International student experiences and success: how to make U.S. higher education a supportive place for international students

U.S. Higher education has hosted students from around the world. The U.S. has a top host country, but its position has been threatened because of the pollical climate and the growth of other host countries. This dissertation conducted three different studies of international student experience and success to explore the effective supports, which should be a key to continue to be attractive for international students. The first study examines the relationship between first-year international students’ interactions with people on campus and changes in psychological well-being. Results highlight the importance of positive peer interactions over other forms of interaction. The second study investigates the association between roommates’ or floormates’ nationalities and academic success of international and domestic students. The findings indicate that domestic students with international roommates tend to have worse academic outcomes, while international students’ grades, retention, and graduation remain consistent regardless of their roommates’ or floormates’ nationality. The third study challenges the stereotype of homogeneity among Asian international students and finds that their experiences can vary significantly overall and based on their backgrounds. This finding suggests that a one-size-fits-all approach to student preparation may not be inadequate, and more appropriate support should be developed. This dissertation suggests that U.S. higher education should provide opportunities for international students to connect with both domestic and international peers, and train faculty, staff, and students to acquire better intercultural communication skills.