35% 6% 0% 0%
Low cost: tuition and/or scholarships 18% 18% 18% 6% 18% 24%
Specific geographic location of the institution 18% 18% 24% 18% 12% 12%
Safety of campus and community 12% 24% 24% 18% 12% 12%
Cultural diversity of student population 6% 29% 24% 6% 24% 12%
Personalized attention, resources and services
from staff/faculty
6% 35% 29% 0% 18% 12%
Parental preferences and influence 0% 6% 12% 41% 12% 29%
Note. N=17
Confidence in Admissibility and Academic Readiness. Four counselors interviewed
weighed in on the level of their students’ confidence in regards to their admissibility to higher
education institutions abroad as well as their academic readiness. Three felt strongly that their
international high schools’ rigorous curriculum helped to prepare their students, while one noted
that some students were overconfident in their admissions prospects and how presenting

86
necessary information and data could help these students to have a better grasp of the reality.
Felipe explained that he has worked with students who were very confident in their ability to
attend top-tier schools, believing they had the necessary grades and qualifications. He also said
that he has had students who understood the difference between “big names versus best fit,” and
were capable of assessing admission difficulty and acceptance rates when considering their
options. Lucas attributed his students’ self-assurance to their school's International Baccalaureate
(IB) program which equipped them with essential academic skills and prepared for university
academic life. Rafael stated students who graduated from his school often met native language
speaker requirements due to their rigorous academic curriculum, particularly in AP courses.
They generally succeeded academically and felt well-prepared for studying abroad. He also
spoke about how his students were knowledgeable regarding the admission requirements abroad
and felt confident about their preparedness, which may differ from the general student population
in Brazil being second language learners and only have minimum access to English courses, for
the most part. Tiago noted that his students often exhibited high levels of confidence, sometimes
even to the point of overconfidence when applying to universities abroad, despite having lower
than the required average scores for certain institutions.
In the online survey, student participants were asked about their concerns when applying
to a university in the U.S. (Appendix D, Question 11), and 15 responses were collected. When
asked about academic readiness, 10 students (66%) indicated that they were not concerned, with
two students (13%) saying they were not at all concerned, and eight students (53%) saying they
were not very concerned. Student participants were also asked whether they were admitted
conditionally to the institution in the U.S., and under what conditions (Appendix D, Question
17). Fifteen answers were collected to the question, and 13 participants (87%) indicated that they

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were not conditionally admitted, two students were admitted under a language condition and one
student under a math condition, which means that these 3 students had to take and/or pass
additional courses to be fully admitted. When students were asked what gave them the
confidence to pursue higher education in the U.S. in the open-ended questions section in the
survey, four out of 10 respondents credited their high school education, saying that being “one of
the top students”, having good grades, and having the “ambition” all mattered. One student said
that knowing the language and being from a reputable high school with high-achieving students
gave them the confidence.
Brand and Ranking. When asked about students’ perception on brand and ranking of
higher education institutions in the U.S., three counselors stated during the interview that it
played an important role in the way their students applied to study abroad. Rafael stated that
students prioritized the prestige of institutions with stronger name recognition, often favoring
coastal or southern locations over central regions in the U.S. However, the quality and fit of the
program also influenced their decisions, making them open to various options. Lucas explained
that his students often focused on offers from prestigious institutions and ignored other excellent
smaller liberal arts colleges with less global recognition. He added that the perceived brand
value, as well as rankings, including those published by US News and World Report, continued
to significantly impact students' choices not only in Brazil but worldwide. Tiago emphasized that
“The name brand plays a role, big time!” He added that sometimes it worked as a status symbol
for parents to say that their children were studying in the U.S.
Referring back to the survey question discussed earlier, where participants were asked to
rate 10 factors that were important to their decisions when choosing an institution (Table 5),
brand recognition and ranking was the second highest listed factor. Out of the 17 participants

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who answered this question, eight students (47%) indicated that it was extremely important to
them, four students (24%) said it was very important, and four students (24%) said it was
moderately important. Students also noted in the survey’s open-ended questions section that the
university brand or ranking mattered, saying that they wanted to “…study in one of the best
universities in the world,” one that was globally known, and that they perceived there would be
“…a higher long-term reward of studying in a country with the best education system.”
U.S. Education System and Competition. Another influence that all five counselors
spoke in-depth about during the interviews was the education systems in the U.S. versus other
countries, and more specifically the differences in the admissions process. Tiago gave an
example of how a female science, technology, engineering, arts, and mathematics (STEAM)
candidate stood out during college application reviewing due to a particular university’s need to
diversify their student population; and how challenging it was to navigate through institutions’
different approaches to fulfill recruitment goals for diversity, equity, and inclusion (DEI). He
also explained that some prestigious universities retained a certain percentage of enrollment for
legacy admits each year, making it difficult for other qualified candidates. Lucas noted
significant differences in the UK's university application process compared to the U.S. For
instance, King's College London set strict academic criteria such as predicted IB grades, which
resulted in fewer but more confident applicants each year, as those who applied typically met or
exceeded the academic thresholds. This approach is partly due to resource constraints, as UK
universities often lack the extensive resources for comprehensive application reviews.
Additionally, the UK has a centralized application system called the Universities and Colleges
Admissions Service (UCAS), where applicants could apply to a maximum of five universities.
Despite the admissions limitations, applicants often received multiple offers from the universities

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they apply to, with some even receiving offers from all five.
One of the survey questions in this study asked students what obstacles they faced in
attempting to meet the admissions criteria to their college or university of choice in the U.S.
(Appendix D, Question 13). Fifteen students answered the question, and 10 out of 15 participants
(67%) indicated that taking the standardized test required for admission was the biggest obstacle.
In the counselor interview, Lucas also stated that standardized tests, such as the SAT, were
becoming optional, especially during COVID-19. Although a significant number of institutions
continued to mandate standardized tests, only about 6% of U.S. colleges required it. This has led
to score inflation, with only high scores being reported. Furthermore, colleges vary in their
admissions approach, with some strongly preferring test scores and others adopting a 50/50 split
between applicants with and without scores.
Three counselors interviewed also listed top study abroad destinations for their students
(Table 6) in addition to the U.S., which has always been the top choice; and cited multiple
reasons such as cost of living and tuition, dual citizenships, and cultural and language diversity.
Maria noted that many of her students held dual citizenship with Brazil and Italy, making travel
to Europe, whether to Italy, Spain, or elsewhere, much easier and affordable. However, finding
English-speaking institutions could increase costs, so her students often preferred Portugal due to
language compatibility. She also added that she had been advising her students to consider
Finland, since education there was free for all EU citizens. Filipe listed two reasons why his
student chose Europe. First, for its cultural and language diversity, and close proximity of
countries made international travel easier. Secondly, his student could benefit from reduced
expenses having dual nationalities, adding, “Private schools in Germany and Spain can be fairly
expensive, too; but still less than the U.S., and those with European passports can have a very big

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discount.” Rafael stated that students felt that the cost of living and tuition was generally cheaper
in Canada; therefore, although the distance and climate were not as attractive, students from his
school still considered it a top destination, right after the U.S. He also noted that for those
students who attended IB schools, it was a smoother transition into higher education in Europe
because the curriculums were more aligned. In addition to the three counselors mentioned above,
Lucas briefly stated that the liberal art aspect of U.S. education could be found in Canada as
well, making it a suitable destination for students who were interested in those programs, but he
did not elaborate further or mention other locations.
Table 6
Top Study Abroad Destinations other than the U.S., According to Counselors Interviewed
Counselor Top One Top Two Top Three Others
Maria Italy Portugal Spain Netherlands
Felipe Canada UK Netherlands Spain, Italy, France,
Germany, Australia,
Japan
Rafael Canada UK Europe N/A
Lucas Canada N/A N/A N/A
Career
Another element that drew students to the U.S., according to the counselors interviewed,
was the prospect of future career and financial success. However, there were certain professions
and specialists that influenced students’ decisions to enroll in specific degrees in Brazil.
Concerns for loss of opportunities at home and difficulties obtaining work visas abroad also
posed challenges to students’ taking the necessary steps to pursue education in the U.S.

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Future Career and Financial Success. Four counselors spoke positively about the
potential job prospects after securing U.S. degrees. Maria emphasized that the number one
reason for her students to go abroad was probably future economic and financial success. Lucas
stated that employability was a significant consideration, as many students weighed the potential
for high-paying jobs upon their return to Brazil. He also stated that another motivation for some
students who came from families with prominent businesses in Brazil was to seek training and
work experience in the U.S., with the intention to return in their early thirties to either lead the
family business or start their own ventures. Tiago concurred that the vast majority of his students
believed that there would be greater opportunities if they studied in the U.S. before returning to
Brazil or going somewhere else. Rafael asserted that his students deeply valued future
professional success and earning potential, and saw undergraduate studies abroad as a valuable
step, which could lead to greater opportunities both in the U.S. and elsewhere.
In an earlier question when participants were asked to rate 10 factors that were important
to their decisions when choosing an institution (Table 5), professional development services and
job opportunities was the third highest listed factor. Out of the 17 participants who answered this
question, six students (35%) indicated that it was extremely important to them, seven students
(41%) said it was very important, two students (12%) said it was moderately important, and one
student (6%) said it was slightly important. Additionally, seven out of ten students noted that
future career and financial success was important to them in the open-ended question section in
the survey. They stated they were looking forward to the networking and professional
opportunities they could have in the U.S., in addition to earning potential and work visa
possibilities. One student wrote, “Knowing the universities I applied [to] would put me in a
competitive spot when applying to the job market.” Another student pointed out, “I wanted to

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work as an engineer and did not want to work in a bank after graduating, and I knew that most
technology related things were here [in the United States].” A third student echoed the sentiment,
adding that “Being exposed to an environment of internationally ambitious and hardworking
people, which gets you to become a better professional as you eventually obtain these drivers of
success.”
Country Specific Professions and Specialists. There were country specific professions
and specialists which prevented students from choosing to study abroad, according to three of the
counselors interviewed. Felipe stated that many students chose to pursue careers in medicine or
law specifically in Brazil, largely due to the country-specific requirements and regulations
governing these professions. Rafael also said that his students often considered whether they
planned to return home after studying abroad, and whether they wanted to go into medicine or
law which might require their degrees be in the Brazilian system. Lucas stated that some of his
students went to the UK, Europe, or stayed in Brazil instead of pursuing higher education in the
U.S. because they did not want to take courses such as Martian Dessert and graduate in four
years; they wanted to take all courses directly related to their chosen professions. Rafael also
stated that,
For this population I think they definitely see a lot of value in it, depending on what their
career aspirations are, and whether or not they plan to come back to Brazil to work [in]
professions that might require that their degree or training be in the system here, such as
in law or medicine.
Loss of Opportunities in Obtaining Degrees and Jobs in Brazil. Another challenge
emerged from the interviews related to why some students did not apply to study abroad was the
precaution from losing opportunities in their home country. Maria noted that with only 6% of

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Brazilians holding a bachelor's degree, there was a projected shortage in high paying fields such
as engineering and medicine. As a result, staying in Brazil to pursue these professions could lead
to lucrative opportunities. Lucas explained that his students often expressed a desire for
professional life in Brazil and therefore believed that attending a reputable local university would
help them to make the necessary connections which would then lead to easier entry into the
Brazilian job market upon graduation. He also said many students worried that attending less
globally-known universities in the U.S. could hinder their job opportunities in Brazil despite
these institutions having strong reputations in the States. He further explained that as a result,
students preferred to complete their four-year college education in Brazil before pursuing
postgraduate studies such as a master’s degree or Master of Business Administration (MBA) in
the U.S., allowing them to leverage both their Brazilian education and prestigious America
credentials when returning to the job market back home.
Two students who answered the open-ended survey questions shared their concerns, with
one saying that they worried about their inability to work as an international student if they chose
to study in the U.S.; and another feeling uncertain about leaving all the opportunities and
network from their home country behind.
Work Visa in the Future. One additional challenge that was worth noting was regarding
the consideration for visas. According to Felipe, although students from selective regions
encountered difficulties obtaining U.S. student visas during the pandemic, it was not an issue for
Brazilian students in general. However, some students did contemplate the future challenges of
obtaining work visas after graduating, particularly as it was often more challenging in the U.S.
compared to Europe or Canada. Thus, some students factored this into their decision-making
process, recognizing the difficulty of obtaining visas to remain in the U.S. post-graduation.

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Financial Consideration
From data presented in the interviews and survey results, financial cost remained a
significant challenge for students to study in the U.S. Scholarship was a motivating factor for
students whose families had limited financial resources. It was interesting to see that the
counselors interviewed thought cost was the number one roadblock; however, this was not a
major concern for the majority of students surveyed.
High Cost of U.S. Education. Findings presented from the interviews showed that cost
was the number one concern for students and families in Brazil. All five counselors interviewed
gave many examples of how higher education in the U.S. compared to those from other
countries. Maria pointed out that quite often families were not aware of how much universities in
the U.S. would cost; for example, medical school, which has the most expensive program in
Brazil, would cost around $20,000 U.S. dollars a year, but in the U.S., it would be at least double
if not more.
In addition, many of her students had dual citizenship with Brazil and one of the
European Union countries; and recent immigration policies made it much easier for students to
obtain passports to travel and study in Europe. Maria added,
We have many families on Portuguese, Italian, Dutch, German passports, and on those
European passports they can go to the Netherlands, for instance, the University of
Amsterdam. And for European citizens, no matter where they live, no matter where they
went to high school, they will pay a maximum of 2,500 euros a year [for] tuition
eventually. That makes a lot of sense.
Rafael stated that cost might have been a challenge. and Felipe emphasized that cost was hands
down, the number one challenge. Lucas noted that the rising costs of education in the U.S. made

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finances an important factor for his students. However, because his school, like other
international schools in the area, catered to a fraction of Brazil's socio-economic elite, around
half of their students’ families possessed the financial means to cover the full expenses for their
children to attend a U.S. university, which could range from $60,000 to $100,000 per year. The
remaining half, while unable to afford U.S. tuition fees, could comfortably afford education in
the UK or Continental Europe. He also gave an example, comparing cost of education in Spain,
The most expensive university in Spain is 25,000 euros a year [for] tuition, and the cost
of living would be 1,000 euros a month. So, we are looking at 37,000 euros a year. In
U.S. dollars, that is something like $33,000 a year for the total cost of attendance.
Compared to a lot of the top universities in the U.S., where they would go typically from
our school, that is half the price, [maybe] less than half the price.
Tiago also added, “Cost would be number one. North America, specifically the U.S., cost is a
factor.” He further explained that because he worked at one of the most elite international
schools in Rio, serving families of with considerable financial means, there is a division in the
students’ financial capability. While financial concerns might not have been a hurdle for most
students, they remained significant for others, including children of the teaching staff and those
from lower socio-economic groups.
Meanwhile, survey results told a different story. Overall students were aware of the high
cost of education in the U.S., but not overly concerned with finances. Only two students
mentioned the cost in the open-ended questions section, with one student specifically writing that
education in the U.S. is “extremely expensive,” and since the “Core content across most
universities [were] not very different, you could have done it for cheaper.” Looking again at
Question 10 in the survey when students were asked to rate 10 factors that were important to

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their decisions when choosing an institution (Table 5), 17 students provided responses to the
question of cost for tuition and/or scholarships. Seven (41%) indicated that it was not important,
while 10 students (51%) indicated it to be important.
U.S. Scholarship. All five counselors interviewed confirmed that scholarships could
sway students’ decision to choose one institution over another, as cost was a substantial obstacle
for many of their students and families to overcome. Maria noted that her students were often
influenced to apply to institutions abroad offering significant scholarships, regardless of their
chances of getting accepted. Felipe pointed out that his student would not qualify for financial
aid loans in the U.S. Rafael echoed the sentiment, adding, “I’d definitely say, financial aid plays
a big factor there.” However, he emphasized the need for U.S. institutions to provide better
information on financial aid and scholarships available to international students, adding that it
would be crucial for Brazilian students to grasp the distinction between need-blind and needaware institutions, as it significantly impacted their application strategy. Lucas gave an example
of a student who graduated from class of 2023 who participated in a summer program in the
States. Although she had been in contact with several colleges, the institution she visited offered
her a full ride scholarship and she accepted the offer. He gave another example how scholarships
could sway students’ decisions,
So, there was a student this year, he got a fantastic offer from a university in the UK, one
of the best universities in the UK, in London, to study economics. And he also got a
fantastic offer from a very well-known university in the U.S. that offers a fantastic
economics program. He would have gone to the UK because that is more affordable, but
because he got substantial financial aid from this American university, he chose to go to
the U.S. This is a family that could afford Europe, the UK, no problems, but of course not

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for the U.S., because it's just three times as much. So, in that sense scholarships can make
a difference.
Tiago was the only counselor interviewed that did not think scholarship was a determining factor
in students’ decisions to study abroad because he felt that scholarships were often available.
Two students highlighted the need for scholarship in the open-ended questions section,
with one student crediting it as the primary reason which influenced their decision to study in the
U.S., and another stating that scholarship is what gave them the confidence to pursue education
in the States. 15 survey participants answered the question regarding the amount of scholarship
they received for their first semester at a U.S. college or university (Table 7), 12 students (80%)
indicated that they did not receive any scholarship, while 3 participants (20%) stated that they
received over $30,000, which was a substantial amount; this highlighted how expensive higher
education could be in the U.S., compared to education costs elsewhere.
Table 7
Scholarship Student Received for First Semester in the United States (per semester in USD),
Survey Question 18
Amount per semester in USD Choice Count Survey %
None 12 80%
$1 to $4,999 per semester 0 0%
$5,000 to $9,999 per year 0 0%
$10,000 to $14,999 per year 0 0%
$15,000 to $19,999 per year 0 0%
$20,000 to $24,999 per year 0 0%
$25,000 to $29,999 per year 0 0%
$30,000 or more per semester 3 20%
Note. N=15

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Economic Systems and Financial Resources. Two counselors spoke about how the
economic system in Brazil affected their students and families in recent years, specifically the
currency exchange rate. Maria noted that for several years, the exchange rate between the
Brazilian real and the U.S. dollar had been around 5 reais to one U.S. dollar, adding to the
struggling economics, indicating a significant disparity which affected her students’ decisions to
apply to study abroad programs. Felipe stated that most families at his school were upper or
upper-middle class in Brazil, but even for them the cost of universities abroad could be high
when taking exchange rate into consideration; for example, Columbia University costs $80,000 a
year, which translated to almost 400,000 reais.
With cost of education and other expenses being a major concern, all five counselors
spoke about the financial resources, and in some cases, limited financial resources. Maria stated
that often students considered money to be a big issue, especially if they had siblings and needed
to contemplate how their siblings could study abroad as well. She explained that there was a
strong desire to please parents and avoid causing distress in Brazilian culture, so students often
hesitate at discussing money and budget with their families, particularly girls. Felipe, Tiago, and
Lucas all concurred saying that economic issues could not be ignored.
Some high schools created scholarship programs to cover partial or full high school
tuition or study abroad tuition for select candidates. Lucas spoke about the scholarship his school
initiated four years ago now supporting 28 scholars but stated that these students might still face
economic challenges as their family now face new challenges to afford their higher education, so
study abroad may not be an option without additional scholarships. When financial resources
affected Rafael’s students’ decisions to study abroad, many chose to attend college in Brazil and
go abroad later for graduate degrees.

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Out of the 15 survey participants who answered the question regarding their family’s
capability to finance their education in the U.S. (Table 8), only three (20%) indicated that they
needed full scholarship, while eight participants (53%) stated that they had no problem paying
the full tuition. In addition, one student could afford between $10,000 to $19,000, one could
afford between $30,000 to $39,000, and two could afford $40,000 to $59,000, which means
depending on which institution or program they applied to, they either paid for tuition, fees,
books, food, housing and other education-related expenses themselves, or needed some
assistance if the expenses were exceedingly high. It should also be noted that one student stated
in the open-ended questions section, that the expense of traveling to visit family was one of the
biggest costs/tradeoffs to studying in the U.S., which should be taken into consideration when
applying for study abroad programs in the U.S.
Table 8
Students’ Ability to Finance U.S. Higher Education (per year in USD), Survey Question 14
Amount per year in USD Choice Count Survey %
I needed a full scholarship 3 20%
$1 to $9,999 per year 0 0%
$10,000 to $19,999 per year 1 7%
$20,000 to $29,999 per year 0 0%
$30,000 to $39,999 per year 1 7%
$40,000 to $49,999 per year 0 0%
$50,000 to $59,999 per year 2 13%
Cost was not a concern 8 53%
Note. N=15
Applications Overwhelming and Expensive. One additional challenge that one
counselor spoke emphatically about during the interview was in regards to the study abroad

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applications. Maria stated that her senior year students faced immense pressure due to a rigorous
curriculum with 14 subjects, including many AP courses. This demanding course schedule often
made them feel overwhelmed when looking at U.S. college applications. The complexity and
cost of applications, including testing requirements such as the Test of English as a Foreign
Language (TOEFL), added to their stress and financial burden. She further emphasized the need
for the U.S. higher education institutions to recognize and address these challenges to ease the
application process for students in Brazil.
This challenge was also presented in the results from the online survey. Fifteen student
participants responded to the question when asked about their concerns when applying to a
university in the U.S. (Appendix D, Question 11). Overwhelmingly, the number one concern was
the competitiveness of the admissions process in the States. Fourteen out of 15 students (94%)
indicated that they were concerned, with nine students (60%) saying they were extremely
concerned, four students (27%) saying they were very concerned, and one student (7%) saying
they were moderately concerned. Another survey question asked students what difficulties they
encountered during the application process (Appendix D, Question 12). Fourteen student
participants responded to the question, 10 (71%) indicated they found writing the application
essays was the most difficult, which reinforced Maria’s point that applications could be
overwhelming to some students and causing them to have difficulty going through the study
abroad application process.
Theme 3: Social Preferences and Influences Affect Study Abroad Destination Choices.
Interview and survey results highlighted personal reasons, both intrinsic and extrinsic,
affected Brazilian private high school students significantly in their study abroad choices. Social
preferences related to politics, culture, and safety, as well as family and friends’ influence

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appeared to be motivations in some cases and challenges in others.
Social Preferences
Political factors impacted students' decisions to pursue education abroad, based on the
information presented by the interviews. Findings from interviews and surveys also highlighted
that diverse U.S. experience was a significant draw which attracted Brazilian students to study in
the States. Location choices were also discussed in this section.
Political Systems. All five counselors spoke about how the political systems in both the
U.S. and Brazil had positive and negative influences on students’ decisions to study abroad. On
the positive side, Maria stated that Brazil and the U.S. were similar in political dynamics, and
with a democratic president in the U.S., her students saw the States as more liberal and found
that attractive. She also noted that the volatile nature of Brazilian politics drove some students’
families to send their children abroad. Felipe pointed out that the U.S. political environment had
a smaller impact on his student population, as they had been exposed to American culture. He
also added that institutions in the States attracted students who wanted to study in fields such as
Political Science or International Relations. Rafael asserted that students at his school usually
understood the political climate in the States and were not overly concerned with it.
On the other hand, Maria noted that her students expressed concerns about the negative
portrayal of the U.S. in the news, with parents hesitant to send them to the U.S. due to political
factors such as immigration policies. Balancing these concerns with the desire to seek education
abroad remained challenging, especially post-pandemic. She also explained that changes in
political power in Brazil in terms of the changing of presidents caused some of her students to
feel less supported academically. Tiago noted as well that over the past few years, concerns
about violence, political instability, and the impact of COVID-19 had deterred some students

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from considering the U.S. as a destination for their higher education. Felipe stated that obtaining
student visas for Brazilian students to study in the States was not generally a significant
challenge, especially if they already had passports from European countries. However, students
from selective countries faced more difficulties. He shared a story about a female Belarusian
student who chose to study abroad in Europe, who told him that “there is no way. I cannot study
in the U.S. They are not [going to] give me a visa, I already know.” Lucas emphasized that
conservative parents would often encourage their children to apply to U.S. institutions in the
more conservative states where for example marijuana was not legalized, so California might not
be an ideal option.
Diverse U.S. Experience. Four counselors interviewed spoke about how the diverse
experience in the States drew their students’ attention. Felipe and Rafael shared the same point of
view which stated that their students preferred institutions with diverse student populations, and
robust support system for international students. Tiago emphasized that his students wanted
“…the U.S. Experience.” Maria stated that some of her students have lived in the States for a
number of years which made it easier to study there. She also noted that interestingly, sports
were a major attraction, adding that “some of the kids have this dream of going to watch Duke
play the Tar Heels.” Felipe also spoke about how student life activities and athletics was a big
motivator for his students to apply for programs in the U.S. He also pointed out that his students
were accustomed to different cultures and travel, so study abroad was a natural extension of that
lifestyle.
Ten students provided responses in the open-ended questions section, nine of which
highlighted the desire for a diverse experience and credited it as one of the most valuable
outcomes of studying in the U.S. Students wrote that studying in the U.S. gave them more

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independence, and the opportunity to become adults away from home and venture out of their
comfort zones. They also highlighted that studying and living in the U.S. allow them to meet
new people all over the world and start fresh global networks and experiences. Out of 17 student
participants who answered the survey questions regarding important factors that influenced their
decisions in choosing the right institution, 11 students (65%) indicated that cultural diversity of
the student population was important (Table 5). In addition, all 17 participants reported that
student social experience and extracurricular activities were important factors.
Safety Concerns and Location Choices. Counselors spoke about different reasons why
certain locations were either avoided or preferred as study abroad destinations. Maria
emphasized that safety was a big concern due to gun control and gun-related violence. She
explained that even though Brazilian news reported crimes such as muggings, it was fairly safe
in Brasilia. Felipe stated that in addition to safety, location of the chosen institutions was also
important to consider and whether the students felt like they could fit in.
Lucas pointed out one aspect not yet highlighted by other counselors, that aviation
logistics favored easier travel from Brazil to the northeastern U.S. as well as Florida, compared
to the West Coast, but more students may now apply to institutions in Los Angeles due to
improved accessibility. Rafael also noted that the geographical location preference was indeed a
factor for students. However, this preference was balanced by the quality, selectivity, and
prestige of the university they were applying to; and he added that many students did apply to
institutions in California, including USC in Los Angeles.
As discussed earlier, student participants were asked in the survey to rate the important
factors that influenced their decisions in choosing an institution abroad, responses collected on
both safety of campus and community and specific geographic location of the institution mirror

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each other (Table 5) and confirmed what the counselors highlighted in the interviews. Thirteen
students (76%) indicated that these two factors were important, and four students (24%) rated
them not important.
Social Influences
Counselors interviewed and survey participants highlighted the significance of families’
and friends’ influences on students’ decisions when applying for study abroad programs.
Findings also highlighted Brazilian students’ experiences and struggles living independently in
the U.S. due to separation from their families and friends.
Families' Influence on Students. Four counselors spoke about families’ influences on
their students’ study abroad choices both as a motivation and also as a challenge in some cases.
Maria noted that students from less privileged family backgrounds may be more motivated to
pursue opportunities abroad. She added that students from her school who had secured high
amounts of scholarships to study in the U.S. often come from families with modest means, which
contributed to their determination to study abroad. Felipe stated that many parents encouraged
their children to study abroad to enhance their prospects and believed that international
experience would offer their children broader learning opportunities and make them more
competitive in todays’ job market in Brazil or elsewhere. Lucas also pointed out that older
siblings who had gone to the West for education played a significant role in his students’
decisions since they often desire similar educational opportunities. Tiago shared the same view
but added that the influence of friends and extended family could not be underestimated. He
stated that students might feel pressured to not disappoint their relatives and consequently chose
paths that might not have aligned well with their own desires; He has seen this dynamic across
various cultures over the years.

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Five survey participants noted in the open-ended questions section in the survey, that
their study abroad decisions were often influenced by their parents, siblings, and relatives;
especially those family members who had studied abroad before, or even enrolled in the same
institution as one of the survey participants stated. However, in the survey question where
participants were asked to rate the important factors that influenced their decisions in choosing
an institution abroad, seven students (41%) indicated that parental preferences and influence
were not very important or not important at all (Table 5), and the other 10 students rated it from
slightly important, to very important. Interestingly, none of the 17 respondents rated it as
extremely important.
Friends' Influence on Students. Lucas spoke about a website at his school that compiled
information on students from multiple years of graduating classes. This platform made it possible
for current students to access relevant study abroad information on alumni who had gone around
the world, and they could easily connect with these alumni by sending them messages to inquire
about their study abroad experiences. Rafael also stated that his current students looked to
previous students and where they had gone. Tiago stated that peer influence, not peer pressure,
was a significant factor in his students' decisions regarding where to apply for college. Observing
their peers applying to certain institutions often motivated them to follow suit, especially when
previous students successfully gained admission to prestigious institutions in the U.S.
Close Family and Friends Ties. All five counselors interviewed spoke about close
family and friends ties their students faced and how that at times made it harder for them to want
to leave home to study abroad. Maria stated that as Brazilians valued close-knit family units, her
students felt apprehensive about leaving familiar surroundings. She also noted that some parents
were not aware of the level of commitment to the study abroad process and felt overwhelmed.

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Felipe shared Maria’s view and added that “Brazil is a Latin country, so a family unit is very
strong here.” Rafael echoed Felipe’s statement, adding that his students often considered the
distance between study abroad destinations and home, wondering if they would be able to travel
back and forth to visit their families as needed. Lucas observed a correlation between the
percentage of British families at his school and the number of students choosing to study in the
UK, indicating that family ties were a significant factor in some students choosing to study close
to home, not just for Brazilian students. Lucas also noted that although Brazil shared many
cultural similarities with Western countries such as the U.S., Brazilians were known to be
warmer in their personal interactions; and therefore, students initially might fear that they would
not be able to make friends as easily in the U.S. However, evidence had shown quite the
opposite, so he had been sharing that with his current students to encourage them, especially
those who had traveled to the States many times with their families in the past. Tiago
emphasized the importance of parents’ involvement in the study abroad decision-making
process, stating that sometimes, it was the parents who were reluctant to let children leave home.
In addition, he stated that,
There is sometimes self-doubt or self-fear of leaving… For international kids who have
moved from country to country, it's less. Here we have a huge proportion of Cariocas, of
Brazilians who have grown up in Rio, and they are [scared]... every twelfth grader is
scared of what next year entails; stay in their home country, the home city, or move to
another country. It is scary.
Seven students who responded to the open-ended survey questions noted that it was
difficult to spend time away from family and miss out on experiences with their Brazilian friends
because they chose to study in the U.S. They stated that they often felt homesick, and not

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knowing anyone at the beginning when they got to the States was scary and a bit lonely.
Meanwhile, 11 (73%) out of 15 survey participants indicated that they were concerned about the
distance from friends and family when studying in the U.S. (Appendix D, Question 12).
Conclusion
This research explored motivations and challenges influencing Brazilian students'
decisions to pursue higher education in the U.S. Insights from the data reveal that high school
counselors, U.S. institutions, agents, and other stakeholders played key roles in offering
invaluable advising services, aiding students through the complicated process of studying
abroad. Brazilian students were driven by the prestige of high-quality developmental
opportunities in the U.S., although they carefully weighed various costs, including tuition fees
and scholarship opportunities. Social preferences and influences have an effect over study abroad
destination choices, with factors such as the political environment, safety concerns, and close ties
shaping decisions as students seek diverse educational experiences. Addressing these
motivations and challenges necessitates collaborative efforts among stakeholders to provide
comprehensive support services, connecting students with best fit academic opportunities while
enhancing accessibility to financial aid, and providing a diverse and supportive educational
environment.

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Chapter Five: Discussion and Recommendations for Practice
This research explored globalization, internationalization, and Western education;
analyzed international student mobility trends and enrollment competition in higher education;
and investigated intrinsic and extrinsic factors impacting Brazilian students’ decisions to study
abroad. The research question is: What motivations and challenges influence Brazilian students’
decisions to pursue higher education in the U.S.?
This chapter will discuss the findings which emerged from interviews and surveys as
detailed in Chapter Four, and how they connect to the literature reviewed and the theoretical
framework illustrated in Chapter Two. Recommendations for practice, limitations and
delimitations of the study, and future research will also be addressed.
Discussion of Findings
The research question is addressed through three primary themes. In this section I will
discuss how the key findings relate to existing literature and the conceptual framework of
Bronfenbrenner's Ecological Systems Theory (EST) and Eccles and Wigfield’s ExpectancyValue Theory (EVT); and how they help extend our understanding of the various motivations
and challenges that Brazilian students face when pursuing study abroad options.
The four key findings presented below illustrate the interconnectedness of various
external systems (Microsystem, Mesosystem, Macrosystem); and also offer insight into the
individual internal drivers (Expectancy and Value) affecting student study abroad choices. These
findings show the importance of academic quality, cultural diversity, financial support, and
comprehensive guidance in attracting and supporting international students. By addressing these
factors, Brazilian high school counselors and U.S. higher education institutions can connect
students with the international education opportunities that are the best fit, enabling a more

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inclusive and supportive environment that promotes global engagement and academic
excellence.
Information and Guidance
Brazilian high school counselors, U.S. institutions, and study abroad agents provide
essential advising support services for Brazilian students. These services help students navigate
the complex process of applying to study abroad. The support includes guidance on selecting
institutions, understanding admission requirements, and managing application logistics. These
educational professionals play critical roles in providing personalized advice, which is crucial
given the limited information students and their families often have about foreign education
systems. All five counselors interviewed emphasized broadening students' perspectives, helping
them consider various options beyond the traditional top-ranked schools. Survey results in Table
4 lists study abroad agents and high school counselors as the most useful resources for study
abroad advising and support services.
This finding is aligned with the literature which draws attention to the critical role of
advising and support services in facilitating students’ decisions (Choudaha, 2013; Reddy, 2014).
Furthermore, Dias Lopes (2020) pointed out that international students from less developed
regions, such as Latin America, pay more attention to rankings when making decisions about
applying to colleges and universities abroad. In addition, while use of study abroad agents
received mixed reviews from the counselors during interviews, survey participants felt quite
strongly about the advising or support services they received from study abroad agents when
applying to colleges or universities in the U.S. This aligns with Belta’s 2019 survey where nearly
70% of the student participants reported that they finalized their application process and
decisions at a physical agency, indicating that agents play a crucial role in the study abroad

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process (ICEF, 2019). Meanwhile 30% of the reporting institutions in the Open Doors 2023
report attributed their international recruitment growth to increased partnerships with agents,
alongside many other factors after the pandemic (Baer & Martel, 2023). Challenges due to
limited knowledge and misperceptions about U.S. education fall within Bronfenbrenner's
Macrosystem. Effective collaboration and comprehensive support among key stakeholders
reflect elements of the Microsystem such as counselors, admissions officers, and study abroad
agents’ aid in the decision-making and application process, aligning with the Mesosystem which
entails interactions between different Microsystems. This also ties into the Eccles and Wigfield’s
Expectancy component, as proper guidance can boost students' confidence in navigating the
study abroad process.
This finding notes the importance of advising services offered to the students and extends
the literature by identifying the specific need to guide students and families towards realistic
understanding of brand, ranking, and admissibility. This suggests that Brazilian high school
counselors should strengthen their collaboration with U.S. institutions and study abroad agents,
and provide early, clear, and accessible information to prospective students and families to help
them make informed decisions.
High-Quality Education and Developmental Opportunities
Brazilian students in this study said they seek high-quality developmental opportunities
in the U.S. The appeal of U.S. education lies in its perceived quality, diverse program offerings,
and potential career benefits. All five counselors interviewed highlighted the advantages of the
U.S. education system, such as diverse evaluation criteria and various academic pathways. Four
counselors spoke positively about the potential job prospects after securing U.S. degrees. In
Table 5 of the survey results, academic quality and program options as well as professional

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development services and job opportunities were both rated important by 94% of the student
respondents. The open-ended responses from the survey also emphasized the high-quality
learning and liberal arts education available in the U.S. as primary reasons. Additionally, 7 out of
10 student respondents noted that future career and financial success were important to them in
the open-ended question section of the survey.
This finding aligns with the literature which highlights the global reputation of U.S.
institutions for academic excellence, diverse program offerings, and career enhancement (Ma &
Garcia-Murillo, 2017). Interview and survey results also align with the literature regarding the
importance of academic excellence of the U.S. higher education system. Reddy (2014) stated that
the quality and reputation of the institution as well as their marketing and recruitment efforts
influence international students’ study abroad decisions. Brazilian students who responded to this
survey were motivated by the perceived quality and diverse programs in the U.S. which falls
under Macrosystem and includes the broader cultural and educational contexts, and the Value
component. which weighs the perceived benefits over the costs of studying abroad. Additionally,
student participants’ confidence in academic preparedness and career prospects aligned with the
Expectancy, Microsystem, and Value components.
It adds to the literature with insights that some students may still prefer to study in UK,
continental Europe, or Brazil, based on their high schools’ IB curriculum, focus on particular
academic majors, or to build professional connections close to home, despite the strength of
liberal arts education in the U.S., which offers flexibility and broader learning opportunities. This
confirms the need for institutions in the U.S. to effectively communicate their academic
strengths, career prospects, and overall value in recruitment strategies to attract international
students.

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Financial Constraints and Accessibility
Financial constraints and opportunity costs present significant challenges, therefore
financial aid and advising is essential. All five counselors interviewed stated that financial cost is
a challenge and that scholarship is a motivator. They also spoke about the economic situation
after the pandemic, where currency exchange rates became less favorable to Brazilian families.
Four counselors and two students in this study discussed lost opportunity costs due to home
country specific professions and networking gaps, as well as U.S. work visa concerns. Table 8
showed that three students needed a full scholarship to finance their education, four indicated
some financial limitations, and eight listed cost of U.S. education was not a concern possibly due
to their family’s financial capability.
This finding from interviews and survey results aligns well with the literature, as cost is
one of the most documented barriers to international student mobility. Baer and Martel (2023)
indicated that 62% of the institutions who experienced international enrollment declines
attributed the high cost of U.S. higher education as a primary reason. Prior research has
extensively discussed the financial barriers to studying abroad, including tuition fees, living
expenses, and the need for scholarships, as well as how part-time work can affect the destination
choices of Brazilian students from low socio-economic groups (Foster, 2014). Additionally, most
international students are not eligible for federal student aid from the U.S. Department of
Education (Federal Student Aid, 2021). Carnoy (2016) emphasized the importance for students
to find the right university, and for universities to find the right target group of prospective
students, due to the cost of education being considerably higher in America in comparison to
many other countries around the world. This finding also aligns with the statement made in 2019
by Caroline Casagrande, then Deputy Secretary for Academic Programs, at the U.S. Department

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of State’s Office of Education and Cultural Affairs, where she recognized that cost appeared as a
big factor preventing many foreign scholars from studying in the U.S. (Bulla, 2019). Financial
constraints and various costs were major challenges identified by study participants, which
connect with the Macrosystem and the broader socio-economic context. Scholarships and
financial aid were crucial factors in decision-making, which aligns with both the Expectancy and
Value components.
This finding recognizes the challenges associated with financing higher education for
students from developing markets and adds to the literature with awareness of how the cost of
education in specific markets and dual-citizenship can influence Brazilian students’ study abroad
destination choices. This finding emphasizes the need for Brazilian high school counselors and
U.S. institutions to develop more robust financial support systems and increase targeted
scholarship programs for international students to alleviate the financial burden of studying
abroad.
Social Preferences and Influences
Social preferences, such as cultural diversity, location, and political climate, significantly
influenced Brazilian student participants’ study abroad decisions. Family and friends also play an
influential role. Brazilian students in this study valued the diverse and inclusive environment of
U.S. institutions but had concerns about safety and being far from home. All five counselors
talked about how political dynamics, cultural experiences, and family and friends affect students’
decisions to study abroad. Survey data in Table 5 showed that on average nearly 80% of student
participants rated the U.S. experience, location, safety, cultural diversity, and institutional
support services as important factors; in addition, parental preferences and influences were
important for 59% of students responding to the survey. The open-ended survey responses

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highlighted how family ties and the experiences of siblings or relatives who studied abroad
influenced students' decisions. Seventy-three percent of survey participants indicated that they
were concerned about the distance from family and friends when studying in the U.S. In
addition, 7 out of 10 students who responded to the open-ended survey questions noted that it
was difficult to spend time away from family and miss out on experiences with their Brazilian
friends because they chose to study in the U.S.
The literature indicates that students are drawn to the U.S. for its diverse and inclusive
environment, which enhances their cultural and social experience (Jamaludin et al., 2018).
Forbes-Mewett and Nyland (2008), as well as Jones (2017), stated that adjusting to a new
academic setting and the social environment is a big endeavor for international students. This
finding also highlights the importance of close family ties within Latin American culture, as
Foster (2014) stated that homesickness is not unique to Brazilians, however it is significant due
to the cultural value of personal relationships in Latin America. This finding aligns well with this
study’s conceptual framework. The cultural diversity and inclusive environment in the U.S. are
significant draws, which are part of the Macrosystem and Value component. Family, friends, and
social circles are immediate environments influencing decision-making, and part of the
Microsystem.
This finding highlights social preferences of Brazilian students, such as the desire for
culturally enriching experiences and safe locations and adds to the literature with insight
regarding students’ interest to study in politically liberal or conservative environments depending
on their political ideology. This points to the importance for counselors to work closely with
families and for U.S. institutions to continue promoting cultural diversity and supportive campus
communities that appeal to prospective Brazilian students.

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Answer to Research Question
Table 9
Study Abroad Motivations and Challenges

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As shown in Table 9, Brazilian students' decisions to pursue higher education in the U.S.
are motivated by the high quality of education and developmental opportunities available,
including prestigious institutions, diverse programs, and strong career prospects. The appeal of
the U.S. educational system's flexibility and the enriching cultural and social experiences also
play significant roles. However, students face considerable challenges, primarily financial
constraints due to high tuition fees and living expenses, and the need for scholarships.
Additionally, navigating the complex application process and accessing reliable information and
guidance are substantial hurdles. The influence of family and friends further shapes their
decisions, emphasizing the importance of comprehensive support from counselors, institutions,
and study abroad agents.
Recommendations for Practice
Table 10
Recommendations for Practice in Relation to Themes and Literature
Recommendation for
Practice
Relationship to Themes Literature Support
Enhance Collaboration
Among Brazilian High
Schools, U.S.
Institutions, and Study
Abroad Agents
1. Brazilian High School
Counselors, U.S. Institutions,
Study Abroad Agents, and
Others Provide Valuable
Advising Support Services
Bronfenbrenner, 2009
Eccles & Wigfield, 2002
Choudaha, 2013
Marginson & van der Wende, 2007
Reddy, 2014
Baer & Martel, 2023
Parnia, 2018
ICEF, 2019

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Increase Financial
Support and
Scholarship
Opportunities
2. Brazilian Students Seek
High-quality Developmental
Opportunities in the U.S.
while Considering Various
Costs
Foster, 2014
Carnoy, 2016
María Cubillo et al., 2006
de Wit and Altbach, 2023
James, 2022
Bronfenbrenner, 2009
Eccles & Wigfield, 2002
Bulla, 2019
Analyze Social
Dynamics to Cultivate
a Diverse and
Inclusive Academic
Community
3. Social Preferences and
Influences Affect Study
Abroad Destination Choices
Altbach & Knight, 2007
Bronfenbrenner, 1979; 2009
Eccles & Wigfield, 2002
Foster, 2014
do Amaral et al., 2022
Jamaludin et al., 2018
ICEF, 2022
Forbes-Mewett & Nyland, 2008
Jones, 2017
Mitchell & Nielsen, 2012
Recommendation 1: Enhance Collaboration Among Brazilian High Schools, U.S.
Institutions, and Study Abroad Agents
Brazilian private high school students could benefit from greater collaboration among
Brazilian high school student counselors, U.S. admissions officers, and local study abroad agents
such as independent educational consultants. This unified effort could create comprehensive
development programs, provide clear guidelines and resources, and streamline communication to
help students be more informed, better prepared, and fully supported throughout the study abroad
decision-making process. The proposed recommendation stems from the first theme discussed in

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Chapter 4, which states that Brazilian high school counselors, U.S. institutions, study abroad
agents, and others provide valuable advising support services.
This recommendation aligns with Bronfenbrenner's EST (2009) by recognizing the
importance of Microsystem influences and emphasizes the interconnections of theses influences
within the Mesosystem, ultimately contributing to an individual’s development within the
Macrosystem of international education. Enhancing collaboration among Brazilian high schools,
U.S. institutions, and study abroad agents can ultimately create a more cohesive support system
for Brazilian students. It also aligns with Eccles and Wigfield’s EVT (2002), since all educators
and education professionals when working together to offer well-informed and personalized
guidance can positively impact students' knowledge on the value of a U.S. education and help
build confidence in the students’ ability to have a successful educational experience in the U.S.
Brazilian High Schools and Student Counselors
Brazilian high school counselors should proactively collaborate with U.S. institutions and
study abroad agents to implement comprehensive study abroad development programs in order
to provide wide-ranging information and services, as well as personalized advice tailored to the
specific needs and goals of each student. High school counselors play a critical role in guiding
students through their academic choices from high schools and beyond. Counselors who are
well-versed in study abroad trends and processes have a good understanding of what institutions
look for in applicants. Therefore, counselors can identify students with the ability and motivation
early in the process to provide personalized support and help students find the study abroad
options best for their academic and professional goals. With the help of U.S. colleges and
universities, Brazilian high schools can also develop preparatory programs that teach students the
necessary knowledge and skills well before they begin the application process. In addition,

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working with independent educational consultants can alleviate some of the burden for students
to efficiently and effectively move through the application steps, which could enable counselors
to focus more on identifying institutions, researching financial aid options, and providing
information on cultural adjustment, to better assist students in making seamless transitions to
higher education opportunities in the U.S.
Findings of this study revealed that Brazilian students and their families typically start
their study abroad search online with limited information on institution and program choices; and
that the pursuit of brand, ranking, and status does not necessarily result in students finding the
best fit program, which also leads to unrealistic expectations of admissibility. Interviews and
surveys also revealed that counselors often provide invaluable services to aid students’ study
abroad journey. Existing literature highlights the critical role of advising and support services in
facilitating students' decisions (Choudaha, 2013; Reddy, 2014), which suggests that students
should utilize their high school counselors' expertise during the college application process.
U.S. Institutions and Admissions Offices
U.S. institutions' admissions offices should identify which international markets are
aligned with their program offerings so that admissions officers can conduct regular outreach to
international high school students in Brazil, guide them through the admissions process, and
overcome any potential barriers. This recommendation aligns with the literature stating that
institutions' policies and practices must continually evolve to stay current with global changes in
areas such as international student mobility (Marginson & van der Wende, 2007). By working
collaboratively with other educational professionals, U.S. institutions can create up-to-date
tailored training programs, information sessions, workshops, and webinars for Brazilian high
school counselors and study abroad agents to equip them with up-to-date information on study

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abroad admissions criteria, application processes, standardized tests, essay, interview, and visa
procedures.
Findings in this study indicated that students and family are often overwhelmed with the
complexity of the U.S. study abroad application process, have limited information and at times
misperception of the institutional value based primarily on brand and ranking. Reddy (2014)
stated that in addition to the quality and reputation of the institutions, recruitment and marketing
campaigns influence international students. Counselors expressed concerns during the interviews
that U.S. institutions’ direct email marketing has not been effective. Although virtual recruitment
fairs have become the norm since the pandemic, students and families still prefer in-person visits.
Therefore U.S. admissions offices should continue to work closely with high school counselors
to deliver clear and consistent communications to targeted students. IIE’s Open Doors 2023
report pointed out that social media outreach as well as local and international agents were
frequently used marketing channels by U.S. institutions (Baer & Martel, 2023). Seventy-three
percent of the students who responded to the survey questions for this study indicated that they
worked with agents at some point of their study abroad application process. U.S. admissions
offices should establish stronger partnerships with reputable study abroad agents to provide them
with quality information which would benefit Brazilian students as well; and such effort should
be implemented focusing on students’ interests, rather than incentives-focused for the agents. By
developing a strategic outreach plan (Parnia, 2018), U.S. institutions can effectively engage with
Brazilian students within their Microsystem, thereby shaping students' perceptions of the
accessibility and value of study abroad opportunities in the U.S. Through targeted outreach
efforts, institutions can cultivate positive expectancy beliefs among Brazilian students,
encouraging them to pursue educational opportunities abroad, and ultimately contributing to the

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diversification and enrichment of the higher education landscape in the U.S.
Study Abroad Agents and Independent Educational Consultants
Brazilian local study abroad agents such as independent educational consultants have
their unique place in Brazilian students’ study abroad journey, with knowledge of specific U.S.
institutions or resources to which some high school counselors might not have access. Although
most counselors interviewed seemed to have reservations in promoting services offered by
independent educational consultants, they did recognize that their students benefited from the
individualized attention these agents offered. In addition, it is worth noting again, that nearly
70% of the students who took the Belta’s 2019 survey indicated that they worked with agents
(ICEF, 2019), similar to the survey responses collected for this study. However, there were
occasions, according to the counselors interviewed, where some students felt that agents’ goals
were not in alignment with theirs when recommending institutions abroad. The different points
of view demonstrate that the agents are needed to fill gaps in information and support that
counselors might not fully address, however counselors should ensure that decisions are made
for the benefit of the students. Agents are very much part of the ecological community that
enriches the Microsystem for Brazilian students. Their interactions with other educators and
administrators at schools and institutions should be encouraged within the Mesosystem, as it will
contribute to an enhanced support system for students to navigate and succeed in their study
abroad goals.
With limited literature on study abroad agents, it is crucial for all educational
stakeholders to work together to conduct joint research, share best practices, and establish clear
communication to ensure streamlined collaboration without overlapping responsibilities.
Counselor pointed out that it was necessary to make sure agents understand that high schools are

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the official record holders for students, and these documents and relevant application information
needs to be handled and shared through the proper channels, from high schools to U.S.
institutions. Brazilian students benefit significantly from the support of multiple stakeholders in
their journey to study abroad. Therefore, it is important for counselors and institutions working
with students to be aware of the role of agents in the study abroad process and to stay informed
and involved to ensure the students are advised in alignment with their best interests.
Recommendation 2: Increase Financial Support and Scholarship Opportunities for
Students
Increasing financial support and scholarship opportunities could help some Brazilian
private high school students overcome the barrier of high-cost education in the U.S. Financial aid
can make study abroad possible for students from lower socio-economic backgrounds and
enhance diversity on U.S. campuses by enabling access for all students. Institutions should
allocate more funds towards scholarships for which Brazilian students are eligible to apply. U.S.
admissions should also communicate financial aid options including scholarships during
recruitment events which will make financial support more accessible and transparent.
Additionally, high school counselors and study abroad agents should provide detailed guidance
and support during the application process in regards to financial aid, to help students and their
families navigate the complexities of funding education abroad. This proposed recommendation
stems from the second theme discussed in Chapter Four, which states that Brazilian students seek
high-quality developmental opportunities in the U.S. while considering various costs. Interview
and survey results show that cost and limited financial resources could lead students and their
families to choose less expensive educational opportunities in Europe, Canada, and within Latin
America instead.

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This recommendation aligns with existing literature which highlight the impact of
financial barriers on international student mobility and the importance of scholarships in
overcoming these obstacles, as well as the competitive international recruitment environment and
the necessity for U.S. institutions to differentiate themselves through financial incentives
(Carnoy, 2016; Foster, 2014; María Cubillo et al., 2006). Additionally, it aligns with literature
from de Wit and Altbach (2023) and James (2022) highlighting increased inequalities resulting
from the COVID-19 pandemic, which for example made access to higher education in countries
with high tuition a major obstacle for students from low- and middle-income developing
countries. This recommendation also connects with Eccles and Wigfield’s Value component and
Bronfenbrenner’s Macrosystem (Bronfenbrenner, 2009; Eccles & Wigfield, 2002), by addressing
ways that financial support can increase the perceived value of U.S. education, and also how
financial systems and policies may impact students' educational opportunities.
Address the High Cost of Education in the United States
U.S. institutions can address the high cost of education for Brazilian students by
implementing targeted financial aid and scholarships. These offerings can be merit-based, needbased, or for specific fields of study that align with Brazil's developmental needs. U.S.
admissions offices should ensure that these scholarships, grants, and financial aid programs are
well-promoted and easily accessible to all prospective Brazilian students, especially those from
lower socio-economic backgrounds. Additionally, institutions can offer flexible payment plans
and deferred payment options to ease the financial burden. Establishing partnerships with
corporations and educational entities for sponsorships, as well as collaborations with Brazilian
government and non-governmental organizations (NGOs), can potentially provide additional
funding opportunities. Increasing on-campus employment and developing strong internship

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programs can also help students financially and gain work experience related to their field of
studies while completing their degrees. U.S. admissions should also work closely with
international student advisors and Designated School Officials (DSOs) to stay up-to-date on
student visa requirements and immigration policies.
Interview and survey data collected for this study showed that the cost of higher
education abroad and limited financial resources posed major challenges; however, scholarship
opportunities could ease some of these obstacles and encourage more Brazilian students to
pursue study abroad opportunities in the U.S. Brazilian students need to weigh the elements of
high-quality U.S. education such as diverse program offerings and future career prospects against
associated costs including tuition and fees, as well as living expenses and health insurance.
Counselors interviewed stated that approximately 50% of the students at many of the
international high schools in Brazil could afford to study in the U.S., while the other 50% could
easily afford the UK or continental Europe. This is somewhat close to the survey results where
59% of the participants saw cost as an important factor when considering study in the U.S., while
the other 41% indicated it to be not important. It is also worth noting that three participants
(20%) stated that they were awarded over $30,000 in scholarships for the first semester at their
respective U.S. institution, which was a substantial amount. This highlighted how expensive
higher education could be in the U.S., compared to education costs in other countries.
This component of the recommendation aligns with Casagrande’s 2019 statement where
she emphasized the importance of spreading the message that there are great possibilities for
Brazilian students to find universities at any price range in the U.S. (Bulla, 2019). It also draws
attention to the increasing global competition for international students, and adds to the
discussion that through financial incentives, institutions can maintain their competitive

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advantage by highlighting the strengths of their brand (María Cubillo et al., 2006). Additionally,
Brazilian students, counselors, and study abroad agents may not be aware of the possibility and
cost benefit for students to attend U.S. community colleges, then transfer to four-year
universities. They also may not know that in some extreme cases students can apply for offcampus employment due to unforeseen and severe economic hardship, in accordance with the
policies set by the United States Citizenship and Immigration Services (USCIS). Therefore, U.S.
institutions should use clear language and offer guidance and solutions to prospective students on
immigration issues that might be related to financial difficulties.
Include Financial Aid Research and Strategy in Advising Services
Brazilian high school counselors should actively research financial aid options at U.S.
colleges and universities and include relevant information and strategies in their advising
services for students who want to explore higher education opportunities in the States. Study
abroad agents and independent educational consultants often have close contact with U.S.
institutions and admissions offices, and working with high school counselors to utilize their
expertise could help Brazilian students better identify suitable financial resources for their unique
individual profile.
Counselors spoke about having study abroad information sessions early on, sometimes
during the freshmen year at their high schools, and regular sessions thereafter for interested
students and parents throughout the school year. That is a great way to get to know the students
and understand their individual academic and professional needs. It is also an effective way to
give voice to the parents and understand their financial situation when appropriate. Counselors
could also explore fundraising campaign opportunities in their communities to generate
additional scholarship funds to support their students’ study abroad journey. One counselor

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shared a story of how the school community came together and raised funds to cover living
expenses for a student to study economics and engineering in Germany for three and a half years.
In addition, this counselor suggested a public university in Germany because tuition is free for
everyone regardless of their nationalities. Free tuition is not common for education programs in
the U.S. and international students generally pay out-of-state tuition and fees at public
institutions. However, interview and survey results also show that students are still drawn to the
liberal arts curriculum of U.S. education, which is not common in Brazil or Europe. Therefore, it
could benefit students if high school counselors would research financial aid options, eligibility
criteria, and the process to apply. By doing so, they can remove the guesswork and help students
prepare strong applications early on in their high school career, as many scholarships are on a
first come, first served basis. There is limited literature on Brazilian high school counselors’
roles, responsibilities, and contribution to international student mobility, this recommendation
may help to provide more insight on how counselors can be the bridge between Brazilian
students and U.S. institutions; and ensure that students find the best fit institutions and for
institutions to find the right target group of prospective students (Carnoy, 2016).
Recommendation 3: Analyze Social Dynamics to Cultivate a Diverse and Inclusive
Academic Community
U.S. institutions and Brazilian private high school counselors should analyze social
dynamics and collectively create a supportive and inclusive environment for Brazilian students
who seek to study abroad in the U.S. This approach effectively addresses the social preferences
and influences that serve both as motivations and challenges in Brazilian students’ pursuit of
higher education abroad. Coordinated efforts to help prepare Brazilian students for cultural
immersion could lead to an easier transition to study in the States. It could potentially enable

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U.S. institutions to better attract, support, and retain Brazilian students, creating a more inclusive
and enriching educational experience for all. The proposed recommendation stems from the third
theme discussed in Chapter Four, which states that social preferences and influences affect study
abroad destination choices. Interview and survey results indicate that Brazilian students value the
broad experience in the U.S., but have concerns about safety, the political environment, and
some may also have a difficult time adjusting to being away from home initially.
This recommendation aligns with existing literature which highlights that a diverse and
inclusive environment is significant for international student satisfaction (Altbach & Knight,
2007). It relates well with Bronfenbrenner's Microsystem (immediate social circles) and
Mesosystem (interconnections between these social circles), which highlight the importance of
social and institutional contexts (Bronfenbrenner, 1979; 2009). The recommendation also reflects
both the Expectancy and Value components of Eccles and Wigfield’s EVT (Eccles & Wigfield,
2002), where Brazilian students’ confidence in their ability to succeed influences their decisions,
and social approval and support for their development is of great value. Additionally, literature
discussed in Chapter Two is well represented in this recommendation and its components, as
Foster (2014) stated that close relationships such as those with family members and friends tend
to drive Brazilian student’s attitude and choices on educational opportunities. Furthermore, this
recommendation could contribute to greater diversification of the existing student population on
U.S. campuses, stimulate enrollment growth, form new educational partnerships, and contribute
to broader global impact (ICEF, 2022).
Recognize Social Impact and Prepare Current High School Students and Families
Brazilian students are significantly influenced by their social circles, including family and
friends, as well as those who studied abroad previously. Interviews and survey results of this

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study show that Brazilian students and their families have strong desires for a diverse, inclusive,
and safe environment in study abroad destinations, especially in the U.S. do Amaral et al. (2022)
pointed out that learning about another culture is both a motivator and a challenge that could
create fear. Stepping out of one’s comfort zone to study in a foreign country is quite a daunting
task, and homesickness is not unique to Brazilians, according to Foster (2014) and Jamaludin et
al. (2018). Therefore, Brazilian high school counselors and U.S. institutions should both
emphasize the social and cultural benefits of studying in America during information and
counseling sessions and organize pre-departure orientations that focus on cultural acclimatization
and social integration. They should share student testimonials and success stories of alumni who
have excelled in U.S. colleges and universities and beyond. Additionally, they should prepare
Brazilian students and their families for cultural adjustments and help them to build confidence
to move forward towards the next chapter of their educational journey in the U.S.
Develop Cultural and Social Integration Programs to Aid Adjustment
Adjusting to a new cultural and social environment is a major challenge for Brazilian
students, as indicated in the findings of this study. The literature reviewed in Chapter Two noted
that culturally enriching and supportive environments enhance students' experiences and
retention rates, and adjusting to a new academic setting and social environment can be
challenging and stressful especially for students from diverse geographical and cultural
backgrounds (Forbes-Mewett & Nyland, 2008; Foster, 2014; Jones, 2017). According to
Mitchell and Nielsen (2012), colleges and universities are internationalizing when they transform
their systems to achieve international outcomes. Therefore, U.S. institutions should highlight
their cultural diversity and support services in recruitment materials and during outreach
sessions. These services could include the following:

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1. Offer exchange programs for Brazilian high school students to experience short-term
study abroad opportunities in the U.S. to gain familiarity and interest in pursuing fulltime degree programs in the future. Engage families of prospective students, providing
them with information and addressing their concerns.
2. Develop mentorship and exchange programs which facilitate the cultural integration of
international students, to help them feel welcomed and supported in their new
environment. Pair incoming Brazilian students with current students and alumni.
3. Create diversity initiatives that encourage interactions between domestic and
international students. This can include multicultural clubs, language exchange programs,
and collaborative projects that celebrate cultural diversity and promote mutual
understanding.
4. Strengthen services provided by international student offices, including academic
advising, career counseling, and mental health support, etc. Ensure these services are
accessible to all, yet tailored to the unique needs of international students, such as those
from Brazil.
5. Provide support for Brazilian student organizations on campus, facilitating cultural affairs
including festivals, exhibitions, and performances that celebrate Brazilian heritage and
traditions. Additionally, offer a variety of networking opportunities to create a sense of
community on and off campus.
6. Establish partnerships with local Brazilian communities and organizations, and search for
opportunities for Brazilian students to engage in volunteer service, which can help them
build meaningful connections and feel more integrated into the local community and also
gain access to additional resources.

130
Findings of this study also show that safety is a major concern; therefore U.S. institutions
should strive to enhance campus safety measures and communicate these efforts clearly to
prospective students and their families in Brazil. High school counselors, U.S. admissions
offices, alumni, and other educational professionals, could collectively build a supportive
network, and a safe and inclusive environment for Brazilian students and their families.
Limitations and Delimitations
Researchers should select a sample that meets the purposes of the study; however, they
often face practical constraints such as participant accessibility (Johnson & Christensen, 2015).
This study has four limitations, one of which is the focus on students from private high schools,
usually coming from higher income groups as they are typically more likely to participate in
study abroad programs. As a result, the findings did not reveal study abroad barriers experienced
by students from lower socio-economic groups since they may not have been fully represented in
the sample. Secondly, the sample size for this study is relatively small with five counselors
interviewed and 17 survey participants. This small sample size diminishes the statistical value of
the research and may limit the ability to draw objective conclusions. Additionally, the study was
conducted in English, which may not have been the primary language spoken by the counselors
or students. Lastly, my positionality in regards to my personal, cultural, and religious
background may have in some ways caused bias in my interpretation of the data.
Delimitation of the study are intentional restrictions I set to help focus the research. The
choice to survey students helped me gather data from a larger group than I could through
interviews, since it was difficult to find a sufficient number of students willing to speak. By
specifically focusing the study on the sending country of Brazil and the receiving country of the
U.S., I was able to explore the topic in depth and highlight common themes that may be useful to

131
higher education institutions specifically in the U.S. that want to recruit students from
developing markets. I was able to further focus the study by limiting the survey population to
four-year undergraduate students and interview participants to international counselors from
private high schools; and did not examine influences on other student populations such as
community colleges, graduate, or non-degree students, or counselors from public high schools in
Brazil. Lastly, by applying the conceptual framework to the research question, I investigated this
topic from a narrow lens of Bronfenbrenner's EST and Eccles and Wigfield’s EVT.
Recommendations for Future Research
To further understand study abroad motivations and challenges of Brazilian students,
future research should seek to include a more diverse sample which may include more students
from low socio-economic backgrounds. Since the current study examined students from private
high schools in Brazil, broadening the interview and survey participants to include counselors
and students from public high schools, as well as parents, study abroad agents, and institutions
could provide a more comprehensive view and address these limitations and delimitations.
Institutions can benefit from research including these additional population groups and as a result
create and implement more inclusive strategies to recruit international students from developing
markets.
Future research could also explore educational opportunities available to international
students at community colleges in the U.S. These institutions offer a relatively more affordable
and accessible pathway to higher education, which could be appealing to international students
from diverse socio-economic backgrounds, including those with limited family financial
resources. Investigating how academic programs, transfer agreements with four-year universities,
and international student support services at these colleges impact students' study abroad

132
decisions and overall experiences from their home countries to the U.S. could be valuable. This
may include exploring the unique advantages associated with community colleges, such as
affordability, smaller class sizes, flexible scheduling, and personalized support services; as well
as potential barriers such as lesser-known brand and low-ranking recognition, lack of on-campus
housing, and limited marketing and recruitment resources. Understanding these elements and
how they affect study abroad decisions can help develop informed recruitment strategies for
community colleges in the U.S.
Conclusion
This dissertation explored the motivations and challenges influencing Brazilian students'
decisions to pursue higher education in the U.S. By conducting mixed-method research, the
study included insights from interviews with international student counselors at Brazilian private
high schools and surveys from Brazilian students currently studying in the U.S. This study was
conducted through a conceptual framework of Bronfenbrenner's Ecological Systems Theory
(EST) and Eccles and Wigfield’s Expectancy-Value Theory (EVT), providing a comprehensive
understanding of the problem of practice. This research identified four key findings, showing the
importance of 1) information and guidance in recruiting and supporting international students; 2)
high-quality education and developmental opportunities; 3) financial constraints and
accessibility; and 4) social preferences and influences, and proposed three recommendations to
address these key findings: 1) enhance collaboration among stakeholders; 2) increase financial
support and scholarships; and 3) leverage social dynamics. These strategies aligned well with the
literature reviewed, conceptual framework, as well as major themes emerging from interview and
survey results.
The findings revealed that Brazilian students are motivated by the perceived high quality

133
of U.S. education, its diverse program offerings, and the potential for career advancement. The
flexibility of the U.S. liberal arts education system also emerged as significant attractions. In
addition, family, friends, and close social groups strongly influence Brazilian students. The
cultural diversity and inclusive environment of U.S. institutions are appealing, while political
climates and safety often cause concerns for some students and families. It is clear that the high
cost of U.S. education is an obstacle for many Brazilian students. As a result, increased
scholarships and financial aid are necessary to make international education accessible. Finally,
the availability of reliable information and guidance from high school counselors, U.S.
institutions, and study abroad agents is key, since comprehensive advising services help students
navigate the complexities of the application process and make informed decisions.
The recommendations proposed in this study encourage Brazilian high schools, U.S.
institutions, and study abroad agents to collaborate in order to provide a cohesive support system,
which ultimately benefits students. Additionally, expanding financial aid and scholarship
opportunities to manage the increased costs of U.S. education could enable more students from
diverse socio-economic backgrounds pursue their higher educational goals. Lastly, creating a
supportive and inclusive environment will help to attract and retain Brazilian students, and
further enable U.S. institutions to provide positive educational experiences for all students.
These findings have the potential to provide U.S. colleges and universities, Brazilian high
school counselors, and other education professionals with greater insights in understanding
Brazilian students’ higher education needs. It could also be useful to keep students motivated
throughout the college and university admissions process in order to strategically facilitate their
study abroad journey. Findings from this study may indirectly contribute to Brazilian high school
post-graduation outcomes and could also help U.S. higher education institutions seeking to

134
recruit international students from developing markets to maintain financial sustainability and
improve campus diversity, academic quality, and global reputation.
As I conclude this two-year journey of critical research, I am reminded of my personal
and professional goal of helping more international students pursue higher education in the U.S.
to develop academically, socially, and professionally. As a former study-abroad student in Latin
America and also as a higher education educator and international student administrator, I admire
these students' determination to learn and succeed as they immerse themselves in diverse cultures
often outside of their comfort zones. I have traveled, studied, worked in 25 countries, and
participated in missions’ trips in two countries, and counting. I have witnessed the impactful
changes educational, business, and church projects can make in people’s lives, small and big;
from as simple as putting a smile on a child’s face, to changing an entire family’s economic
outcome, to offering glimpses of the outside world and bringing love, joy, and peace to
disadvantaged people groups. I hope to continue facilitating global connections, and helping to
build vibrant and supportive educational environments that transcend cultural boundaries and
geographic borders. The future of international education is not only about academic knowledge
sharing or an institution’s profitable growth; but more so about creating educational
opportunities that enable students to make meaningful contributions to communities around the
world.

135
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Amaral, A. (eds.), Equity policies in global higher education. Springer International
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148
Appendix A
University of Southern California Information Sheet
My name is Justin Daniel, and I am a student at the University of Southern California. I am
conducting a research study on international students from Brazil in order to understand what
motivations and challenges influence their decisions to pursue higher education in the United
States. The name of this research study is “Growing International Student Enrollment from
Developing Markets." I am seeking your participation in this study. Your participation is
completely voluntary, and I will address your questions or concerns at any point before or during
the study.
You may be eligible to participate in this study if you meet one of the following criteria:
1. A student who graduated from a private high school in Brazil within the last five years
and is currently enrolled in a 4-year college or university in the United States for an
undergraduate degree.
2. A high school counselor who works closely with Brazilian students from private high
schools for study abroad opportunities in the United States.
3. You are 18 years of age or older.
If you decide to participate in this study, you will be asked to do the following activities:
1. If you are a student and decide to participate in this study, you will be asked to complete
a survey which will be administered through Qualtrics, a platform for creating and
distributing web-based surveys. I plan to survey at least 30 students and the survey
contains 22 closed-ended and open-ended questions, and should take no more than 15
minutes to complete. There will be seven demographic questions, 11 Likert-scale type
questions, and four open ended questions to provide opportunities for unique responses.
The first two questions are survey qualifying questions, which will be marked as required
in Qualtrics; however, you can go back if you skip or want to revisit previous questions.
2. If you are a counselor and decide to participate in this study, you will be interviewed in
order for me to learn more about the Brazilian education environment for students who
seek to study abroad, and to gain a deeper understanding of the unique influences on
these students’ decisions to pursue higher education opportunities in the United States. I
plan to interview 3-5 counselors and each interview will be recorded and take
approximately 1-1.5 hours online via Zoom, a cloud-based video conferencing service
platform. I will use an interview protocol to stay organized, on topic, and within the
timeframe. You can decline to be recorded and can continue with your participation.
I will publish the results in my dissertation. Participants will not be identified in the results. I will
take reasonable measures to protect the security of all your personal information. All data will be
de-identified prior to any publication or presentations. I may share your data, de-identified with
other researchers in the future.
If you have any questions about this study, please contact me: jdaniel4@usc.edu. If you have any
questions about your rights as a research participant, please contact the University of Southern
California Institutional Review Board at (323) 442-0114 or email irb@usc.edu.

149
Appendix B
Recruitment Email
Dear School Director,
I am in the process of conducting a study for my doctoral dissertation at the University of
Southern California (USC) on the motivations and challenges that influence Brazilian students’
decisions to pursue higher education in the United States.
I am interested in conducting brief interviews with your counselors to understand the students’
study abroad influences from their perspective, and would like to invite your alumni to complete
a short 15-minute online survey about this topic.
Participation is entirely voluntary and those who choose to take part can decide to withdraw at
any point in the research process without penalty. All personal information will remain
completely anonymous, confidential, and secure.
Having been an international student myself at Fundação Getulio Vargas (FGV) in São Paulo, I
sincerely appreciate your consideration, as well as your alumni and counselors taking the time to
contribute to this important study, which will be used to help connect Brazilian international
students with U.S. educational opportunities in the future.
Your alumni and counselors’ unique perspective are very valuable as it will provide critical
information to help answer my research question. I will be happy to share the findings with you
at the conclusion of my study.
Would you be willing to distribute the survey to your alumni who are currently studying in the
United States for undergraduate degrees, and also later connect me with your counselors for a
short interview?
Please reach out to me directly with any questions at: jdaniel4@usc.edu
Thank you very much for your collaboration and support!
Justin Daniel
Doctoral Candidate, Global Executive Education Program
University of Southern California, USA

150
Appendix C
Interview Protocol
I. Introduction
Thank you for taking the time out of your busy schedule to speak to me. I appreciate your
willingness to participate in this study. My name is Justin Daniel, and I am currently a doctoral
student at the University of Southern California’s Global EdD program. I am in the process of
conducting a study for my doctoral dissertation on Brazilian students' admissions experience and
factors impacting their decisions to study at colleges and universities in the United States.
The information you provide during this interview will be solely used for the purposes of this
research study. Your response will not be published with your name, unless necessary at which
time I will use a pseudonym to protect your identity and confidentiality. I would also like to ask
for your permission to record this interview in audio and take detailed notes, to help accurately
and fully capture your responses. Please know that the recording and notes will not be shared
with anyone. All digital recordings and documents will be stored on a password encrypted device
and all data will be destroyed after three years. Do I have your permission to record this
interview, and do you have any questions before we get started?
II. Background Information
I would like to learn more about your background and responsibilities in your current role.
1. Can you briefly tell me about your experience and primary responsibilities as a
counselor?
III. Interview Questions
I would like to ask you seven questions about what you believe influences your students’ decisions
to study abroad and the support you provide for them during the application process.
EST: Microsystem: Counselors
2. In what ways does the guidance you provide directly to your students influence their
decisions to study abroad?
EST: Mesosystem: Counselors, Schools, and Families
3. In what ways does your work with the school and families affect your students’ decision
to study abroad?
EST: Macrosystems: Counselors and U.S. College and University
4. What do you see as some of the Brazilian economic, political, and educational challenges
that your students face which may prevent them from studying in the United States, or
how it affects the students’ thought process about studying abroad?
Expectancy-Value Theory: Expectancy

151
5. In your opinion, do you think your students’ self-confidence in their admissibility,
academic readiness, and future professional success influenced their decisions to study
abroad?
Expectancy-Value Theory: Value
6. What values or goals are important to your students when making decisions to pursue
higher education in the United States?
Expectancy-Value Theory: Value (Cost)
7. What challenges prevent your students from studying abroad in the United States?
IV. Closing Question
8. From your perspective, what other influences, if any, do you believe affects your
students’ decisions to study abroad?
V. Closing Comments
Thank you so much for sharing your thoughts with me today! I really appreciate your time and
willingness to contribute to my research study. May I contact you by email or call, if I have
additional questions? Please feel free to contact me if you have any additional information that
you would like to add. Again, thank you for participating in my study.
VI. Post interview summary and reflection

152
Appendix D
Survey Items
I. Introduction
Hello,
I would like to invite you to complete a short 15-minute survey for my doctoral dissertation on
the motivations and challenges that influence Brazilian students’ decision to pursue higher
education in the United States. Your unique perspective is valuable as it will provide critical
information to help me answer the research question.
Having been an international student myself to other countries outside of my home country of
America, I sincerely appreciate you taking the time to contribute to this important study which will
be used to help connect international students with educational opportunities abroad in the future.
Please reach out to me directly with any questions at: jdaniel4@usc.edu
To complete this brief survey at your earliest convenience, please click on the following access
link: https://usc.qualtrics.com/jfe/form/SV_1LZMvp822RLNlzM
Thank you very much for your time and participation.
Justin Daniel
Doctoral Candidate, Global Executive Education Program
University of Southern California
Hello,
Participating in this survey is entirely voluntary, and you can decide to withdraw at any point in
the research process without penalty. All personal information will remain completely
anonymous, confidential, and secure.
II. Demographic Questions
1. Did you graduate from a private high school in Brazil within the last five years?
○ Yes
○ No (Survey ends if no is selected)
2. Are you currently enrolled in a 4-year college or university in the United States for an
undergraduate degree?
○ Yes
○ No (Survey ends if no is selected)
3. Are you 18 years of age or older?

153
o Yes
o No (Survey ends if no is selected)
4. What is your gender? Select one option.
○ Male
○ Female
○ Prefer not to answer
5. Please provide your email address if you would like to be contacted for an interview ____
6. What is the name of the U.S. college or university you are currently enrolled in? ______
7. What is the size of the college or university are you currently enrolled in? Select one
option.
○ Student population less than 1,000
○ Student population between 1,000 - 4,999
○ Student population between 5,000 and 14,999
○ Student population 15,000 or higher
III: Closed-Ended Survey Questions
8. Which countries other than the United States did you consider studying abroad? Hold the
control key and click to select more than one option.
● Dropdown menu is automatically generated by Qualtrics which includes all countries
in alphabetical order.
9. How did you first find out about the colleges and universities in the United States that
you applied to? Check all that apply.
● High school counselors
● Family
● Friends
● Online search
● Ranking publication
● Social media advertisement
● Study abroad agents
● Study abroad fairs or events
● U.S. college and university admissions officers
● Other, please specify: +__________
10. What was most important to you in choosing an institution? Rate all 10 factors by level of
importance.
A. Academic quality and program options
B. Brand recognition and ranking
C. Cultural diversity of student population
D. Low cost: tuition and/or scholarships
E. Parental preferences and influence

154
F. Personalized attention, resources and services from staff/faculty
G. Professional development services and job opportunities
H. Safety of campus and community
I. Specific geographic location of the school
J. Student social experience & extracurricular activities
11. What were some of your concerns when applying to a college or university in the United
States? Rate all 10 factors by level of concern.
A. Competitiveness of the admissions process
B. Difficulty in finding affordable housing in host country
C. Distance from friends and family
D. Fear of discrimination or prejudice
E. Language barriers
F. Lack of academic readiness
G. Lack of job opportunities abroad
H. Obtaining a visa
I. Safety on and off campus
J. Work or family responsibilities in home country
12. What difficulties did you encounter during the application process? Check all that apply.
● Difficulty writing essay
● Lack of support services
● Obtaining transcripts
● Researching schools
● Technical difficulties
● Other, please specify: +__________
● * None
13. What obstacles did you face in attempting to meet the admissions criteria to your college
or university of choice in the United States? Check all that apply.
● Completing the application for my school
● Improving my English
● Interviewing with the admission officer
● Meeting the GPA admissions requirements
● Taking standardized test required for admission
● * None
14. Approximately how much money could you or your family afford to spend per year on
tuition, fees, books, food, housing, and other education-related expenses while pursuing
higher education in the United States? Select one option.
○ I needed a full scholarship
○ $1 to $9,999 per year
○ $10,000 to $19,999 per year
○ $20,000 to $29,999 per year
○ $30,000 to $39,999 per year
○ $40,000 to $49,999 per year

155
○ $50,000 to $59,999 per year
○ Cost was not a concern
15. Did you hire a study abroad agent, work with a high school counselor, a U.S. college or
university admissions officer, or someone else during the admissions process? Check all
that apply.
● Yes (High school counselor)
● Yes (Study abroad agent)
● Yes (U.S. college or university admissions officer)
● Yes (Other): +_________________________
● * No
16. What type of advising or support services were most useful to you when applying to
colleges or universities in the United States? Rate all six services by level of usefulness.
● Advice from current students or alumni
● Attending a free online academic class session
● Communication with U.S. institution’s admissions officer
● High school counselor
● Study abroad agent
● Workshops to help you move through various stages in the application process
● Other: +___________________________________
17. Were you admitted conditionally to the institution you are currently attending pending
English language or specific GPA requirement during your first year or semester? Check
all that apply.
● Yes (GPA conditions)
● Yes (Language conditions)
● Yes (Math conditions)
● Yes (Other): +__________________________
● * No
18. What was the amount of the scholarship you received for your first semester? Select one
option.
○ None
○ $1 - $4,999 per semester
○ $5,000 to $9,999 per semester
○ $10,000 to $14,999 per semester
○ $15,000 to $19,999 per semester
○ $20,000 to $24,999 per semester
○ $25,000 to $29,999 per semester
○ $30,000 or more per semester
IV: Open-Ended Survey Questions
Bronfenbrenner's Ecological Systems Theory
19. What primarily influenced your decision to study in the United States?

156
Expectancy-Value Theory: Expectancy
20. What gave you the confidence to pursue higher education in the United States?
Expectancy-Value Theory: Value
21. What do you think is the most valuable outcome of studying in the United States?
Expectancy-Value Theory: Value (Cost)
22. What do you perceive to be the biggest costs / tradeoffs to studying in the United States?
V. End of Survey
Thank you for your time spent taking this survey. Your response has been recorded.

Abstract (if available)

Abstract This dissertation investigates motivations and challenges influencing Brazilian students' decisions to pursue higher education in the United States. Anchored in the conceptual framework of Bronfenbrenner's Ecological Systems Theory and Eccles and Wigfield’s Expectancy-Value Theory, this research utilizes a mixed-methods approach, combining qualitative interviews with international student counselors from private high schools in Brazil and quantitative surveys of Brazilian students currently enrolled at U.S. institutions to provide a comprehensive understanding of the intrinsic and extrinsic factors influencing these decisions. The study identified four key findings, showing the importance of academic quality and developmental opportunities, social preferences and cultural influences, financial aid and scholarships options, and comprehensive guidance from all educational stakeholders. Based on these findings, three recommendations for practice are proposed: enhancing collaboration among Brazilian high schools, U.S. institutions, and study abroad agents to provide cohesive support systems; increasing financial aid and scholarship opportunities to make U.S. education more accessible; and analyzing social dynamics to create a diverse and inclusive academic environment for Brazilian students. The research provides insights into how schools, institutions, educational professionals can work together to better understand the unique motivations and challenges faced by Brazilian students and families, create education pathways for their success, and ultimately contribute to a more globally engaged and diverse learning environment for all students.

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Asset Metadata

Creator Daniel, Justin (author)

Core Title Growing international student enrollment from developing markets

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2024-08

Publication Date 09/01/2024

Defense Date 08/31/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Brazil,ecological systems theory,expectancy-value theory,international student mobility and enrollment trends,motivations and challenges

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tambascia, Tracy Poon (committee chair), Canny, Eric (committee member), Filback, Robert (committee member)

Creator Email jdaniel4@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC11399A6H6

Unique identifier UC11399A6H6

Identifier etd-DanielJust-13466.pdf (filename)

Legacy Identifier etd-DanielJust-13466

Document Type Dissertation

Format theses (aat)

Rights Daniel, Justin

Internet Media Type application/pdf

Type texts

Source 20240903-usctheses-batch-1206 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu