Year: 2026
Type: article
Abstract: International doctoral students enrich U.S. institutions but often encounter challenges that affect belonging and academic success. This qualitative study examined the social, cultural, and institutional challenges faced by international STEM doctoral students and the role of faculty advisor relationships in their adaptation. Guided by ecological systems theory, interviews with eight participants revealed five major challenges: language barriers, cultural differences, building social networks, financial challenges, and navigating institutional processes. Positive faculty mentorship was critical, with effective advisors demonstrating empathy, adaptability, responsiveness, guidance, and trust while supporting professional development, funding, and networking. Microsystem and mesosystem interactions were most influential. Findings emphasize the need to strengthen institutional supports and prepare faculty to better address international doctoral students’ unique needs and advisor power dynamics.
Author: Emily A Crider
Institution: Augusta University
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W7162801910
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