Date of Award

Spring 2024

Degree Name

Bachelor of Arts

Major

Educational Studies

First Advisor

Britney Jones

Abstract

This study examines the academic and social experiences of international students at an elite U.S. college, focusing on how these experiences differ by social class and cultural backgrounds. Utilizing qualitative methods, specifically semi-structured interviews with ten international students, findings reveal that social class significantly impacts academic experiences; students from higher social classes typically have access to more resources, better preparation, and thus face fewer academic challenges compared to their peers from lower social classes who encounter a variety of academic obstacles. Conversely, social experiences across the socioeconomic spectrum show less variation by social class and are more profoundly influenced by cultural similarities. Most students, regardless of social class, tend to form friendships and social groups with peers who share similar cultural backgrounds, thereby reinforcing cultural rather than socioeconomic barriers. This study highlights the need for targeted institutional support that addresses not only the academic but also the social integration challenges faced by international students, promoting a more inclusive campus environment. The implications of these findings suggest that universities should develop programs and policies that reduce cultural barriers and foster cross-cultural interactions among students from diverse backgrounds.

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