Year: 2025
Type: dissertation
Abstract: Academic success is often measured through quantitative outcomes, limited to grades and GPA. More nuanced definitions of academic success that encompass personal goals are sometimes used, but often with the researcher deciding what those subjective elements are. Student voice is sometimes missing from studies of academic success. This absence is even more likely for international students. This study explores how self-identified Arab international undergraduate students at a Canadian university conceptualize academic success. For this study, I conducted four semi-structured interviews with Arab international students and analyzed the data using Braun and Clarke’s Reflexive Thematic Analysis (2006, 2012, 2019). The nature of the study was to balance rigor with reflexivity, making sure the themes were built in close dialogue with the data. Four major themes were generated: (1) belonging, family, and collective success; (2) discipline, dedication and respect in education; (3) learning beyond the grade; and (4) success as performance and academic output. Findings revealed that although grades are important, participants frame success as an experience that is shared in a culturally grounded, collective way. It is tied to family pride, discipline, and the responsibility of honouring sacrifices made for their education. It is relational, moral, developmental, and performative all at once. Acknowledging the small sample size, the results seem to suggest that academic success of Arab international students might be best supported by creating spaces and opportunities that recognize and validate their diverse ways of being successful, beyond grades or credentials.
Author: Shimon Karborani, Jessica
Institution: Brock University
Language: English
Subfield: Communication
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7208795587