Asian international students' academic adjustment in a U.S. graduate school and stanton-salazar's framework

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This article investigates difficulties experienced by international Asian students studying in US graduate programs and how these difficulties were overcome. It suggests types of support educational practitioners can provide to help such students achieve their full potential. A growth in the number of international students enrolled in US graduate programs has prompted a focus on the problems they face. In 1999, international students made up over 10% of the total graduate enrolment (IIE, 1999, cited in Wang, 2003). The international students from Asia warrant particular consideration because Asians have dominated the enrolment of international students across the U.S. since the 1970s. In 2002, there were 326,477 such students studying at different US colleges and universities; 56% of the total international student population (IIE, 2002). International students from Asia are also important as substantial numbers choose to settle in the US subsequent to their studies. The research reported here is based on semi-structured interviews conducted with fourteen participants. The data were analysed using a grounded theory approach, and the results discussed in light of the framework provided by Stanton-Salazar (1997). Copyright © 2006 University of Hawaii at Manoa.
Original languageEnglish
Pages (from-to)51-68
JournalPacific-Asian Education
Issue number2
Publication statusPublished - 2006


school graduate
grounded theory


Choi, T. (2006). Asian international students' academic adjustment in a U.S. graduate school and Stanton-Salazar's framework. Pacific-Asian Education, 18(2), 51-68.