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Examining the influence of new student orientation on graduate international students’ campus involvement, intent to persist, and sense of belonging
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Examining the Influence of New Student Orientation on Graduate International Students’
Campus Involvement, Intent to Persist, and Sense of Belonging
Xiaoyun Zhang
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December 2024
© Copyright by Xiaoyun Zhang 2024
All Rights Reserved
The Committee for Xiaoyun Zhang certifies the approval of this Dissertation
Sheila Banuelos
Juliana Calhoun
Ruth Chung, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
This study examined the influence of new student orientation on international graduate students’
campus involvement, intent to persist, and sense of belonging at a large private university on the
West Coast of the United States. The research was conducted using quantitative methods, with
participants being international students enrolled in graduate programs during the Fall 2023
semester. The study sought to determine the extent to which orientation events contribute to the
students’ understanding of campus resources, academic integration, and social belonging. Data
was collected through surveys distributed via the university’s office of international students and
various international student organizations. Participants provided demographic information, rated
their sense of belonging, and shared their intent to persist and confidence in post-graduation
plans. Key findings indicated that participation in multiple pre-contact and orientation events,
particularly those offered in native languages or through a hybrid format, significantly enhanced
students’ comprehension of resources and their sense of belonging. The study highlighted the
importance of tailoring orientation programs to address language barriers and the specific needs
of international students to improve their academic success and retention rates. Future research
should explore the long-term impact of orientation quality on students’ persistence and postgraduation confidence.
Keywords: international students, orientation, sense of belonging, persistence, campus
involvement
v
Acknowledgements
I would like to express my sincere gratitude to my dissertation committee for their
invaluable guidance and support. Dr. Ruth Chung, my chair, has been a source of unwavering
encouragement. Her expertise in quantitative research and her patient guidance through the
design and data analysis stages helped me overcome numerous challenges, particularly when the
pandemic forced me to pause my work. Her belief in me gave me the confidence to persevere,
and for that, I am deeply grateful.
My thanks also go to Dr. Sheila Bañuelos, who played a pivotal role in shaping my
academic path. As my professor during my master’s studies, Dr. Bañuelos introduced me to
fieldwork, which shifted my perspective on the practical applications of education. Her
encouragement led me to intern with USC’s Global Education program, where I discovered my
passion for pursuing a doctoral degree. I deeply appreciate her ongoing mentorship and support
as a committee member. I am also immensely thankful to Dr. Juliana Calhoun, whose guidance
during my time at the USC Kortschak Center inspired much of my research focus. Her practical
approach to counseling and her constant support, both as an advisor and a committee member,
were integral to the development and completion of this dissertation.
Finally, I am grateful to the broader international student community whose experiences
and perspectives have deeply influenced my research. As an international student myself, I have
faced many challenges. This dissertation is a reflection of my commitment to improving the
academic success and campus involvement of international students, and I hope it serves as a
meaningful contribution to the field of education. For inquiries, I can be contacted at
zhan780@usc.edu.
vi
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgements ......................................................................................................................... v
List of Tables ............................................................................................................................... viii
List of Figures ................................................................................................................................ ix
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 3
Statement of the Problem .................................................................................................... 7
Theoretical Framework ....................................................................................................... 7
Importance and Purpose of the Study ............................................................................... 13
Definition of Terms........................................................................................................... 15
Organization of the Study ................................................................................................. 16
Chapter Two: Review of the Literature ........................................................................................ 17
Population of Focus .......................................................................................................... 17
Challenges Faced by International Students ..................................................................... 20
Persistence in Degree Completion .................................................................................... 29
Sense of Belonging ........................................................................................................... 35
Supports to International Students .................................................................................... 38
Summary of Literature Review ......................................................................................... 42
Chapter Three: Methodology ........................................................................................................ 44
Participants ........................................................................................................................ 44
Instruments ........................................................................................................................ 45
Procedure .......................................................................................................................... 49
Chapter Four: Results ................................................................................................................... 51
Descriptive Statistics ......................................................................................................... 51
vii
Analysis of Research Questions........................................................................................ 55
Results Research Question 1 ............................................................................................. 55
Results Research Question 2 ............................................................................................. 59
Results Research Question 3 ............................................................................................. 60
Results Research Question 4 ............................................................................................. 60
Conclusion ........................................................................................................................ 63
Chapter Five: Discussion .............................................................................................................. 64
Discussion of Main Findings ............................................................................................ 65
Implications for Practice ................................................................................................... 71
Limitations of the Study.................................................................................................... 75
Recommendations for Future Studies ............................................................................... 77
Conclusions ....................................................................................................................... 81
References ..................................................................................................................................... 83
Appendix A: Invitation to Participate in the Research Study ..................................................... 104
Appendix B: Demographic Questions ........................................................................................ 105
Appendix C: Orientation Quality ................................................................................................ 110
Appendix D: Sense of Belonging ............................................................................................... 112
Appendix E: College Persistence Questionnaire—Institutional Commitment Subset ............... 113
viii
List of Tables
Table 1: Participant Characteristics 52
Table 2: Orientation Modality and Types 54
Table 3: Orientation Comprehension, Sense of Belonging, and Intent to Persist Descriptive
Statistics 56
Table 4: Pearson Correlations Between Orientation Comprehension and Students’ Success
(Sense of Belonging Mean and Intent to Persist Mean) 57
Table 5: One-Way ANOVA for Demographic Factors and Orientation Comprehension 61
Table 6: Descriptives Orientation Comprehension Based on Different Demographic Factors 62
Appendix D: Sense of Belonging 112
ix
List of Figures
Figure 1: Culturally Engaging Campus Environments Model 11
Figure 2: Adapted Culturally Engaging Campus Environments Model 13
1
Chapter One: Overview of the Study
A non-resident alien is someone “who is not a citizen, national, or permanent resident of
the United States and who is in this country on a visa or temporary basis and does not have the
right to remain indefinitely” (Brown, 2005, p. 40), including those who come as international
students. Students seek international education for a variety of reasons, from intercultural reasons
like having the chance to explore a different culture and improving cross-cultural knowledge and
skills, to interpersonal reasons like making new friends, developing new outlooks, and increasing
self-esteem and confidence (Andrade, 2006).
The population of international students in the United States has grown significantly in
the last decade; the population grew consistently every year until 2016, reaching 974,926 in
2015, a 10% growth from 2014 (Institute of International Education, 2015). In 2005,
international students represented 3.2% of total American higher education enrollment, and by
2015, this number had grown to 4.8% (Institute of International Education, 2015). Fischer (2011)
found that populations in Shanghai, Seoul, Delhi, and Taipei were experiencing a rapidly
growing middle class, and so students from these communities seeking an international
education are expected to grow.
Although these students represent a significant and ever-growing portion of the American
student population, exploitation occurs. Altbach and Teichler (2001) found that there may not be
strict policies on campus regarding equal opportunity; foreign students may also receive lowquality education or be financially exploited when an educational institution regards the presence
of international students as a chance to sell products to foreigners. These students often pay full
price for their tuition, without any of the assistance from financial aid services provided to
domestic students. Especially considering the economic recession that dominated the early
2
2010s, international students represented a good source of income for universities, as the tuition
rates that these students pay is significantly higher than those of domestic students (Fischer,
2012). The tuition paid by international students boosts the American economy by nearly $20
billion per year, (Institute of International Education, 2011), placing higher education among one
of the highest United States exports. In addition, international students supported 458,000 United
States jobs and added more than $44.7 billion to the United States economy in 2018 (Institute of
International Education, 2019). Therefore, continuing to provide quality services and ensuring
the retention and graduation of international students is of top importance, as these students,
returning home, often take on a representative role of the countries in which they studied,
encouraging (or discouraging) others to visit their host country (Jamaludin et al., 2016). In order
to ensure retention, Gudykunst and Hammer (1988) and Olaniran (1996) emphasized that being
culturally sensitive to the differences among international students from different geographical
regions of origin was vastly important.
However, since Fall 2016, universities have seen varying degrees of declines in
international enrollment; universities cite a number of reasons for this decline, including “visa
application issues or delays/denials, the increasingly competitive global market of higher
education options, the social and political environment, and the costs of United States higher
education” (Institute of International Education, 2019, p. 5). During the COVID-19 pandemic,
there was a 17.86% decrease in the total number of F-1 and M-1 international students between
the 2019 and 2020 calendar year reporting periods (Department of Homeland Security, 2020).
Therefore, it is important now more than ever before to present these students with quality
student support services so that they will continue to seek opportunities to study in the United
States.
3
One common approach that higher education institutions often use to help international
students transition to student life in America is to provide an international student orientation.
Orientation contains vital information that will impact students’ engagement on campus, their
enjoyment of campus, and their awareness of the services that are available to all students,
including services that are specifically available to help international students with their
transition into American education. In addition, orientation services are important to the quality
of international students’ lives in the United States, as this orientation can provide them with
information regarding American expectations in higher education and local culture. Therefore,
orientation is critical to the collegiate experience for all college students; an accommodating
orientation could raise awareness to the myriad of resources available to students, elevating
invariably their college experience.
The provision of effective orientation services is essential for promoting academic
success and a positive campus experience among international students in graduate school. As
such, it is important to develop further research to study the relationship between orientation
services and campus experience, including persistence and sense of belonging, of international
students in graduate school. Given the vital role of orientation services in promoting academic
success and enhancing the campus experience of international graduate students, it is imperative
for academic institutions to undertake a rigorous examination of their orientation programs.
Background of the Problem
Persistence of International Students
One of the most significant metrics of student success is the rate of degree completion.
Since international students’ population has been a key contributor to the diversity of the United
States universities, it is vital that student services professionals prepare to accommodate these
4
students (Hayes & Lin, 1994). The persistence of international students is a critical component of
their success in higher education. While international students add to the diversity of universities,
they face unique challenges in adapting to a new environment, such as culture shock, language
barriers, and social differences (Soledad et al., 2012).
While international students' persistence in degree completion and orientation is crucial,
research on their persistence has been relatively limited compared to that of domestic students
(Andrade, 2006; 2008). In a study by Mamiseishvili (2012), GPA, degree plans, and academic
integration were positively related to the persistence of international students, while remediation
in English and difficulties with social integration had negative effects on the outcome of their
persistence; these results signal the importance of encouraging collaboration between offices of
international student services and other academic departments or support services on campus.
Compared to domestic students, international students possess a higher degree completion rate
over a 6-year period (Curtin et al., 2013). A higher degree completion rate has led schools to
disregard the quality of campus experience amongst international students.
Financial concerns are another significant challenge that international students face in
terms of finishing degrees, especially considering increasing tuition in the United States and
different exchange rates of currency. International students may face higher tuition costs and
may not have access to the same financial aid and scholarships as domestic students (Zong &
Batalova, 2019). Financial concerns can impact international students’ ability to meet basic
needs, such as housing and food, which can further contribute to their stress and hinder their
academic success and persistence (Peltzer et al., 2017). Therefore, providing financial assistance
and resources, such as scholarships, emergency funding, and part-time job opportunities, can
5
help alleviate some of the financial burden and support international students’ persistence in
degree completion.
Sense of Belonging of International Students
In addition to the trait of student persistence, it has been established that a sense of
belonging represents another prominent factor that exerts a significant influence on the academic
success of international students. Sense of belonging can be defined as the degree to which
individuals feel accepted, valued, and connected to others within a specific social group or
environment, such as a college or university (Baumeister & Leary, 1995; Walton & Cohen,
2007). In the context of higher education, a sense of belonging is closely linked to a student's
perception of fitting in with the academic community, experiencing social support, and being
part of a network of peers who share similar values and goals (Hurtado & Carter, 1997;
Strayhorn, 2012). It is one of the core factors of students’ academic success, positively correlated
with persistence rate and degree completion rate (Webber & Ehrenberg, 2010). Although
international students have become a large part of campus, there is limited scholarly attention
directed towards examining the construct of sense of belonging specifically within the context of
international students.
Sense of belonging is consistently cited as one of the most critical factors for academic
success among college students (Hausmann et al., 2007). Similarly, international students who
felt connected to their academic institution and faculties had better academic outcomes
(Osterman, 2000). However, most international students from East Asian countries, which is the
largest population within this group, reported that they rarely made friends with White students
(Williams & Johnson, 2011), and this case indicates that student-faculty interaction on campus
plays an important role in the quality of international students’ sense of belonging (Glass et al.,
6
2015). According to Rivas et al. (2019), international students may find it difficult to establish a
sense of belonging among domestic students because of the differences in social norms, language
barriers, and cultural differences in how relationships are formed.
Importance of Orientation
Research on the types of topics and mediums that would be most effective in providing
important and relevant information at orientation has found that international students most need
work experience, followed by job-search skills, and finally, career-planning activities (Leong and
Sedlacek, 1989; Spencer-Rodgers, 2001). Additionally, Oktafiga et al. (2019) advise the creation
of intercultural orientations and an international services office to support students’ full
integration into their new campus lives.
International students generally arrive in the United States under an F1 visa, which
restricts their arrival date to 10 days prior to the start of the term and often coincides with the
date of the orientation. Coupled with the aforementioned stumbling blocks, jet lag, and
information overload, international students can hardly digest and process orientation
information, resulting in misunderstanding of the resources provided for them. Further, due to
cultural and language barriers, many of these students do not even choose to attend orientation
events, fearing ostracization. Because orientations often lack follow-up, the few international
students that manage to memorize all the information will not know how to employ the
information once needed. Lacking a comprehensive understanding of available resources while
paying full out-of-state tuition, international graduate students are not taking full advantage of
the resources available to them, which can contribute to a disassociation within their respective
schools.
7
Statement of the Problem
International graduate students face significant challenges that hinder their academic
success. Research by Smith et al. (2021) highlights that international students often struggle with
academic writing, communication skills, and cultural differences, leading to slower progress and
delayed degree completion. High tuition fees, limited access to funding opportunities, and
restrictions on employment increase their financial burdens, diverting their focus away from their
studies (Wilson et al., 2022). Social and cultural adjustments, homesickness, and lack of social
support networks further contribute to their challenges. Feelings of isolation and a lack of
connection to peers, faculty, and the broader community can erode their sense of belonging,
negatively impacting their academic engagement (Strayhorn, 2018). International students often
report a lower sense of belonging due to culture shock, language barriers, and possible
microaggression or discrimination (Chen & Zhou, 2019). Besides, different expectations of
campus life can cause a lack of service usage. While domestic students often seek to build a
social network as part of their college experience, international students may focus solely on
academic achievement due to cultural differences, financial stress, or other factors (Yan &
Berliner, 2013). International students may not be fully aware of the resources and support
services available to them. Without clear guidance, these students may not know how to access
or utilize these resources effectively, resulting in inadequate support (Glass et al., 2017).
Theoretical Framework
Due to the significant changes that international students have to make as they transition
to graduate school in the United States from undergraduate school in their own country,
Schlossberg’s transition theory was chosen as the study’s primary theoretical framework. In
addition, since the target of this study is international students, in order to study their sense of
8
belonging to the new social group, Tajfel and his colleagues’ social identity theory was chosen as
the secondary theoretical framework.
Schlossberg’s Transition Theory
Schlossberg defined a transition as any event, or non-event, that results in changed
relationships, routines, assumptions, and roles (Schlossberg et al., 1995). In order to study a
transition that happened to a particular individual, the type, context, and impact of the transition
must be carefully evaluated. According to Schlossberg, there are five types of transition:
1. Anticipated transitions are those that are predictable. In general, these transitions are
believed to be a part of the natural life cycle, such as graduating from college, finding
a job, or getting married.
2. Unanticipated transitions are the ones that are unpredictable and do not follow any
regular timeline in our life, such as illness, car accidents, or winning the lottery.
3. Non-event transitions are those we expect to occur but do not, such as unexpectedly
failing a test or failing to receive a promotion at work. Specifically, there are four
types of nonevent transitions, including personal, ripple, resultant, and delayed.
4. Context refers to the relationship between the transition and the setting where it takes
place. For example, whether someone is in a deep debt crisis or achieving financial
freedom significantly impacts how he or she will react when fired unexpectedly from
his or her job. Context definitely plays an important role in any transition.
5. Impact is determined by how a transition affects one’s daily life and consequences of
the transition (Schlossberg et al., 1995).
In addition, Schlossberg identified four major sets of factors, called the 4S variables, that
influence a person's ability to handle a transition: situation, self, support, and strategies. Situation
9
factors include trigger, timing, control, role change, duration, previous experience with a similar
transition, concurrent stress, and assessment. Self-factors can be classified into two categories:
personal characteristics, such as age, gender, health, wealth; and psychological conditions, such
as mind development, beliefs, and values. Social support factors include whether the individual
receives support from relationships, family, friends, institutions, and communities. Finally,
strategies that can be applied to help with the transition process include modifying the situation,
controlling the meaning of the problem, and managing stress (Schlossberg et al., 1995).
This study is an examination of the high-quality and understandable orientation and precontact events for international graduate students and how they will contribute a higher degree of
sense of belonging, campus engagement, intent to persist, and confidence in future postgraduation. Based on the transition categorization by Schlossberg (1995), the transition of
incoming international graduate students can be classified as an anticipated transition.
Furthermore, informative and helpful orientation events can also influence students’ ability to
cope with the transition by providing meaningful social support and strategies, included in
Schlossberg’s 4S model, during the transition. It is presumed that orientation and pre-contact
events could serve as key points during the transition process. Consequently, Schlossberg’s
transition theory was chosen as the primary theoretical framework for this study.
Social Identity Theory
Tajfel and his colleague Turner initially proposed social identity theory in social
psychology (Tajfel, 1978; Tajfel & Turner, 1979). Social identity theory defines a group as
people who classify themselves as belonging to the same social category (Tajfel & Turner,
2004). Early social identity theory focused on how social identities affect people’s ingroup and
outgroup behaviors. When individuals consider themselves as part of a social group, they feel a
10
strong emotional relationship to the group. Consequently, their behaviors will favor this group
and discriminate against other groups. Later, Turner realized it is also important to study the
process of individuals accepting a new social identity and considering themselves part of a
group. To incorporate both domains, Turner and his colleagues introduced self-categorization
theory, which is a combination of personal identity and social identity (Turner et al., 1987).
Due to the changes in social identity that incoming international graduate students have
to make during the transition process, this study will also evaluate the outcomes of the transition
and the degree of adaptation of their new social identity; therefore, social identity theory was
chosen as the secondary theoretical framework. It is presumed that when students receive
stronger support from an institution, they will more likely develop a deeper sense of belonging
and campus engagement. For example, in the context of higher education, University of Southern
California students would identify under their respective mascots as “Trojans,” whereas UCLA
students would strongly identify with “Bruins.” Ideally, a successful orientation and other precontact events will provide new students with strong support and foundation during the transition
by connecting students to the university community, making them feel welcomed by their new
family and expected social identity.
Few studies have been conducted regarding international students’ graduate school
persistence (Andrade, 2006), and therefore, it is necessary to ground the framing of this study on
the body of literature that studies the persistence of college students in general. In this effort, this
study was primarily designed after altering Museus’s (2014) culturally engaging campus
environments (CECE) model (see Figure 1).
11
Figure 1
Culturally Engaging Campus Environments Model
Note. From “The impact of culturally engaging campus environments on sense of belonging,” by
S. D. Museus, V. Yi, & N. Saelua, 2017, Review of Higher Education: Journal of the Association
for the Study of Higher Education, 40(2), p.193. https://doi.org/10.1353/rhe.2017.0001.
Copyright Johns Hopkins University Press. Adapted from “The culturally engaging campus
environments (CECE) model: A new theory of success among racially diverse college student
populations,” by S. D. Museus, 2014, in M. B. Paulsen (Ed.), Higher Education: Handbook of
Theory and Research (Vol. 29), p. 193. Springer. https://doi.org/10.1007/978-94-017-8005-6_5.
Copyright Springer Nature.
Museus’s (2014) CECE model utilizes the voices of students from culturally diverse
backgrounds to analyze nine characteristics: cultural familiarity, culturally-relevant knowledge,
12
cultural community service, meaningful cross-cultural engagement, culturally validating
environments, collectivist cultural orientations, humanized educational environments, proactive
philosophies, and holistic support (McShay, 2017). The CECE model highlights the significant
positive correlation between success and the degree to which students are able to access and
develop working relationships with faculty and staff who share similar experiences.
The CECE model highlights the idea that students who are able to construct culturallyrelevant knowledge related to their program of study are ultimately successful, as these students
are able to apply the knowledge that they have learned to local problems facing their
communities (Museus, 2008). Therefore, these students are able to develop stronger personal
commitments to completing their college education and their personal leadership skills (Museus,
2008). For domestic students, getting involved in the communities surrounding their chosen
universities is easier because they have invaluable culturally-relevant knowledge, but access to
this knowledge is one of the most difficult tasks for international students, as well as meaningful
cross-cultural engagement.
For this study, the CECE model has been adapted to emphasize the role of pre-graduate
school inputs, such as orientation and pre-admission events. These early inputs, including factors
like language proficiency, degree completion, and years spent in the United States, serve as
critical foundations for international students to engage with campus resources. Without
awareness of these resources, international students may struggle to connect with the campus
environment and resources, which can significantly impact their college success outcomes. The
adapted model (see Figure 2) highlights the interconnected influence of campus involvement,
campus experiences, and pre-college inputs on students’ intent to persist and their confidence in
post-graduation success.
13
Figure 2
Adapted Culturally Engaging Campus Environments Model
Importance and Purpose of the Study
A number of studies have been conducted regarding international student populations in
order to attract and retain these populations on American campuses. Studies gauge demographic
characteristics to the challenges they face adapting to the host country’s academic and social
culture (Korobova & Starobin, 2015); counseling international students effectively (Aubrey,
2011); influence of culture of international students on their behavior in and out of counseling
situations (Dillard & Chisolm, 1983); and factors affecting international students’ transitions to
higher education institutions (Poyrazli & Kavanaugh, 2006). However, there are not sufficient
studies focusing on how orientation can play an important role in the academic success of
international students.
14
The purpose of this study is to explore the relationship between international graduate
students’ engagement with orientation events and their academic success at UT graduate school.
This study aims to investigate whether completing orientation events is a significant factor in
international students' learning experiences during their time as graduate students, and whether
the completion of orientation events has a positive correlation with campus involvement and
retention rates. To achieve this, a quantitative-methods approach will be employed to gather
comprehensive data on student experiences. This study will also examine how these orientation
events contribute to a sense of belonging and persistence in degree completion.
Previous research has indicated that orientation events are crucial for international
students’ academic and social integration and their persistence in degree completion (Li & Bray,
2007). However, little research has focused specifically on international graduate students’
experiences and the relationship between their personal backgrounds and their willingness to
attend orientation events. Therefore, this study aims to contribute to the literature on
international student success (Andrade, 2006, 2008) and to provide guidance for universities and
their international student services departments in developing effective orientation programs and
other pre-contact events (Deardorff, 2006).
The significance of this study lies in its potential to improve the experiences of
international graduate students and to promote their academic success and persistence in degree
completion. The growing importance of international students in higher education has led to an
increased need for universities to effectively support this student population. By identifying the
barriers that international graduate students face in attending orientation events and developing
strategies to address these barriers, universities can better support the academic and social
integration of this student population. Moreover, promoting the academic success and
15
persistence of international graduate students can have significant benefits for the university
community as a whole. Increased diversity on campus can foster a more inclusive and
welcoming environment, which can enhance the learning experiences of all students. By
promoting the success and persistence of this group of students, universities can also increase the
number of graduates with global perspectives and cross-cultural competencies, which are
increasingly important in a globalized economy (Knight, 2003). Therefore, this study can
contribute to the broader goals of higher education by promoting the success of international
graduate students and enhancing the diversity and global perspectives of the university and
community.
Definition of Terms
Cross-cultural competency/engagement refers to the ability to understand people from
different cultures and engage with them effectively (Rasmussen, 2021).
Orientation comprehension measures the degree to which students feel that they
understand and retain information provided during orientation events.
Persistence is defined as “voluntary continuation of a goal-directed action in spite of
obstacles, difficulties, or discouragement” (Peterson & Seligman, 2004, p. 229). In higher
education, persistence rates show a student’s ability to continue on to the next term.
Retention rates “measure the percentage of first-time undergraduate students who return
to the same institution the following fall” (National Center for Education Statistics, 2022, para.
1).
Sense of belonging is defined as “the subjective feeling of deep connection with social
groups, physical places, and individual and collective experiences—is a fundamental human
16
need that predicts numerous mental, physical, social, economic, and behavioral outcomes”
(Allen et al., 2021, p. 87).
Social integration is the degree to which individuals participate in a wide range of social
roles and relationships (Brissette et al., 2000).
Social norms are defined as informal and shared behavioral rules that prescribe what
people should or should not do that people comply with because of social expectations and
potential social sanctions (Bicchieri, 2005).
Organization of the Study
Chapter one of this dissertation provides an overview of the study, including the
background, theoretical framework, and importance of the study. Chapter two provides a review
of the relevant literature pertaining to this study, including analyses of the study variables:
awareness and utilization of student services, sense of belonging, satisfaction with institution,
and intent to persist to completion. Chapter three describes the population of focus, survey
instrument, data collection method, research design, and planned analyses for this study. Chapter
four summarizes the data analysis results of the research questions. Chapter five contains the
discussion of main findings, implications for practice, limitations of the study, recommendations
for future studies, and the conclusion.
17
Chapter Two: Review of the Literature
This chapter reviews the relevant literature beginning with an overview of the population
of focus, international students in the United States, and the challenges that they face, followed
by the literature review relevant to the variables of this study: demographics, intent to persist,
sense of belonging, and orientation comprehension. These variables were identified through an
examination of the conceptual framework for this study based on theoretical work by
Schlossberg’s Transition Theory (1995), and Social Identity Theory by Tajfel and Turner (1979).
The chapter closes with a summary of literature review. By synthesizing findings from previous
studies, this chapter aims to highlight the gaps in the literature and underscore the importance of
addressing the unique needs of international students. This chapter will not only present an array
of studies but also critically analyze and compare different perspectives and methodologies,
providing a nuanced understanding of the factors influencing international students’ academic
journeys.
Population of Focus
According to data from the Department of Homeland Security (2020), 44% of
international students are female and 56% are male. According to data from the 2020 calendar
year, 36% (411,340) of international students are enrolled in master’s programs and 16%
(179,073) are enrolled in doctoral programs, both of which have decreased compared to previous
years. Among different major choices, business administration and management (90,099) is the
most popular, followed by second language (89,171) and computer science (67,633). While
international students originated from 224 countries during the 2020 calendar year, 72% came
from Asia, most prominently China, India, and South Korea.
18
International students are becoming an increasing part of the population that bring
multiple benefits to campus. Besides the considerable tuition payment, intercultural proficiency
is also beneficial for domestic students on campus; domestic students may be able to broaden
their perspectives by contact with international students, which allows domestic students to gain
understanding and appreciation of other cultures (Lee & Rice, 2007). Pike et al. (2007) found
that understanding people from diverse backgrounds indirectly led to gains in student-body
diversity. When looking specifically at graduate students, international enrollment is substantial.
In 2021, international students constituted about 19.4% of the total graduate student population
in the United States, a higher proportion than in undergraduate programs (Institute of
International Education, 2022). These students predominantly choose STEM fields, followed by
business and management. Additionally, they represent a significant proportion of doctoral
students, contributing to research and innovation in various fields.
International students comprise a significant demographic in United States higher
education, with substantial growth over the past several decades. According to the Open Doors
Report on International Educational Exchange (2022), there were 1.09 million international
students in the United States in the 2021-2022 academic year, representing 5.5% of the total
United States higher education student population. Importantly, the majority came from China
(34.6%) and India (18.4%), while the remaining were from a wide variety of countries across the
globe, contributing to a diverse cultural landscape on American campuses. The presence of
international students in United States higher education significantly contributes to campus
diversity and the comprehensiveness of the academic experience. This diversity can foster a
more inclusive learning environment, promote cross-cultural communication, and prepare
domestic students for a globalized workforce (Glass et al., 2015). Post-graduation, international
19
students often excel in the job market, where they apply the skills and experiences acquired
during their American education, contributing positively to both the United States and global
economies (Hunt, 2011).
Navigating life as an international student on United States campuses entails a nuanced
interplay of various elements, including academic, social, and cultural aspects. In academic
settings, international students frequently encounter different pedagogical styles and expectations
that might differ significantly from their home countries (Smith & Khawaja, 2011). Language
proficiency also plays a crucial role. While many international students demonstrate competent
English skills for admission, the practical usage of academic language, colloquial speech, and
understanding various accents can still pose challenges (Andrade, 2006). Socially, international
students must navigate making new friends, often with people from diverse cultural
backgrounds, and this could sometimes result in feelings of isolation (Sawir et al., 2008).
Furthermore, they may experience homesickness or culture shock, which can affect their wellbeing and academic performance (Poyrazli & Grahame, 2007). International students may also
face stereotypes or implicit biases, causing further strain and stress (Hanassab, 2006).
In conclusion, international students play a vital role in the United States higher
education system. Their diversity enriches the campus community, enhances academic
comprehensiveness, and prepares domestic students for a globalized workforce. The significant
contribution of international students to United States graduate programs, particularly at the
doctoral level, underscores the importance of understanding their experiences and success
factors. Future research, policy, and practice should strive to foster a supportive and inclusive
campus environment to maximize the academic success and overall experience of this critical
student population.
20
Challenges Faced by International Students
The number of international students has grown significantly, reaching five million, with
a projected increase to seven million by 2020 (Organization for Economic Cooperation and
Development, 2015). These students bring unique cultural diversity to campuses, making their
experiences and development valuable. However, due to language and cultural differences,
international students are often marginalized and misunderstood on American campuses (Quaye
& Harper, 2014). Their legal immigrant status also results in unique processes, such as special
classes and registration requirements, which domestic students and some faculty members cannot
support. Consequently, international students may report feeling unwelcome and experiencing
stress or depression (Constantine et al., 2004).
Despite these challenges, some international students thrive, finding support from peers
who have similar experiences. Junior and senior international students with higher fluency in
English often mentor younger students, sharing advice on legal status, resources, and navigating
the college system (Heggins & Jackson, 2003). While this peer support system offers
convenience, it may limit exposure to new campus resources. Enhancing international students’
campus experiences has crucial implications for academic success, including higher degree
completion rates and sense of belonging.
International students often pay full tuition without financial assistance and complete
their education at higher six-year completion rates than domestic students. However, they report
a lower sense of belonging and satisfaction with their institutions. Cultural or language barriers
may deter them from attending orientation events, which provide essential information for
campus engagement. To improve international students' experiences and outcomes, it is vital to
address these challenges and ensure they have access to resources and support.
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Demographic Group Differences in Facing Challenges
Recent research has claimed that international students are facing a variety of challenges
and their abilities to handle these challenges are influenced by students’ personal demographic
factors. Yorra (2014) conducted a study on 3rd year pharmacy (PharmD) students from five
schools of pharmacy in New England. He examined the relationship between demographic
factors and students’ self-efficacy and self-esteem. Self-efficacy is “an individual’s belief in their
ability to perform well in a variety of situations” (Scherbaum et al., 2006, p. 1047). Self-esteem
is “a certain attitude and a perception of one’s self” (Mruk, 2006, p. 2). A higher degree of selfefficacy and self-esteem could significantly improve students’ learning experiences by helping
them more easily overcome challenges and providing more post-graduation confidence. Yorra’s
research indicated that levels of self-efficacy and self-esteem were associated with students’
ethnicity. Asian/Pacific Islander students reported lower levels of self-efficacy and self-esteem
than other groups in the survey; meanwhile, African-American students had the highest level of
self-esteem compared to other ethnic groups (Yorra, 2014).
Many other studies have continued to reveal the importance of self-efficacy and selfesteem. Gebka (2014) conducted a study on 1st-year undergraduate students at a British
University, demonstrating that self-esteem and self-efficacy are directly related to cultural
adaptability, which may lead to better academic performance and satisfaction in learning for
international students. Mustaffa and Ilias (2013) surveyed 186 international students in the
College of Arts and Sciences of University Utara Malaysia, concluding that there were no
significant differences on cultural adaptability between genders; however, travel experience,
level of education, and language proficiency were considered statistically significant factors of
cultural adaptability (Mustaffa & Ilias, 2013).
22
Further research conducted by Shoukat et al. (2013) also claimed that demographic
factors have a significant impact on students’ attitude and behavior. They surveyed 100 graduate
students of Islamia University of Bahawalpur Rahim Yar Khan Campus and investigated the
relationship between demographic factors (gender, age, faculty of study, schooling,
father/guardian social economic status, residential area, medium of schooling, tuition, hours of
study, and accommodation) and academic performance (test scores). The results showed that
age, income, and hours of study are statistically significant factors of academic performance.
According to the correlation analysis, graduate students’ age has a negative correlation with test
scores, whereas family income and hours of study are positively correlated with test scores
(Shoukat et al., 2013).
Academic Challenges
While many domestic students qualify for federal financial aid and other cost-reduction
programs in paying for college, international students must pay the full cost of tuition, and many
international students feel an increased pressure to perform academically because of the financial
burden on their families (Yan & Berliner, 2011). Additionally, although international students
must pass an English exam such as TOEFL, they often have trouble understanding their
classmates and teachers (Yan & Berliner, 2011). International students often struggle to
comprehend instructors’ accents and use of idioms and are often unfamiliar with pedagogical
styles and practices common to American academics (Lewthwaite, 1996). Particularly,
international students tend to struggle with the pedagogical practice of classroom participation
that is essential to success at American universities (Beykont & Daiute, 2002).
International students encounter numerous academic challenges when pursuing their
studies in foreign countries. One prominent obstacle they face is the language barrier,
23
particularly for those whose second language is English. The language barrier poses hindrances
to their understanding of lectures, reading material, and active participation in class discussions.
Extensive research on this topic has been conducted, shedding light on the detrimental effects of
language difficulties on international students’ academic performance. Language challenges
significantly contribute to lower grades and decreased confidence among international students.
Recognizing the significance of addressing this issue, numerous peer-reviewed articles have
emphasized the importance of implementing comprehensive English language support programs
in universities (Hellstén & Prescott, 2004).
In addition to language barriers, cultural adjustment and different expectations of college
presents a substantial challenge for international students’ academic success. These students
come from diverse cultural backgrounds, and adapting to a new educational system, classroom
dynamics, and teaching methods can be particularly demanding. The differences in learning
styles, expectations, and interpersonal communication norms can significantly impact their
ability to engage effectively in coursework and interact with peers and professors. Scholars have
extensively examined the cultural adjustment challenges faced by international students and have
identified various coping strategies. Cao et al. (2021) highlights the difficulties they face and
proposes coping mechanisms to mitigate the negative effects of cultural adjustment. Recognizing
the significance of cultural adjustment, universities are increasingly offering intercultural
training and support services aimed at helping international students navigate the complexities of
their new academic environment (Maharaja, 2018).
Poor stress coping strategies and time management present formidable challenges for
international students. Many of them experience substantial pressure to excel academically due
to the high expectations placed upon them by their families and home countries. Misra and
24
Castillo (2004) investigated the impact of academic stressors on international and American
students. Results showed that American students experienced higher self-imposed stressors and
exhibited greater behavioral reactions to stress compared to international students. The
respondents’ domestic or foreign status and the interaction between status and stressors were
found to be the most influential predictors of behavioral, emotional, physiological, and cognitive
reactions to stress. Other studies have further identified the need for universities to offer time
management workshops, study skills development programs, and counseling services as part of
comprehensive support systems for international students.
Furthermore, international students often encounter unfamiliar educational systems and
academic norms in their host countries. Different grading systems, evaluation methods, and
teaching styles can be confusing and unfamiliar, thereby affecting international students’ ability
to meet academic expectations. Li and Middlemiss (2022) conducted research focusing on the
experiences of international students in science education and highlighted the successes and
challenges they face in adapting to the academic norms of their host institutions. Recognizing the
importance of orientation programs, universities strive to provide comprehensive information
about the educational system, academic requirements, and available resources to support
international students’ academic success (Yan & Sendall, 2016).
Personal Challenges
Upon arrival in the United States, international students face a wealth of new challenges,
from finding housing, to obtaining identification cards, getting a driver’s license, or learning to
navigate the local public transportation system; these challenges can accumulate and become
roadblocks to a student’s ability to focus on school (Poyrazli & Grahame, 2007). These
challenges may be further compounded by language barriers (Poyrazli & Grahame, 2007). A
25
lack of English proficiency may be international students’ single greatest barrier, affecting both
the ability to academically succeed and to engage socially with other students (Yeh & Inose,
2003). All of the problems that international students face can compound and result in social
isolation, homesickness and depression (Rajapaksa & Dundes, 2002). Although 58.8% of
international students try to stay connected with campus and group, there are still more than a
third of these students reporting feeling disconnected and stressed (Russell et al., 2010).
International students often face the personal challenge of arriving in the United States
with no guarantee of being able to stay after completing their degrees, and once these students
return home, they may struggle to compete with other students who never left and may have
made valuable connections with employers. While in the United States, international students
face limited dating prospects due to a perceived limited dating pool and their transitory
residential status (Yan & Berliner, 2011). Particularly, students from Asia are reluctant to use
support services provided by universities, and instead rely largely on support from informal
social networks (Heggins & Jackson, 2003).
Considering the exchange rate between American dollars and students’ home currency,
paying the full price of tuition could be a large investment for many international students.
Considering less financial support they get (Yan & Berliner, 2011), pressures from financial
investment may also force international students to persist in the program until graduation with
unhappy campus experiences. Most college students report that they are at least “sometimes”
financially stressed, and the results for international students are quite similar.
Socio-Cultural Challenges
Yan and Berliner (2011) identify the socio-cultural challenges of cultural shock,
difficulty adjusting to a new country, and unfamiliar norms and values. Upon arriving in the
26
United States, international students often find that their preconceived ideas about their new
country are often wrong (Lee, 2017). Therefore, they may experience a loss of familiarity with
their surroundings, leading to culture shock as students are unfamiliar with the social customs,
which can lead to conflict and discomfort (Chapdelaine & Alexitch, 2004). This conflict can
discourage further social interaction, resulting in social isolation (Chapdelaine & Alexitch,
2004); this is compounded by findings that American students fail to reach out to international
students to interact with them (Guidry-Lacina, 2002). One of the primary reasons that students
choose to study abroad is to form relationships with students outside of their homelands, and the
socio-cultural challenges may lead to psychological disturbances that make for a less positive
educational experience (Chapdelaine & Alexitch, 2004).
Additionally, international students often face discrimination (Lee & Rice, 2007; Poyrazli
& Lopez, 2007). International students face discrimination in admissions denials, no financial
aid, poor academic evaluations, and racial comments and microaggressions from students and
faculty (Lee & Rice, 2007). International students on American campuses perceive greater racial
discrimination than do their domestic counterparts, especially students from Asia when
compared with European students (Poyrazli & Lopez, 2007). This perceived discrimination
compounds with homesickness and anxiety to increase international students’ negative feelings
(Poyrazli & Lopez, 2007).
Integration Challenges
Researchers have debated the usefulness of integration: Tinto (1993) advocates for
adopting dominant values, while Tierney (1992) argues that integration is cultural suicide.
International students may struggle to integrate into campus life; while strong grades in high
school and high socioeconomic status help students to better integrate (Berger & Milem, 1999;
27
Tinto, 1993), researchers have found that students with differing cultural values and norms and
political beliefs from the majority of campus groups struggle to integrate and have the highest
rates of departure (Berger & Milem, 1999; Tierney, 1992). Some international students may hold
different expectations for campus life and post-graduation expectations (Nilsson & Ripmeester,
2016).
International students’ academic integration, including study groups, academic advising
sessions, and faculty interaction, was correlated positively with persistence, while social
integration, including sports, student clubs, and arts and entertainment activities, was negatively
correlated (Mamiseishvili, 2012). It is easy to imagine that poor English language skills also
correlated with lower persistence (Andrade, 2006; Stoynoff, 1997). Studying abroad is often a
serious financial and personal decision for most families, and this pressure could affect some
students. Students that are able to integrate have higher rates of persistence; however, these
students do not abandon their cultural values or norms, but rather adapt to the cultural values that
the new context dictates (Andrade, 2006). Because these students are stepping into a new context
outside of their home countries, international students are primed and more open to adapt to a
new culture than are domestic minority students (Andrade, 2006).
For most international students, it is not easy to integrate into the university community.
In order to realize successful integration, they will have to build a considerable degree of sense
of belonging to the community. In higher education, a sense of belonging is defined as a
student’s “psychological sense of identification and affiliation with the campus community”
(Hausmann et al., 2009, p. 650). Hurtado and Carter (1997) defined a sense of belonging based
on Bollen and Hoyle’s (1990) notion of perceived cohesion, which is a person’s belief in their
connectedness or sense of belonging to a certain community or group and is associated with a
28
person’s sense of morale within that group. Bollen and Hoyle (1990) discovered that a group
member’s perception of their cohesion to that group has a profound effect on the individual’s
behavior, as individual group members’ feelings of morale and sense of belonging are positively
related.
Because of this, international students place a higher value on academic activities than
domestic students (Curtin et al. 2013). International students experiencing cultural shock
separate and distance themselves from the main campus and collegiate community, which may
be increased when domestic students on campus commit micro-aggressions against the language
and race of international students (Ee, 2013). International students often view the campus as
unsupportive or dangerous to their cultural values and lifestyles, leading to feelings of alienation
and isolation (Klomegah, 2006). Hurtado and Carter (1997) found that students who perceive a
hostile campus racial climate have a weaker sense of belonging, while those who engage in
meaningful academic and social activities have a strong sense of belonging. Additionally, in
Kusek’s (2015) study, many of the international students noted that, even when they did not
necessarily encounter microaggressions on campus, they were not comfortable approaching
domestic students to ask questions about the American lifestyle, and instead sought organic
relationships with the students, which often take a great deal of time to develop.
In Kusek’s (2015) study, researchers found that, in particular, Chinese students indicated
that they often spent spare time socially in their home countries, but that these activities were
absent from their experiences in the United States. Lee (2017) also found that Asian international
students in particular were less satisfied with college experiences than students from other parts
of the world. Similarly, students from Saudi Arabia in this study indicated that they often spent
free time engaged in social activities like smoking Hookah or playing soccer, but when they
29
listed places they spent their spare time in the American college town, students included
university buildings such as the student center, university library, computer labs or the
recreational center (Kusek, 2015). Hurtado and Carter (1997) posit that it is possible for minority
students to feel that they fit into the campus culture, without having to assimilate to the dominant
group’s values and beliefs.
Persistence in Degree Completion
The most important and basic indicator of academics and student success is persistence
toward degree completion. Persistence has a high correlation with academic and social
integration and college GPA (DaDeppo, 2009). Persistence in degree completion is of utmost
importance in the context of higher education, as it has a significant impact on individual success
and even the entire family development. A study conducted by Tinto (2012) emphasizes that
students who persist in their academic pursuits are more likely to attain higher levels of
education, secure better career opportunities, and contribute positively to the nation’s economic
growth. Furthermore, institutions with higher degree completion rates are often perceived as
providing higher quality education, thus enhancing their reputation and attractiveness to
prospective students (Seidman, 2005). This highlights the importance of understanding the
factors that promote persistence and the need for institutions to actively support students in their
journey towards degree completion.
Despite the importance of persistence in degree completion, college and graduate
students often face numerous barriers that hinder their progress. With dramatically increasing
tuition, one of the most significant barriers is financial strain, as students may struggle to cover
tuition fees and other related expenses (Perna, 2010). Students must balance not only academic
concerns and financial concerns, but family, social, and work commitments, as well. Academic
30
challenges and lack of adequate support systems can impede students’ persistence (Bean &
Metzner, 1985). As a result, it is crucial for institutions to recognize these barriers and provide
tailored support to help students overcome them.
To increase persistence in degree completion, schools are increasing student resources
and faculty support. Based on the research, institutions can develop comprehensive financial aid
programs to reduce the financial burden on students (Perna, 2010). Also, by implementing
effective academic support services, such as tutoring and advising, schools can help students
navigate academic challenges (Tinto, 2012). Additionally, institutions can foster a sense of
belonging by creating inclusive campus environments that promote social integration and reduce
feelings of isolation (Hurtado & Carter, 1997). Lastly, schools can facilitate better work-life
balance for students through flexible course scheduling and support services tailored to the needs
of non-traditional students, such as those with family and work commitments (Rendon et al.,
2000). By adopting these evidence-based strategies, institutions can foster a culture of
persistence that ultimately leads to higher degree completion rates.
Persistence and International Students’ Success
A limited number of studies examining the persistence of international students have
been conducted; however, their findings and approach are quite different. Andrade (2006)
conducted a research study at a private 4-year university in the United States, wherein
researchers interviewed a group of 12 senior-year international students from Asia and the
Pacific Islands. International students occupied 45% of the total population of students on
campus. The survey questions were related to the participants’ academic and social experiences
at the university with a focus on their 1st year of study. The findings indicated that these
participants experienced many challenges, including language barriers, academic difficulties, and
31
social integration hardships, but they were able to find ways to overcome the challenges so that
they could successfully persist to their senior year. The most common strategies to overcome
these challenges included setting goals to complete assignments, utilizing available student
services, participating in club activities, and steadying determination of graduation (Andrade,
2005).
A few years later, Andrade (2008) conducted additional research to investigate the
relationship between students’ backgrounds, campus experiences, personal characteristics, and
their persistence in degree completion. The results showed that the most significant factors of
student persistence are personal motivation and the support of friends, families, professors, and
campus staff. International students really value and appreciate support from faculty, which helps
maintain persistence in degree completion tremendously. In addition, building friendships with
domestic students also dramatically increased their persistence. The study revealed that
international students were more aware of campus services when they interacted with domestic
students; making friends with domestic students also improved international students’ English
language skills and helped them break social integration barriers, which ultimately contributed to
international students’ persistence in degree completion (Andrade, 2008). Evans (2001)
conducted a study at the same private university where Andrade (2005; 2008) would conduct her
research several years later. The results showed that the top factors causing international
students' lack of persistence included homesickness, lack of motivation, and academic
challenges. On the other hand, the most significant factor to strengthen persistence is support and
encouragement from faculty (Evans, 2001).
Even though Andrade and Evans conducted their research at the same private university,
they focused on different aspects. While Evans’ research focused on both those who completed
32
their degree and those who did not, Andrade’s research only focused on those who completed
their degree. Interestingly, some of their findings directly conflict. Some factors are believed to
boost persistence in Andrade’s study but demonstrated a negative effect on international
students’ persistence in Evans’ study. For example, Andrade claimed that building friendships
with other international students could improve their persistence because students support each
other to overcome difficulties. Conversely, Evans found that making friends with other
international students, especially those from the same home country, has a negative effect on
persistence because creating friendships with familiar peers may escalate social isolation with
other domestic students, further hurting their desire to persist. This contradiction in the research
reveals the complex nature of determining factors to assist international students to succeed, as
every factor contains both positive and negative outcomes. Nevertheless, both Andrade and
Evans’ research have revealed the common challenges and the important role of faculty support
in terms of increasing international students’ persistence in degree completion. It is essential that
students are aware of the services and support to be found on campus to boost persistence in
degree completion, and many students will raise awareness with attendance at orientation events.
Post-graduation Confidence
A post-graduation plan is critical to the success of graduate school students, especially for
international students when taking into consideration their limited and complex employment
opportunities. Without considering the huge impact of the pandemic, career fields have become
increasingly dramatically competitive, and helping students make strategic and confident career
or education choices is more important than ever (Brown, 2002). According to Singaravelu et al.
(2005), school counselors, teachers, and friends are the top factors that affect students’
confidence in their post-graduation plans.
33
Indeed, besides counselors and teachers, many student services, including career centers,
advising services, and student associations, are eager to serve international students, but students
must be aware of these services and feel the confidence to participate meaningfully. Involvement
in a student society was found to be beneficial for international students’ post-graduation
experience (Menzies & Baron, 2014). Knowing and engaging with services and student societies
can improve international students’ confidence level towards their post graduation plan, and
orientation is one of the main resources for them to be aware of available services.
For many graduate students, post-graduation plans include continuing to pursue a higher
degree. Within the United States, international students have represented about a third of
doctoral student degrees each year since 2006, and this number continues to increase annually
(Hoffer et al., 2007). Even though international students are one of the biggest populations in
doctoral programs, continuing towards a higher degree is still a minority choice. Career
development is crucial in a post-graduation plan, especially considering legal identity limitations.
Besides seeking a satisfactory position, international students also need to know all policies
related to their legal identity to avoid potential accidental illegal immigration. Without social
security numbers and all other necessary documents as domestic students, career development
could be unpredictable and complicated for this population. Therefore, career-related
postgraduate support programs are extremely important; however, those campus resources are
severely underutilized by Chinese international students despite the fact that they confess they
need more guidance (Li et al., 2021). Considering the portion of international students from
China, this data shows that career-related student services were certainly underutilized. The first
step of improving students’ engagement with these services is increasing the awareness of those
34
resources to the targeted student population, and therefore the quality of orientation programs
plays an important role.
Student Satisfaction
Student satisfaction is an important construct in higher education as it can impact the
overall performance of an institution. According to several studies, student satisfaction can be
defined as the difference between a student’s expectations and the services delivered by the
school (Hossler & Gallagher, 1987). Institutions need to assess student satisfaction to ensure that
they are meeting students’ needs and expectations. Researchers have identified various factors
that can impact student satisfaction, including academic quality, student services, campus life,
and student-faculty interaction (Elliott & Shin, 2002). Moreover, high levels of student
satisfaction can lead to positive outcomes, such as higher retention rates, increased academic
achievement, positive communication, lower drop off rate, and positive recommendation to the
school (Schertzer & Schertzer, 2004).
Student satisfaction is crucial to student persistence and college completion rates. Studies
have shown that students who report high levels of satisfaction also have high rates of
persistence (Bryant, 2006) and higher completion rates (Miller, 2003; Schertzer & Schertzer,
2004). However, international students may face unique challenges in finding a sense of
belonging on campus, which can negatively impact their satisfaction and intent to persist (Yan &
Berliner, 2011). One approach to increasing student satisfaction is improving student fit, through
the provision of campus resources such as orientation programs, academic support services, and
opportunities for social engagement (Billups, 2008).
Student satisfaction is particularly important for international students who face a range
of unique challenges that can negatively impact their academic and social experiences. These
35
challenges include acculturation stress, language barriers, social alienation, and difficulties with
housing and transportation (Lee & Rice, 2007; Zhang & Goodson, 2011). Higher living costs and
tuition, plus the high pressure inherent in studying abroad, result in even greater challenges for
this population. As a result, international students may have higher expectations for their
academic and social experiences when studying abroad, but these expectations are often not met,
leading to lower levels of satisfaction (Perrucci & Hu, 1995). Low satisfaction can in turn impact
international students’ persistence and degree completion rates (Lee & Rice, 2007; Zhang &
Goodson, 2011). The gap between expectation and reality will result in low satisfaction with
students’ academic experiences, which ultimately results in decreased persistence among this
group of students.
Sense of Belonging
When comparing 6-year completion rates for collegiate education, international students
demonstrate higher rates of persistence and completion than domestic students, even though
international students often face additional challenges, such as language skills, that may impede
their ability to continue (Curtin et al., 2013). In addition, dropout rates for international students
are significantly lower than for domestic students. However, even though international students
complete school at a higher rate than domestic students, their overall sense of belonging and
sense of satisfaction with their schools is significantly lower.
Hurtado and Carter (1997) defined a sense of belonging based on Bollen and Hoyle’s
(1990) notion of perceived cohesion, which is a person’s belief in their connectedness or sense of
belonging to a certain community or group and is associated with a person’s sense of morale
within that group. Hurtado and Carter (1997) focus on sense of belonging and how it may impact
persistence, as Bollen and Hoyle (1990) discovered that a group member’s perception of their
36
cohesion to that group has a profound effect on the individual’s behavior, as individual group
members’ feelings of morale and sense of belonging are positively related. Fostering a climate of
acceptance, inclusivity, and support is critical to an institution’s creation of a sense of belonging,
and institutions can achieve this by nurturing positive peer and faculty interactions, facilitating
student counseling services, and promoting diversity on campus (O’Keeffe, 2013).
Sense of Belonging Among International Students
Because of the higher stakes and cost of international education, international students
place a higher value on academic activities than do domestic students (Curtin et al., 2013).
International students experiencing cultural shock separate and distance themselves from the
main campus and collegiate community, which may be increased when the domestic students on
campus commit micro-aggressions against the language and race of international students (Ee,
2013). One study suggests that a lack of English proficiency may be international students’
single greatest barrier, affecting both the ability to academically succeed and to engage socially
with other students (Yeh & Inose, 2003). This means that international students often tend to
separate themselves even further from the community on campus, even going so far as to view
the campus as unsupportive or dangerous to their cultural values and lifestyles. This can lead to
feelings of alienation and isolation (Klomegah, 2006). Conversely, Hurtado and Carter (1997)
found that students who engage in meaningful academic and social activities have a strong sense
of belonging, while students who perceive a hostile campus racial climate have a weaker sense of
belonging. Additionally, in Kusek’s (2015) study, many of the international students noted that,
even when they did not necessarily encounter microaggressions on campus, they were not
comfortable approaching domestic students to ask questions about the American lifestyle, and
37
instead sought organic relationships with the students, which often take a great deal of time to
develop.
In Kusek’s (2015) study, researchers found that, in particular, Chinese students indicated
that they often spent spare time socially, but that these activities were absent from their
American educational experience. Lee et al. (2009) also found that Asian international students
in particular were less satisfied with college experiences than students from other parts of the
world. Similarly, students from Saudi Arabia in this study indicated that they often spent free
time engaged in social activities like smoking Hookah or playing soccer, but when they listed
places they spent their spare time in the American college town, students included university
buildings such as the student center, university library, computer labs or the recreational center
(Kusek, 2015). Hurtado and Carter (1999) posit that it is possible for minority students to feel
that they fit into the campus culture, without having to assimilate to the dominant group’s values
and beliefs.
While at American university, international students cluster in small communities based
on their own cultural identity, and therefore do not tend to participate in outside community
activities. This is particularly concerning because it is counter to the purposes of studying
abroad, that one of the motivating factors to study abroad is to explore and immerse into the
culture and community of the host country. In addition, this removes the ability for domestic
students to engage with international students, therefore removing diversity and cultural
interaction from the campus experience, resulting in a lack of cultural exchange (Ahmad &
Szpara, 2003; Callaway, 2010; Ee, 2013; Sabry & Bruna, 2007).
Asian students, coming from a collectivist culture, have an interdependent social mindset,
whereas western students are taught to be more independent (Yao, 2015); these cultural
38
differences should be noted by institutions so that they can be more inclusive. Social
connectedness on campus correlates to rates of persistence and completion (Glass et al., 2015).
In this effort, institutions should proactively connect incoming international students with current
students and alumni (Sato & Hodge, 2013). Additionally, international students report that access
to campus services increases their sense of belonging and their rates of retention (Nadelson et al.,
2013). Whether students can feel a sense of belonging is an important factor of the integrity of
their learning experiences, especially for international students. As research indicates that a
significant number of international students do not successfully build a sense of belonging with
campus, in turn decreasing their connection to campus and satisfaction with their education, we
include sense of belonging as a dependent variable that may be increased with student orientation
and may impact the success of an international students’ educational experience.
Supports to International Students
Importance of Orientation Programs
Many studies have reported that international students, despite a desire to connect with
native students, struggle to develop relationships with domestic students and the host culture
(Neri & Ville, 2008). This may be due to a variety of reasons, one of which being perceived
cultural differences, both physical (e.g. climate, living conditions) and social (e.g. language, pace
of life) (Babiker et al., 1980). Orientation, therefore, is an important part of any collegiate
experience, as it serves as an important starting point of international students’ campus
involvement, and their involvement rate is directly correlated to the persistence and retention rate
of their education. An effective orientation program should be able to cover multiple focuses,
such as clearly addressing campus resources, special situations, and complex emotions that
international students will encounter. (Murphy et al., 2002).
39
Therefore, in the case of international students especially, making the orientation
material clear for students is vital to international students’ participation. Many students are
entering orientation with a lack of fluent English-speaking skills and may feel nervous
interacting with domestic students for fear of being incomprehensible. In addition, there may be
cultural reasons that some students may fear participating; some cultures do not encourage
students to speak up and ask questions, which counters American education norms.
Students’ participation in orientation is significant to their overall experience because
orientation contains vital information that will impact the students’ engagement on campus, their
enjoyment of campus, and their awareness of the services that are available to all students,
including services that are specifically available to help international students with their
transition into American education. In addition, orientation services are important to the quality
of international students’ lives in the United States, as this orientation can provide them with
information regarding American expectations in higher education and local culture. Research on
the types of topics and mediums that would be most effective in providing important and
relevant information at orientation has found that international students most need work
experience, followed by job-search skills, and finally, career-planning activities (Leong &
Sedlacek, 1989; Spencer-Rodgers, 2001). Additionally, orientation should include both
international and domestic students, introducing international students to important contacts on
campus, as well as be reiterative—before, during, and after (Tas, 2016).
Besides the regular orientation students need to attend on campus, many schools
including UT currently offer 1st-year students living outside of the United States an OffCampus
Orientation and pre-content events, or the opportunity to experience UT and receive advanced
academic advice regarding course registration. OffCampus Orientation not only introduces
40
international students to life and resources available on the UT campus, but also introduces
students to life in the surrounding community of Los Angeles, California. The internet also
provides a strong resource for orientation materials; students can participate in a pre-departure
orientation online before ever arriving on campus, which can orient them to some of the
resources they will find when they arrive and help them feel more connected to the campus
(Murphy et al., 2002). Virtual orientation services blossomed following the onset of the
pandemic in March 2020. Overall, colleges are doing their best to serve international students’
orientation programs with comprehensive information, but the effectiveness and quality of the
orientation program is questionable. Consequently, it is meaningful to conduct research to
improve the quality of orientation events for international students.
Other Supports
Most international students cite academic achievement as the main goal in attending
institutions of higher education in the United States (Aubrey, 1991), and students are able to
more easily achieve academic goals surrounded by a supportive campus environment (Hayes &
Lin, 1994). There are a certain number of college students, both domestic and international, who
decide to live outside of campus. Facing issues including securing housing, paying utility bills,
negotiating with house hosts, and even getting along with multiple roommates could be brand
new experiences for these students. Without support from family and friends, feeling helpless
will create a negative effect on international students’ mental health, adding on to other stresses.
These pressures can also decrease their academic success and study satisfaction.
International students often describe feeling a sense of loss arriving in the United States,
as their excitement to study abroad quickly turns to feelings of isolation (Hayes & Lin, 1994). As
students separate from shared identity and culture in their home countries, they may feel that a
41
lack of fluency in English may amplify feelings of disconnectedness from other students.
Therefore, to combat this loneliness, international students, especially those from non-European
countries, tend to congregate only with other students from their home countries (Kang, 1972),
which may cause further group isolation from the domestic population, despite international
students’ desire for more interaction with the domestic students (Hayes & Lin, 1994).
Transitioning to a new country for graduate studies can be a challenging experience for
international students, and they may require various forms of support to help them adapt to the
new environment. Counselors and advisors can be instrumental in facilitating this transition
process by utilizing the relational competence model, which may help international students
develop social support networks (Hansson et al., 1984). Additionally, universities can connect
international students with community groups and parents who may serve as mentors to provide
guidance and support during their transition (Solberg et al., 1993). Such mentorship programs
have been found to be particularly beneficial for international students, as they help them
navigate the challenges of adapting to a new culture and academic environment, as well as
enhancing their academic performance (Sewon & Egan, 2011). Moreover, establishing a sense of
belonging through mentorship programs can reduce feelings of isolation and loneliness, which
are common among international students (Lee & Rice, 2007).
Surprisingly, many international students’ seek support primarily from overseas friends
and families. But inevitably, overseas friends and families can only provide very limited support
in many cases, which may cause escalation of the challenges that students face. Therefore, it is
important to make sure international students are aware of available campus resources and are
willing to utilize them. In order to accomplish this goal, an efficient and effective orientation
event is imperative.
42
Summary of Literature Review
International students play a crucial role in higher education systems by contributing to
cultural diversity, financial benefits, and the workforce. However, they face challenges such as
language barriers, cultural differences, and social isolation, which can hinder their academic
success. This study aims to explore the relationship between orientation programs and
international students’ campus experiences, focusing on a sense of belonging and intent to persist
as critical indicators of academic success. Research suggests that international students who feel
a sense of belonging are more likely to persist in their studies and achieve academic success.
Orientation programs are essential for helping international students transition smoothly
into graduate education by introducing campus resources and providing clear instructions for
problem-solving. However, some students do not gain the full benefit of orientation due to
factors such as jetlag, language barriers, and unfamiliarity with American college culture.
Universities should prioritize the development and implementation of comprehensive orientation
programs to support international students’ successful transition into graduate education.
In addition to examining the impact of orientation programs, this study investigates how
various demographic factors (such as gender, education level and generation, nationality, school,
English proficiency level, and number of years studying in the United States) affect international
students’ sense of belonging, intent to persist, and orientation completion rate. As language and
culture barriers are frequently discussed as potential shortcomings of orientation programs,
English proficiency level and number of years studying in the United States may serve as
significant differentiating factors among international students. By understanding these
relationships, universities can provide tailored support and guidance, helping international
43
students overcome the challenges they face, thereby fostering a supportive and inclusive
environment that enables them to thrive academically and personally.
44
Chapter Three: Methodology
This study examined the relationship between orientation content comprehension and
sense of belonging, intent to persist, and confidence in future post-graduation for international
graduate school students at a large private university on the West Coast of the United States.
This chapter explores the demographics of the study participants, instruments used, procedures
for data collection and analysis, research questions, and planned analyses.
Participants
International students of graduate school in a large private university on the West Coast
of the United States were recruited for participation in this study. This school, hereafter referred
to as University T (UT) as a pseudonym, was selected as the site for the study due to its
consistently high attendance of international students over the last decade. International students
compose nearly a quarter of the campus population. Postgraduate students included over 5,000
international students from over 100 different countries. All participants were current
international students in graduate programs. Participants came from a pool of international
students on the UT campus originating from more than 50 countries. The top three largest oncampus international student communities were China, India, and South Korea, which is similar
to most other American campuses. Within the growing number of international students, China
was the largest contributor with an estimated total of more than 5,000 students. The top two
major choices among international students in UT were electrical engineering and business
administration and management. Other popular majors also fell primarily within the business
school and engineering school.
45
Instruments
The survey instrument for this study contained 19 questions divided into four sections:
(a) demographic information (Appendix B); (b) sense of belonging (Appendix D); (c) college
persistence and confidence in post-graduation plans (Appendix E); and (d) orientation quality
(Appendix C).
Demographic Information
In this section, participants were asked to respond to a set of questions regarding their
demographic information. The questions related to the participants’ personal background
information: gender, race, nationality, education generation (1st, 2nd, other), number of years
studying in the United States, type of degree (bachelor’s, master’s, doctoral, other), school and
program (School of Business, School of Arts, etc.), length of program, current year of
enrollment, and undergraduate degree university name. The final question for participants in this
section was to indicate their attendance to other pre-admission events at UT. They were asked to
choose which pre-admission events they had attended prior to enrollment if any.
Sense of Belonging
The Sense of Belonging subscale of the Perceived Cohesion Scale (Appendix D),
developed by Bollen and Hoyle (1990) to measure an individual’s perception of group cohesion,
was chosen to measure international students’ perception of their cohesion to the campus
community. The instrument consisted of two subscales: Sense of Belonging and Feelings of
Morale. Three questions were included in the Sense of Belonging subset, such as “I see myself as
part of the ______ community,” (Bollen & Hoyle, 1990, p. 479). Since this study took place at
the University of T, the word “UT” filled in the blank for each question. Responses to the
questions were recorded on a 9-point Likert-type scale. A score of zero indicated that the
46
respondent strongly disagrees with the statement, and a score of nine indicated that the
respondent strongly agrees with the statement. The instrument has a high-reliability rating with a
Cronbach’s alpha coefficient of .89 (Johnson et al., 2007). This specific instrument was chosen
for its high validity and reliability (with a Cronbach’s alpha coefficient of .898) and ability to
assess sense of belonging among a wide array of groups, especially racial and ethnic groups of
students in higher education (Bollen & Hoyle, 1990; Johnson et al., 2007).
College Persistence and Confidence in Post-Graduation Plans
Intent to persist (Appendix E) was measured using one question from the Institutional
Commitment subscale of Davidson et al. (2009) College Persistence Questionnaire (CPQ). In
order to determine the likelihood of participants graduating, they were presented four items on a
5-point Likert-type scale. As adapted for this study, participants were asked the likelihood that
they would re-enroll the following semester and that they would graduate, the confidence that
they were attending the right university and the amount that they had considered transferring to
another university. A response of 1 indicated that the participant was very likely to engage in that
behavior, while a response of 5 indicated that they were very unlikely to engage in that behavior.
This scale score was reported to have an internal reliability score of 0.78.
It is important to note that international students are required to maintain certain course
units to uphold their legal status in the United States. According to immigration policies,
international students are required to request a program extension if they cannot complete their
degree within the time frame specified on their I-20/DS-2019 form (related to the F1 Student
Visa). This requirement may have influenced their responses regarding intent to persist
differently compared to domestic students.
47
To measure participants’ confidence in their post-graduation plans, four additional
questions were included in this section. Participants were asked to detail their post-graduation
plans and the intended location of these plans. Furthermore, they were requested to rate their
confidence in these plans and the impact of UT campus services on their confidence, using a 6-
point Likert scale ranging from 1 (very poor) to 6 (excellent). The final question allowed
participants to evaluate the effectiveness and usefulness of campus services in enhancing their
knowledge about their career and continuing education plans. This was particularly relevant as
mutual support among international students was a common phenomenon (Menzies & Baron,
2014).
Orientation Quality
One of the fundamental questions about orientation quality in this study’s survey focused
on students’ orientation comprehension. This question was designed as a slide bar, allowing
participants to rate their comprehension on a scale from 0% to 100%. The survey question was
presented as follows: “What percent of information were you able to absorb during the
orientation event at UT? (0% being you didn’t attend the orientation or didn’t absorb any
information, 100% being you fully absorbed all the information presented to you.)” This measure
aims to capture the degree to which students felt they understood and retained the information
provided during orientation events.
The Type of Orientation instrument was uniquely designed for this study to account for
the diverse orientation experiences available to international students at UT. UT, being a
university with a significant international student population, offered various pre-contact events
overseas that could also be considered a type of orientation. Additionally, apart from the
university-wide orientation for international students, each school within UT conducted its own
48
specialized orientation sessions. This subsection aimed to explore whether participation in
multiple pre-contact events, school-specific orientations, or the general university-wide
orientation correlated with higher orientation comprehension scores. Participants were asked to
indicate which types of orientations they had attended: pre-contact events, school-specific
orientations, university-wide orientation, or a combination.
Due to the COVID-19 pandemic, UT provided both online and in-person orientation
options. This study included a question on the modality of orientation attended by the
participants to assess the perceived quality of virtual versus in-person orientation formats.
Participants were asked, “What was the modality of the orientation you participated in at UT
(online, in-person, or hybrid)?” This question sought to determine if the mode of delivery (virtual
or in-person) had an impact on the quality and comprehension of the orientation experience. This
analysis was critical as it could provide insights into the effectiveness of different orientation
delivery methods in supporting international students.
In order to better understand international students’ needs, the last set of questions in this
section was specifically focused on their potential language barrier. They were asked to provide
responses to the following questions: If your college or university had provided an orientation in
your native language, how likely would you have understood more of the content of orientation,
had a better sense of belonging on campus, had a better awareness of the utility of campus
resources, and had higher confidence in your post-graduation plans.
Finally, one more open-ended question was added to allow the participants to provide any
feedback or recommendations based on their own experiences with the orientation and campus
facilities to improve the quality of orientation events for future international graduate school
students at UT.
49
Procedure
Research participants were recruited via two major sources: the Office of International
Students (OIS) and the multitude of international student organizations at UT. Almost all
international students had to connect with OIS to complete their legal identity signature and other
documentation, and this made OIS the primary source for reaching out to this group of students.
The researcher contacted the OIS office with a drafted email template, which included a brief
description of the study and the link to the online survey that was created and administered via
the Qualtrics online platform. The email was distributed to a large volume of international
students by OIS.
The Office of International Services (OIS) at UT is dedicated to supporting the diverse
needs of international students and scholars, providing crucial guidance as they navigate their
academic and personal lives in a new country. OIS offers a wide range of services, including
legal advising on F1 and J1 visa matters, assistance with CPT and OPT applications, on-campus
work opportunities, tax-related queries, and guidance on local resources both on campus and
within the community. In addition to these essential services, OIS fosters a sense of community
through regular meetings, workshops, and events that help international students integrate into
campus life and overcome the challenges of studying abroad. The importance of OIS cannot be
overstated, as it is often the first point of contact for international students and serves as an
ongoing resource throughout their academic careers. Its role in supporting students’ legal,
academic, and social needs makes it a vital component of their success and well-being during
their time at the university.
In addition, the researcher posted participants’ recruitment information, which also
included a brief description of the study and the link to the online survey, on the Facebook group
50
pages and group email of international student organizations. Alternatively, the same recruitment
information was posted on Twitter, Instagram, and LinkedIn as well. People who had access to
that information were encouraged to forward it to any qualified international graduate students at
UT. This study was only available to graduate students currently attending the University of T
who were over the age of 18. Participants were provided with a consent form (Appendix A)
stating that all responses were confidential, and participants could opt out of the study at any
time. At the end of the survey, the participants were redirected to another survey where they had
the opportunity to provide their email addresses if they chose to opt into the raffle; however, this
was totally voluntary and anonymous. There were three winners of the raffle, each of which
received a $25 Amazon gift card. The winner was randomly selected using a formula in
Microsoft Excel. The gift card was sent to the winner’s email address digitally.
51
Chapter Four: Results
This study aimed to explore the relationship between a student’s orientation attendance,
orientation content comprehension and sense of belonging, intent to persist, and confidence in
future post-graduation. This chapter presents the descriptive statistics of the study participants
and detailed results of this quantitative study, outlining the findings in the statistical analysis of
each of the four research questions. The SPSS software program was used for all data analyses.
Descriptive Statistics
The final sample for this study included 103 graduate international students attending UT
who met the initial inclusion criteria and completed the survey. While the overall sample was not
demographically proportional to the broader international student population in the United
States, the sample was diverse across various minoritized identities. This study exclusively
focused on international graduate students, as orientation programs for undergraduate students
may differ significantly in structure and content. The participant pool consisted of 67 current
master’s students (65.0%) and 36 current doctoral students (35.0%). This distinction ensures that
the findings are relevant to the specific orientation experiences of graduate-level students.
Overall, the study participants were diverse in their demographic backgrounds with females
outnumbering males, majority being Asian, and among them, Chinese being the largest ethnic
group. Table 1 presents a breakdown of the demographic characteristics of the participants. For
clarity, the “others” category includes students from the following countries: Brazil, France,
Germany, Hong Kong, Indonesia, Iran, Italy, Mexico, Nigeria, South Korea, Taiwan, and
Turkey. These countries individually had smaller representation in the study, each constituting
less than 5% of the total sample, but together they account for 11.4% of the valid responses.
52
Table 1
Participant Characteristics
Variable Category Frequency (n) Percentage (%)
Gender Male 38 36.9%
Female 59 57.3%
Other 6 5.8%
Race and origin Asian 78 75.7%
White 10 9.7%
Other 15 14.6%
Country of origin China 61 59.2%
India 8 7.8%
Other 34 33%
Education generation
level
First generation 31 30.1%
Second generation 69 67%
Prefer not to answer 3 2.9%
School School of Business 10 9.7%
School of
Communication
and Journalism
9 8.7%
School of
Engineering
20 19.4%
College of Letters,
Arts and Sciences
24 23.3%
School of Cinematic
Arts
7 6.8%
53
The study participants also had variability in their educational generation level. Overall,
30.1% of participants identified as first-generation and 67% as second-generation. Among the
participants, a small proportion, 2.9%, preferred not to disclose their educational generation
level. The distribution of respondents across various schools indicates that the College of Letters,
Arts and Sciences had the highest representation, accounting for 23.3% of the sample, followed
by the School of Engineering with 19.4%, the School of Business with 9.7%, and the School of
Communication and Journalism with 8.7%. The School of Cinematic Arts had a smaller share,
comprising 6.8% of the sample. Schools with a valid percentage of less than 6% were combined
into the “Other” category to streamline the data presentation and make the calculations clearer.
This grouping includes the School of Architecture (5.4%), School of Education (4.5%), School
of Medicine (3.6%), School of Music (3.6%), School of Art and Design (1.8%), School of
Pharmacy and Pharmaceutical Sciences (1.8%), Independent Health Professions (0.9%), School
of Dramatic Arts (0.9%), School of Law (0.9%), and those enrolled in multidisciplinary
programs (1.8%). A similar approach was applied to other grouping variables, such as race,
where categories with less than 5% of respondents were combined to ensure clarity in the
analysis.
The study participants also had variability in their orientation modality and type of
orientation attended (see Table 2), since virtual orientation became an increasingly available
option during the pandemic. Overall, 52.4% attended in-person, while 24.3% of participants
attended the orientation virtually, and 16.5% attended a hybrid orientation. Regarding the type of
orientation participated, 41.7% of participants attended a school/program-specific orientation,
19.4% of participants attended a university-wide orientation, and 23.3% participated in both. A
54
smaller portion, 14.6%, did not participate in any of the orientations. Table 2 presents the
participants’ orientation modality and type.
Table 2
Orientation Modality and Types
Variable Category Frequency (n) Percentage (%)
Orientation modality Virtual 25 24.3%
In-person 54 52.4%
Hybrid 17 16.5%
Orientation type University-wide 20 19.4%
School/programspecific
43 41.7%
Both of the above 24 23.3%
None of the above 15 14.6%
55
Analysis of Research Questions
Results Research Question 1
Is there a relationship between international graduate students’ level of orientation
comprehension and their sense of belonging and intent to persist?
The study involved 98 students who responded to the question about their orientation
comprehension, scored on a scale from 0 to 100. The mean score of these responses was 62.43
(SD = 23.13), indicating that, on average, students had a moderate understanding of and
participation in their orientation programs. This mean score suggests that most students barely
understand and participate in their orientation, which is lower than expected.
For the sense of belonging, 100 students answered all five related questions, scored from
1 to 10. The mean score of those five questions was calculated for each student and used in the
analysis instead of individual question data to provide clearer and easier comparison results. The
mean score for sense of belonging was 7.37 (SD = 2.01), indicating that most students felt a
sense of belonging at their school, though not to a high degree. This moderate mean score
suggests that while a majority of students do feel a connection to their school community, there
is still room for improvement in fostering a stronger sense of belonging. The relatively high
standard deviation of 2.01 indicates considerable variability in students’ responses, implying that
some students feel significantly more or less connected than others.
Regarding intent to persist, 91 students responded to four related questions, scored from 1
to 5. Similar to sense of belonging, the mean score of those four questions assessing intent to
persist was calculated for each student and used in the analysis. The mean score for intent to
persist was 4.26 (SD = 0.62), suggesting a high intention among students to complete their
degrees. This high mean score reflects a strong commitment among the majority of students to
56
persist in their academic journey. The lower standard deviation of 0.62 suggests that responses
were relatively consistent, indicating that the intent to persist is a common sentiment among the
surveyed students. This consistency in high intent to persist underscores the importance of
maintaining and enhancing support structures that reinforce students’ determination to succeed
academically. See Table 3.
Table 3
Orientation Comprehension, Sense of Belonging, and Intent to Persist Descriptive Statistics
Descriptive statistics N Mean SD
Orientation comprehension 98 62.43 23.13
Sense of belonging 100 7.37 2.01
Intent to persist 91 4.26 0.62
57
To explore the relationship between the independent variable of orientation
comprehension and the dependent variables of sense of belonging and intent to persist, Pearson
correlation tests were conducted. See Table 4.
Table 4
Pearson Correlations Between Orientation Comprehension and Student Success (Sense of
Belonging and Intent to Persist)
Variable SOB mean Persist mean Orientation
comprehension
SOB meana
– .32** .39**
Persist meanb
– .24**
Orientation comprehensionᶜ –
a
SOB Mean: mean score of sense of belonging.
b
Persist mean: mean score of intent to persist.
ᶜ Orientation comprehension: percentage of information presented during orientation that
students feel they understood.
* p < .05.
** p < .01.
*** p < .001.
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The Pearson correlation test revealed a significant positive relationship between
orientation comprehension and sense of belonging, suggesting that higher levels of orientation
comprehension are associated with a greater sense of belonging among international grad-school
students. This finding underscores the critical role that orientation programs play in fostering a
sense of community and belonging within the student body.
The analysis also identified a significant positive correlation between orientation
comprehension and intent to persist. This weaker, yet still significant, positive correlation,
suggests that students who have a higher comprehension of orientation are more likely to intend
to persist in their academic endeavors. This relationship highlights the importance of effective
orientation programs in enhancing students’ commitment to completing their degrees and
underscores the potential benefits of improving orientation comprehension to support student
persistence.
The findings from the correlation analyses suggest that orientation comprehension plays a
crucial role in influencing both the sense of belonging and the intent to persist among
international grad-school students. Higher comprehension levels are associated with a stronger
sense of community and a greater determination to continue their studies. These results
emphasize the importance of effective orientation programs in enhancing students’ academic
experiences and commitment to their educational goals. University policies and practices aimed
at improving student retention and success can benefit from focusing on strategies that enhance
orientation comprehension, thereby fostering a supportive and engaging academic environment
for international students.
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Results Research Question 2
Does the number of years studied in the United States and number of pre-contact events
completed prior to enrollment predict sense of belonging and intent to persist among graduate
international students?
To explore the second research question, multiple regression analyses were conducted to
determine whether the number of years studied in the United States and the number of precontact events completed prior to enrollment significantly predict sense of belonging and intent
to persist among graduate international students. The independent variables examined were the
number of years studied in the United States and the number of pre-contact events completed
prior to enrollment. The dependent variables were sense of belonging and intent to persist.
Four separate regression analyses were performed to investigate these relationships. First,
a regression analysis was conducted to determine if the number of years studied in the United
States predicts sense of belonging. Second, a separate regression analysis assessed whether the
number of years studied in the United States predicts intent to persist. Third, a regression
analysis was carried out to evaluate if the number of pre-contact events predicts sense of
belonging. Lastly, a fourth regression analysis examined whether the number of pre-contact
events predicts intent to persist.
The regression analyses conducted to examine the relationship between the number of
years studied in the United States and the number of pre-contact events completed prior to
enrollment with sense of belonging and intent to persist among graduate international students
did not yield significant results. The hypotheses that these factors would predict sense of
belonging and intent to persist were not supported by the data.
60
Results Research Question 3
Are there demographic group differences in sense of belonging and intent to persist
among international graduate school students?
For the third research question, a One-way ANOVA analysis was conducted with each of
the four demographic factors of gender, education-generation of college students, race and
origin, and school serving as independent variables, and sense of belonging and intent to persist
serving as dependent variables. The resulting analyses revealed no significant differences among
different race, education generation, gender, and school groups.
Results Research Question 4
Are there demographic group differences in orientation comprehension among
international graduate school students?
Similar to the third research question, a One-way ANOVA analysis was conducted with
each of the five demographic factors of gender, race and origin, school, orientation modality, and
type of orientation, serving as independent variables and orientation comprehension serving as
the dependent variable. Table 5 presents the One-way ANOVA results, including sum of squares,
df, mean square, F values, and p values. Table 6 presents the descriptives.
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Table 5
One-Way ANOVA for Demographic Factors and Orientation Comprehension
Independent variable Sum of
squares
df Mean of
square
F p value
Race and origin 294.84 2 147.42 .27 .76
Gender 510.42 2 255.21 .47 .63
School 1792.19 5 358.44 .66 .66
Orientation modality 7945.77 2 3972.88 9.58 < .001
Orientation type 9495.64 3 3165.21 7.02 < .001
62
Table 6
Descriptives Orientation Comprehension Based on Different Demographic Factors
Dependent
variable
Independent
variable
Groups N Mean SD
Orientation
comprehension
Gender Male 34 62.15 20.75
Female 58 63.48 23.62
Other 6 53.83 32.74
Orientation
comprehension
Race and
origin
Asian 74 62.86 21.65
White 10 63.00 29.66
Other 12 57.58 27.91
Orientation
comprehension
School School of Business 10 67.50 18.71
School of
Communication
and Journalism
9 54.33 28.86
School of
Engineering
18 67.28 17.69
College of Letters,
Arts and
Sciences
23 63.83 26.41
School of
Cinematic Arts
7 54.71 31.61
Other 31 61.03 21.31
Orientation
comprehension
Orientation
modality
Virtual 23 47.83 23.21
In-person 53 69.92 19.26
Hybrid 16 60.31 19.61
Orientation
comprehension
Type of
orientation
University-wide 20 58.00 17.75
School/programspecific
41 69.56 19.29
The One-way ANOVAs performed in the fourth research question revealed two
significant factors of orientation comprehension. Students who participated in different
orientation modalities have significantly different orientation comprehension means (virtual
mean = 47.83, in-person mean = 69.92, hybrid mean = 60.31, p = < 0.001), indicating students
63
participating in in-person orientation tend to have higher orientation comprehension. Also, the
One-way ANOVA indicated that there is a significant difference in terms of orientation
comprehension of the students who participated in different types of orientation. Students who
attended school/program-specific orientation had higher orientation comprehension than those
who attended university-wide orientation (university wide mean = 58.00, school/programspecific mean = 69.56, p < .001).
Conclusion
This chapter presented the results of the four research questions explored in this study.
These findings underscore the multifaceted nature of international graduate students’ success, as
defined by their sense of belonging and intent to persist. The results highlight the importance of
effective orientation programs and the complexity of various input and environmental factors
that contribute to these outcomes. While orientation comprehension significantly impacts
students' sense of belonging and persistence, other factors like the number of years studied in the
United States and pre-contact events showed no significant predictive power. These findings are
discussed in more detail in Chapter 5, which also includes limitations of the study, implications
for practice, and recommendations for future research.
64
Chapter Five: Discussion
The purpose of this study was to explore the relationship between international graduate
students’ engagement with orientation events and their academic success, particularly focusing
on their sense of belonging and intent to persist. These relationships were framed through the
lens of Schlossberg’s transition theory and Tajfel’s social identity theory and analyzed through
four quantitative research questions. The culturally engaging campus environments (CECE)
model, introduced in Chapter 1, provided a guiding framework throughout this study,
emphasizing the importance of culturally-relevant support structures and inclusive environments
in fostering a sense of belonging among international students (Museus, 2014). This model
aligns closely with the findings of this study, particularly the role of orientation programs in
promoting students’ academic engagement and intent to persist. By incorporating the CECE
model into the interpretation of these results, it becomes clear that fostering culturally engaging
environments through tailored orientation programs can play a significant role in improving both
student satisfaction and persistence outcomes (Museus, 2014).
This chapter provides a detailed discussion of the findings presented in Chapter 4, with a
focus on their implications for university administrators and practitioners who work closely with
international students. In addition to examining the practical applications of the data, this chapter
also addresses the study’s limitations and their potential impact on the results. Furthermore, key
areas for future research will be highlighted, offering guidelines for studies that could build upon
the current work. The chapter concludes with a set of recommendations aimed at enhancing the
academic and social integration of international students through informed policy and practice.
65
Discussion of Main Findings
The preliminary analysis of the results showed that there were significant correlations
between the study variables, indicating that the selected variables were appropriate and that the
hypotheses were likely supported. In order to reveal whether there are any significant differences
on sense of belonging, intent to persist, and orientation comprehension among different
demographic groups, multiple One-way ANOVA were conducted. This section further explores
these main findings.
Orientation Modality
Orientation modality was identified as one of the significant factors of orientation
comprehension. There was a significant difference among the three groups of students who
attended virtual, in-person, and hybrid orientation in terms of their mean orientation
comprehension. Based on the results of One-way ANOVA, the students who attended in-person
orientation reported the highest mean orientation comprehension of 69.92%, followed by the
students who attended hybrid orientation with the mean orientation comprehension of 60.31%.
Finally, the students who attended virtual orientation reported the lowest mean orientation
comprehension of 47.83% (p < .001). The overall average score for orientation comprehension
was 62.81%, which indicates room for improvement in ensuring that all students fully
understand and engage with the orientation content.
These findings suggest that in-person orientation is the most effective modality for
enhancing students’ understanding and engagement with orientation content. This is consistent
with existing literature that highlights the benefits of face-to-face interactions in fostering a
deeper comprehension and engagement among students. Krause and Coates (2008) found that
students who participate in in-person orientations are more likely to feel connected to the
66
institution and better understand the resources available to them. The lower comprehension
scores for virtual orientations may be attributed to the lack of personal interaction and potential
technical difficulties, which can hinder students’ ability to fully engage with the content (Means
et al., 2010).
Types of Orientation
The other significant factor of orientation comprehension that was revealed by One-way
ANOVA was the types of orientation students attended. The results indicated that there was a
significant difference between the groups of students who attended school/program-specific or
university-wide orientation in terms of their orientation comprehension mean (p < .001). The
students who attended orientation held by their school or program reported a higher orientation
comprehension mean of 69.56%. In contrast, students who attended university-wide orientation
reported an orientation comprehension mean of 58.00%.
These results highlight the effectiveness of school/program-specific orientations in
providing targeted and relevant information that enhances students’ understanding.
School/program-specific orientations likely offer more tailored content that addresses the unique
needs and expectations of students within particular disciplines, contributing to higher
comprehension scores. This aligns with the findings of Pascarella and Terenzini (2005), who
emphasized the importance of specialized orientation programs in facilitating student
engagement and success.
It is very helpful to provide multiple types of orientation for students to learn
comprehensive knowledge about their school and have appropriate expectations for future
studies. School/program-specific orientations tend to provide more relevant and detailed
information that directly pertains to the students’ academic and social environment, thus
67
enhancing their comprehension and engagement. For instance, research by Krause and Coates
(2008) found that students who participate in more targeted orientation programs exhibit higher
levels of understanding and satisfaction because these programs address their immediate
academic and social contexts more effectively.
Furthermore, school/program-specific orientations often facilitate stronger connections
with peers and faculty within the same academic discipline, fostering a sense of community and
belonging from the outset. According to Strayhorn (2018), a sense of belonging is critical for
student success and retention, as it directly influences students’ engagement and commitment to
their academic journey. By engaging with faculty and peers in their specific programs, students
can establish meaningful relationships and support networks, which are essential for their
academic and social integration. In contrast, university-wide orientations, while beneficial for
providing a broad overview of university resources and services, may lack the specificity and
direct relevance needed by students to navigate their specific academic environments effectively.
As Tinto (1993) highlights, successful student integration requires both academic and
social integration within the specific contexts where students will be spending most of their time.
University-wide orientations may fall short in providing the depth of information and
personalized connections that school/program-specific orientations offer. The significant
difference in orientation comprehension scores between school/program-specific and universitywide orientations underscores the importance of tailoring orientation programs to meet the
specific needs of students. By focusing on the unique academic and social contexts of their
programs, school/program-specific orientations can better prepare students for their academic
journey, thereby enhancing their overall comprehension, sense of belonging, and intent to persist.
68
In summary, the findings indicate that both the modality and type of orientation
significantly impact students’ orientation comprehension. In-person and school/program-specific
orientations are particularly effective in enhancing students’ understanding and engagement,
while virtual orientations and lack of participation are associated with lower comprehension
scores. These insights highlight the need for universities to invest in comprehensive and
accessible orientation programs that cater to the diverse needs of their student populations.
Sense of Belonging and Intent to Persist
The main purpose of this study was to explore how orientation is related to international
graduate students’ sense of belonging and intent to persist. These two concepts are critical
indicators of students’ overall success and satisfaction within their academic environment. The
data revealed a significant positive relationship between orientation comprehension and sense of
belonging (r = 0.391, p < .01); a significant positive relationship was found between orientation
comprehension and sense of belonging, with a correlation coefficient of r = 0.243 and a p-value
of less than 0.05. This finding underscores the importance of effective orientation programs in
supporting the academic and social integration of international students.
This study is mainly focused on the relationship between sense of belonging, intent to
persist, and orientation comprehension. The results indicated that students who have a better
understanding and engagement with orientation activities are more likely to feel a strong sense of
belonging to their academic community and intent to persist in completing the degree. This is
supported by existing literature, which highlights that well-structured orientation programs can
help students become more familiar with their new environment, understand the available
resources, and feel more connected to the institution (Hoffman et al., 2002; Strayhorn, 2012). A
strong sense of belonging is crucial for student success, as it is associated with higher levels of
69
engagement, satisfaction, and retention (Hausmann et al., 2007). When students feel that they are
an integral part of their academic community, they are more likely to participate in campus
activities, seek support when needed, and persist in their studies (Tinto, 1993). Therefore,
enhancing orientation programs to provide comprehensive and relevant information can
significantly boost students’ sense of belonging.
Intent to persist among international students is influenced by various factors, including
familial expectations and financial investment. Many international students come from families
who have made significant financial sacrifices to support their education abroad. This investment
creates a strong incentive for students to succeed academically and complete their degrees.
Research by Mamiseishvili (2012) found that the pressure to meet family expectations and make
the most of the financial investment can drive students to persist in their studies despite
challenges. Moreover, the orientation experience plays a vital role in shaping students’ initial
perceptions of their institution. A positive orientation can help students understand the value of
the education they are receiving, which reinforces their commitment to persist. Orientation
programs that effectively communicate the support services and resources available to students
can alleviate some of the stress and uncertainty that new students might face, thereby enhancing
their intent to persist (Bean & Eaton, 2016).
An additional analysis was conducted based on RQ2 to explore whether prior American
study experience impacted international graduate students’ sense of belonging (SOB), intent to
persist (IP), and orientation comprehension. Interestingly, results showed that students who had
prior experience studying in the United States reported lower scores in both sense of belonging
(7.13 vs. 7.58) and intent to persist (4.16 vs. 4.63) compared to their counterparts who had never
studied in the United States. These findings suggest that prior experience in the United States
70
might not necessarily translate into higher engagement or commitment, potentially due to unmet
expectations or challenges faced in transitioning between academic institutions, or dissatisfying
experiences. On the other hand, the analysis revealed that students with prior United States
experience demonstrated higher orientation comprehension scores, with an average of 63.68%
compared to 61.27% for students with no prior United States experience. This result, while not
statistically significant due to the very small sample size, aligns with the notion that familiarity
with American academic environments may enhance students’ ability to engage with and
comprehend orientation content.
Orientation is often the first point of contact that students have with their new
academic environment. It is a crucial period during which students form their initial impressions
of the institution and begin to build their academic and social networks. Effective orientation
programs not only provide essential information about academic policies and campus resources
but also foster a sense of community and belonging (Pascarella & Terenzini, 2005). Access to
and usage of campus resources are closely linked to students’ sense of belonging and intent to
persist. Students who are aware of and utilize campus resources, such as academic advising,
counseling services, and student organizations, are more likely to feel supported and engaged
(Kuh, 2009). This engagement can translate into a stronger commitment to their academic goals
and a higher likelihood of persisting in their studies. Therefore, it is essential for orientation
programs to highlight the availability and benefits of these resources, encouraging students to
take full advantage of them.
The analysis revealed no significant differences in sense of belonging, intent to persist,
and orientation comprehension across various demographic groups, including gender,
educational generation, nationality, and academic schools. Specifically, the One-way ANOVA
71
results indicated that there were no statistically significant variations based on gender,
educational generation, or race and nationality. Additionally, the analysis did not find any
significant differences in these outcomes among students from different academic schools. This
suggests that these demographic factors do not play a significant role in influencing international
graduate students’ sense of belonging, intent to persist, or orientation comprehension at the
university.
Implications for Practice
This study revealed several implications for practice, which are further elaborated in this
section with specific recommendations for university administrators and practitioners.
Improving Orientation Quality
The average orientation comprehension score among participants was 63 out of 100,
indicating significant room for improvement in the quality of orientation programs. To address
this, universities should conduct regular assessments of their orientation programs to identify
specific areas needing enhancement. Gathering detailed feedback from international students
about their orientation experiences can help pinpoint aspects that require improvement, such as
the clarity of information, relevance of the content to students’ needs, and overall engagement of
the sessions. For instance, some survey respondents expressed a desire for orientation sessions in
their native languages or at least with subtitles in their languages, which could help bridge
language barriers and ensure that important information is communicated effectively (Zhou &
Zhang, 2014). Offering language-specific resources would allow students to better grasp key
details without the added stress of translation or reliance on their English skills. Enhanced
orientation programs that cater to students’ diverse linguistic needs can better prepare them by
72
providing comprehensive information about available resources and support services, thereby
improving their overall comprehension and subsequent academic success (Hoffman et al., 2002).
One potential approach to improving orientation quality could involve developing a more
interactive and engaging curriculum, especially for online programs where interaction is more
challenging but still essential. Given the shift to virtual orientations during events like the
pandemic, universities could implement strategies such as live polling, Q&A sessions, and
opportunities for participants to submit answers to questions in real-time, ensuring greater
engagement even in a digital format (Garrison & Vaughan, 2008). Additionally, incorporating
fun, visually appealing videos could help capture students’ attention more effectively than
traditional lecture-style formats (Johnson & Mayer, 2009). Some international students may not
fully understand the concept of “orientation” or its importance, leading to disengagement.
Therefore, universities should clearly explain the purpose of orientation at the outset and outline
the specific content students can expect, ensuring they understand the value of the information
being provided (Li et al., 2010). By continuously refining and enhancing orientation programs
through interactive and visually-engaging content, institutions can help ensure that students are
well-informed and prepared for their academic journey.
Enhancing Connections and Follow-up Support
The study found that students who attended in-person orientation sessions reported
significantly higher orientation comprehension scores compared to those who participated in
virtual or hybrid orientations. Specifically, in-person orientation participants had a mean
comprehension score of 69.92%, notably higher than the 47.83% for virtual participants and
60.31% for hybrid participants. To bridge this gap, universities should implement strategies to
enhance connections and provide follow-up support for students who participate in remote
73
orientations. This could include virtual mentorship programs, regular check-ins with academic
advisors, and online discussion forums where students can ask questions, share experiences, and
build a sense of community (Means et al., 2010). These strategies can help remote learners stay
connected and feel supported, ultimately improving their comprehension and engagement in the
orientation process.
Additionally, fostering virtual communities and support networks for remote learners can
help cultivate a sense of belonging and connectedness, which is critical for student success
(Tinto, 2012). Universities could organize virtual social events, peer support groups, and online
workshops to create opportunities for students to engage with their peers and feel more
integrated into the campus community, despite the physical distance. Faculty and staff should
also receive training on best practices for engaging and supporting remote learners, utilizing
tools such as video conferencing, virtual office hours, and online collaboration platforms to
facilitate interaction (Boling et al., 2012). By offering continuous support and fostering
meaningful connections for remote orientation participants, universities can enhance their
students’ orientation comprehension and overall academic experience, leading to greater
satisfaction and retention.
Prioritizing Sense of Belonging and Intent to Persist in International Student Services
A key finding of this study is the positive correlation between orientation comprehension
and sense of belonging and intent to persist. Students who had a better understanding and
engagement with orientation activities were more likely to feel a strong sense of belonging to
their academic community as well as intent to persist in completing their degree. Given the
importance of sense of belonging and intent to persist in predicting student success, universities
74
should prioritize initiatives that foster a welcoming and inclusive campus environment for
international students (Strayhorn, 2012).
Creating dedicated spaces for international student communities, organizing cultural
events, and providing resources that celebrate diversity can help international students feel more
connected and valued. Additionally, universities should offer comprehensive support services,
including counseling, academic advising, and peer mentoring programs specifically designed for
international students. Cultural competency training for faculty and staff can also help ensure
that they are equipped to support and engage with international students effectively. By
prioritizing a sense of belonging and intent to persist in their services, universities can help
international students feel valued and supported, enhancing their engagement and persistence.
Leveraging Peer Support Networks for International Students
Peer support networks can significantly enhance international students’ sense of
belonging and intent to persist. Establishing peer mentorship programs that pair new
international students with experienced students can provide valuable guidance, support, and
friendship. These programs help international students build connections, gain insights into
campus life, and feel more integrated into the university community. Additionally, creating
opportunities for peer-led workshops and study groups can further enhance students’ sense of
belonging and academic success (Kuh, 2009).
Universities should leverage these networks to provide ongoing support and foster a
collaborative learning environment for international students. Peer mentors can play a crucial
role in helping new students navigate the challenges of adjusting to a new academic and cultural
environment. Regular check-ins, social events, and academic support sessions organized by peer
mentors can help ensure that international students receive the support they need to succeed.
75
Given the findings that indicate the importance of orientation comprehension for both
sense of belonging and intent to persist, it is crucial for universities to adopt a continuous
improvement approach to their orientation programs. This can involve regularly reviewing and
updating orientation content based on student feedback, current best practices, and evolving
student needs. Universities should also consider involving students in the planning and delivery
of orientation sessions to ensure that the content is relevant and engaging. By adopting a
continuous improvement mindset, universities can ensure that their orientation programs remain
effective and responsive to the needs of international students. This proactive approach can help
enhance the overall student experience, promote higher levels of engagement, and support the
long-term success of international students.
Limitations of the Study
This study provided a number of important findings related to academic success of
international students measured on both sense of belonging and intent to persist. It is, however,
important to acknowledge that the study had a number of methodological limitations.
One major limitation of this study was that the study was conducted at a single university,
which, while diverse, does not accurately reflect the full nationality diversity across the United
States. This sample has an overrepresentation of international students from China (59.2%),
almost double the overall percentage of the international students from China in the United
States, which was approximately 30% by 2023 (Stewart-Rozema & Pratts, 2023). For
generalizable findings, it would be useful to have a larger and more diverse sample size that
includes students from various diverse racial and ethnic backgrounds. Additionally,
disaggregating data by country of origin could provide a more nuanced understanding of the
differences between various populations of international students. The current study’s sample
76
size was relatively small, which limited the ability to analyze differences across different
nationalities and cultural backgrounds.
The study site is another limitation. While the university where the study was conducted
has one of the largest populations of international students in the United States, it is also a highly
selective institution. Students who gain admission are already highly qualified and motivated to
persist. Furthermore, students at this institution generally have a higher sense of belonging due to
the university’s robust support systems and resources. Including additional study sites at less
selective institutions may lead to important findings about the overall population of international
students in the United States. By expanding the scope to include a variety of institutions,
including community colleges and state universities, future research could capture a broader
range of experiences and challenges faced by international students.
A limitation of the study design is that orientation comprehension was self-reported by
each student, which lacks a standardized benchmark to assess the true level of comprehension.
Self-reported data can be subject to biases such as social desirability and recall bias, which may
affect the accuracy of the responses. To better understand the relationship between orientation
comprehension and academic success, future studies should implement a more systematic
method of measuring orientation comprehension. This could include pre- and post-orientation
assessments, standardized tests, or observational methods to provide a more objective measure of
students’ understanding and engagement with orientation content.
More possible limitations could include that the data was collected at a single point in
time, which does not allow for the examination of changes over time or the determination of
causality. The research was conducted post-COVID, which may lead to more students
participating in virtual orientation compared to pre-COVID times, so that it might slightly affect
77
the overall reliability of the data. Longitudinal data could help identify critical periods where
interventions might be most effective and provide insight into the long-term impact of
orientation programs on student success.
Recommendations for Future Studies
Based on the study’s findings and given its methodological limitations, a number of
recommendations for future studies are made.
Expanding Sample Size and Extending Data Collection
Despite the valuable insights gained through the cross-sectional analysis employed in this
study, it is recommended that future research be done with a stratified sampling method rather
than the random sampling method that was used for this study. This stratified sampling would
guarantee sample diversity by surveying international students from different countries of origin,
so that each group within the sample are represented proportionally to the population. Therefore,
the study would also provide more insight into the relationship between country of origin and
sense of belonging, intent to persist, and orientation comprehension. Understanding these
relationships can help institutions tailor their support services to meet the specific needs of
different international student groups.
As discussed in previous chapters, the study site selected for this study is highly selective.
The student population admitted to this institution normally has higher intent to persist and more
easily achieves higher orientation comprehension; however, this data may not be reflective of the
capabilities and goals of general international students in the United States. To more accurately
capture the experiences of international students from different levels, it is recommended that
future research include multiple study sites across different university rankings to ensure that the
final sample is more reflective of the diversity of international students’ experiences. This will
78
help further the knowledge of orientation completion, sense of belonging, and intent to persist of
students with less competitive backgrounds.
Future research should also consider longitudinal studies to track changes over time.
Longitudinal research can provide a deeper understanding of how orientation comprehension,
sense of belonging, and intent to persist evolve throughout an international student’s academic
journey. This approach would allow researchers to identify critical periods where interventions
might be most effective and provide insight into the long-term impact of orientation programs on
student success. By following students over multiple years, researchers can better understand the
dynamics of their academic and social integration and how these factors influence their
persistence and academic outcomes.
To address the limitation related to self-reported orientation comprehension, future
research could employ experimental designs to assess the effectiveness of different orientation
programs. By comparing various orientation formats (e.g., in-person, virtual, hybrid) and their
impact on students’ comprehension, sense of belonging, and intent to persist, researchers can
identify best practices for orientation delivery. Experimental studies could also explore the
specific components of orientation programs that are most beneficial, such as peer mentoring,
interactive workshops, and follow-up support. This evidence-based approach would provide
valuable insights for institutions seeking to enhance their orientation programs and support
services for international students.
Prior United States Study Experience and Its Impacts
An additional analysis was conducted to RQ 2 to examine whether previous United States
study experience influenced international graduate students’ sense of belonging, intent to persist,
and orientation comprehension. When the data was analyzed by categorizing students based on
79
whether they had studied in the United States before or not, those with prior experience in the
United States reported lower scores in both sense of belonging and intent to persist compared to
those with no previous American study experience. Although these findings were not statistically
significant, they present intriguing opportunities for future research. Investigating why students
with prior American study experience exhibit lower levels of belonging and persistence, despite
demonstrating higher orientation comprehension, could uncover underlying factors affecting
their academic and social integration. Future research could focus on whether factors such as
unmet expectations, cultural adjustment fatigue, or institutional challenges contribute to these
outcomes. Additionally, targeted interventions could be developed to better support students with
previous experience in the United States, ensuring that their familiarity with the American
academic system leads to improved outcomes in both persistence and sense of belonging.
Addressing Gender and Identity Differences in Sense of Belonging and Orientation
Comprehension
The study’s findings revealed that male and female students reported nearly identical
sense of belonging (SOB) mean scores, with males scoring 7.36 and females scoring 7.37 out of
10. This result is encouraging, as it contrasts with previous research that often indicated male
students tend to have lower feelings of belonging and are less likely to express themselves in
academic environments (Gurin et al., 2002; Strayhorn, 2012). However, it is important to note
that students who identify their gender as “other” reported a slightly lower SOB mean score of
7.26. Although this difference was not statistically significant, it may warrant further
investigation due to the smaller sample size and limited data collection period. Future studies
should focus on designing more comprehensive investigations with larger sample sizes to
determine if there are significant disparities in SOB across genders and identities. Such research
80
could provide insights into whether males, females, and other gender identities truly experience
similar levels of belonging or if further interventions are needed to support certain groups more
effectively.
An intriguing finding from the data is the range of the 95% confidence intervals for the
SOB mean scores across gender identities. Both males and females displayed a relatively narrow
range, with lower bounds of 6.75 and 6.81, and upper bounds of 7.98 and 7.95, respectively. This
suggests that male and female students tend to have more uniform experiences in terms of their
sense of belonging. In contrast, students who identify as “other” exhibited a much wider
confidence interval, with a lower bound of 5.27 and an upper bound of 9.26. This indicates that
students in this group may experience significantly different levels of belonging, likely due to
varied personal, cultural, and institutional factors influencing their university experience. Future
studies should explore the causes of such variability, examining the specific challenges and
supports experienced by students who identify as “other.” Understanding the underlying reasons
for these differences could inform more tailored interventions to help all students feel equally
supported and integrated into university life.
The analysis also highlighted differences in orientation comprehension scores across
gender identities, with females scoring an average of 62.15%, males scoring 63.48%, and
students who identify as “other” scoring 53.83%. While these differences were not statistically
significant, the 10% gap between the “other” group and the male and female groups is notable.
Additionally, the “other” group demonstrated the widest range in orientation comprehension
scores, with values ranging from 19.48% to 88.19%. This suggests that students in the “other”
category may have had highly varied experiences with orientation, potentially reflecting differing
levels of preparedness, understanding, or engagement with the orientation process. These
81
findings suggest that future research should investigate the factors contributing to lower
comprehension among this group, such as cultural or linguistic barriers, and explore ways to
improve the orientation experience for students who may face unique challenges. Ensuring that
all students, regardless of identity, are able to fully engage with and benefit from orientation
programs is essential for their academic success and integration into the university community.
Conclusions
This study explored the relationship between international graduate students’ engagement
with orientation events and their academic success at UT graduate school. Through a quantitative
analysis of survey data from international students, this study identified significant relationships
between orientation comprehension and key outcomes such as sense of belonging and intent to
persist.
The findings highlight the complex and nuanced experiences of international graduate
students. A significant positive relationship was found between orientation comprehension and
sense of belonging, with a correlation coefficient of r = 0.391 and a p-value of less than 0.01; a
significant positive relationship was found between orientation comprehension and sense of
belonging, with a correlation coefficient of r = 0.243 and a p-value of less than 0.05. This
indicates that higher levels of orientation comprehension are associated with a greater sense of
belonging and a stronger intent to persist among international students. The study also revealed
that students who attended in-person orientation reported higher comprehension scores compared
to those who participated in virtual or hybrid orientations, emphasizing the importance of faceto-face interactions in fostering a sense of community and engagement.
The study’s results underscore the critical role that orientation programs play in
supporting international students’ academic and social integration. Effective orientation
82
programs can help students become more familiar with their new environment, understand
available resources, and feel more connected to the institution, which in turn enhances their sense
of belonging and intent to persist. These findings align with existing literature, which highlights
the importance of orientation and support services in promoting student success.
Additionally, it is important to consider the unique blend of challenges faced by
international students, including financial pressures, cultural adjustments, and social isolation,
which can hinder their academic progress and sense of belonging. The need for comprehensive
support services to address these barriers is crucial. By providing targeted support, universities
can help international students navigate these challenges and enhance their overall academic
experience.
This study also revealed the role of orientation modality in influencing students’
comprehension and engagement. Students who participated in in-person orientations reported
higher comprehension scores compared to those who attended virtual or hybrid sessions. This
finding suggests that face-to-face interactions are more effective in promoting student
engagement and understanding.
The findings outlined in this study contribute to the theoretical knowledge in the field of
higher education, particularly regarding international students. By implementing the study’s
findings and incorporating the implications and recommendations, university administrators can
develop more inclusive and supportive environments that enhance the success and persistence of
international graduate students. This includes improving the quality of orientation programs,
providing follow-up support for remote learners, prioritizing a sense of belonging in student
services, and leveraging peer support networks.
83
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Appendix A: Invitation to Participate in the Research Study
Dear Student,
I would like to invite you to participate in a study about your experiences and perceptions
of the usefulness of orientation programs for international students. I am a doctoral student in
Education at USC and this is my doctoral dissertation study.
The survey should take approximately 5-10 minutes and your responses are confidential.
The data collected will be utilized only in aggregate form, ensuring that neither you nor your
school will be identified. Your participation is entirely voluntary, and your contribution is
deeply valued. To thank you for your participation, there will be an opportunity for a thank you
gift drawing for one of six $25 Amazon gift cards at the end of the survey.
To participate, please click the link below or manually enter the URL into your browser:
https://usc.qualtrics.com/jfe/form/SV_eKAOiT9j03RbGG9
Thank you for your support and participation!
105
Appendix B: Demographic Questions
1. What is your gender?
● male
● female
● transgender
● genderqueer/gender non-conforming
● other
● prefer not to say
2. In which year were you born?
3. Do you consider yourself:
● African American or Black
● Asian or Asian American
● Hispanic or Latino
● White or Caucasian
● Other (Please specify).
● prefer not to say
4. What is your country of origin?
5. What is your education-generation level?
● first generation (neither of your parents has a bachelor's degree or higher)
106
● second-generation (at least one of your parents has a bachelor's degree or
higher)
● prefer not to say
6. How many years have you been studying in the United States before entering your
current program?
● never before
● 2 years or less
● 4 years or less, but more than 2 years
● more than 4 years
7. What type of degree are you currently pursuing?
● bachelor’s degree
● master’s degree
● doctoral degree
● other (please specify)
8. Which school/program are you currently enrolled in?
● Academy of Arts
● School of Accounting
● School of Architecture
● School of Art and Design
● School of Business
● School of Cinematic Arts
107
● School of HR & Project Management & Criminal Justice
● College of Letters, Arts and Sciences
● School for Communication and Journalism
● School of Dance
● School of Dentistry
● School of Dramatic Arts
● School of Education
● School of Engineering
● School of Gerontology
● School of Dentistry Independent Health
● School of Law
● School of Medicine
● School of Music
● School of Pharmacy
● School of Public Policy
● School of Social Work
● other, please specify
● multidisciplinary (If enrolled in more than 1 program/school, please specify)
9. Typically, how many years does it take to complete your program?
● 1 year
● 2 years
● 3 years
● 4 years
108
● 5 years or more
10. What is your current year in this program?
● 1st year
● 2nd year
● 3rd year
● 4th year
● 5th year or more
11. Where did you get your bachelor’s degree?
● from a school/schools in the United States
● from a school/schools in an English-speaking country (excluding the United
States)
● from a school/schools in a non-English-speaking country
● other (please specify)
12. Which pre-admissions events did you participate in or complete prior to enrollment at
UT? (Please select all that apply)
● campus walking tour led by a current UT student followed by an admission
presentation (Meet UT Program)
● campus walking tour led by a current student (campus tour program only)
● Discover UT Open House
● group tour programs
● self-guided tour brochure
● virtual information sessions
109
● college fairs (e.g., typically hosted by high schools, colleges, or college-bound
organizations, etc.)
● connection via social media
● UT off-campus programs (please specify city attended)
● other (please specify)
110
Appendix C: Orientation Quality
1. What's the modality of the orientation you participated in?
● 100% virtual orientation
● 100% in-person orientation
● hybrid orientation (combination online & in-person)
● other (please specify)
2. Did you participate in the university-wide orientation or the orientation specifically
held by your school/program?
● university-wide
● school/program-specific
● both of the above
● none of the above
3. What percent of information do you feel you were able to absorb during the
orientation event? (0% means you didn’t attend the orientation or feel you didn’t
absorb any information; 100% means you feel you fully absorbed all information
presented).
4. If your college or university provided an orientation in your native language, how
likely would you:
Questions 5–8 used a 4-point Likert scale with 1 (not at all), 2 (likely), 3 (definitely) and
4 (I don’t know).
5. Understand more of the content of orientation?
6. Have a better sense of belonging on campus?
7. Have a better awareness of the utility of campus resources?
111
8. Have higher confidence in your post-graduation plans?
112
Appendix D: Sense of Belonging
What best describes
your response to the
following statements?
Strongly disagree
0
Neutral
5
Strongly agree
9
1. I see myself as a
part of the school’s
community.
2: I feel that I am a
member of the
school’s
community.
3: I feel a sense of
belonging to the
school’s
community.
4. I am enthusiastic
about my school.
5. If asked, I would
recommend my
school to others.
Note. Adapted from “Effects of college transition and perceptions of the campus racial climate
on Latino college students’ sense of belonging,” by S. Hurtado & D. F. Carter, 1997, Sociology
of Education, 70(4), pp. 324–345. Also adapted from “Latino educational outcomes and the
campus climate,” by S. Hurtado & L. Ponjuan, 2005, Journal of Hispanic Higher Education,
4(3), pp. 235–251.
113
Appendix E: College Persistence Questionnaire—Institutional Commitment Subset
The following questionnaire was adapted from “The college persistence questionnaire:
Development and validation of an instrument that predicts student attrition,” by W. B. Davidson,
H. P. Beck, & M. Milligan, 2009, Journal of College Student Development, 50(4), pp. 373–390.
Questions 1–4 used a 5-point Likert scale of 1 (extremely unlikely) to 5 (extremely likely).
1. How likely is it that you will earn a degree?
2. How confident are you that this is the right university/college for you?
3. How likely is it that you will re-enroll next semester?
4. How much thought have you given to stopping your education here, perhaps
transferring to another college, going to work, or leaving for other reasons?
Questions 5 and 6 had their own response options.
5. What are your plans after graduating from UT? Where will be the location of the
plan?
● obtaining another master’s degree
● obtaining a doctoral degree
● already have job or internship
● looking for a job or internship
● not sure
● other
6. Location of post-grad plans
● plan to stay in the United States
● plan to return to my home country
● plan to go to another country
114
● other
Questions 7 and 8 used a 6-point Likert scale with 1 (very poor) to 6 (excellent).
7. How confident are you in your post-graduation plan in the future?
8. How would you rate the impact of UT campus services on your confidence in your
post-graduation plans?
9. Based on your experiences, to what extent do you agree with the following statement:
“My usage of UT campus services has significantly increased my knowledge about
my career and continuing study plan”?
● disagree very strongly
● disagree strongly
● disagree
● agree
● agree strongly
● agree very strongly
Abstract (if available)
Abstract
This study examined the influence of new student orientation on international graduate students’ campus involvement, intent to persist, and sense of belonging at a large private university on the West Coast of the United States. The research was conducted using quantitative methods, with participants being international students enrolled in graduate programs during the Fall 2023 semester. The study sought to determine the extent to which orientation events contribute to the students’ understanding of campus resources, academic integration, and social belonging. Data was collected through surveys distributed via the university’s office of international students and various international student organizations. Participants provided demographic information, rated their sense of belonging, and shared their intent to persist and confidence in post-graduation plans. Key findings indicated that participation in multiple pre-contact and orientation events, particularly those offered in native languages or through a hybrid format, significantly enhanced students’ comprehension of resources and their sense of belonging. The study highlighted the importance of tailoring orientation programs to address language barriers and the specific needs of international students to improve their academic success and retention rates. Future research should explore the long-term impact of orientation quality on students’ persistence and post-graduation confidence.
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Examining the influence of new student orientation on graduate international students’ campus involvement, intent to persist, and sense of belonging
School
Rossier School of Education
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Doctor of Education
Degree Program
Education (Counseling Psychology)
Degree Conferral Date
2024-12
Publication Date
12/11/2024
Defense Date
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