Navigating Challenges and Leveraging Protective Factors: International Students of Color in School Psychology Graduate Programs
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| Title: | Navigating Challenges and Leveraging Protective Factors: International Students of Color in School Psychology Graduate Programs |
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| Language: | English |
| Authors: | Jiayi Wang (ORCID |
| Source: | School Psychology International. 2026 47(3):237-254. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Foreign Students, Minority Group Students, School Psychology, Graduate Study, Critical Race Theory, Academic Persistence, Academic Achievement, Student Experience, Microaggressions, Ethnic Stereotypes, Barriers, Cultural Differences, Diversity, Coping, Multilingualism, Religious Factors, Family Relationship, Peer Relationship, Advocacy, Mentors, Financial Support, Student Personnel Services, Equal Education |
| DOI: | 10.1177/01430343261429903 |
| ISSN: | 0143-0343 1461-7374 |
| Abstract: | International graduate students of color (IGSCs) bring valuable cultural perspectives and strengths to school psychology programs in the United States, yet their experiences remain underrepresented in the literature. Grounded in Critical Race Theory and the risk and resilience framework, this qualitative study explored the challenges and protective factors shaping IGSCs' persistence and success. Semistructured interviews with 10 IGSCs across diverse racial and linguistic backgrounds revealed five core challenges: lack of awareness of international student identity, microaggressions and cultural stereotyping, policy-related restrictions, communication barriers, and difficulty navigating discussions related to U.S.-centric diversity issues. Despite these barriers, participants identified protective factors that supported their well-being and professional growth, including personal strengths (e.g., proactive coping, multilingualism, religious faith), social connections (e.g., with family and peers), and program support (e.g., faculty advocacy, peer mentorship, financial support, university services). These findings underscore the need for training programs to adopt culturally responsive and strength-based approaches that recognize IGSCs' unique contributions while addressing systemic inequities. Implications for graduate education, faculty practices, and institutional policy are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507537 |
| Database: | ERIC |
| Abstract: | International graduate students of color (IGSCs) bring valuable cultural perspectives and strengths to school psychology programs in the United States, yet their experiences remain underrepresented in the literature. Grounded in Critical Race Theory and the risk and resilience framework, this qualitative study explored the challenges and protective factors shaping IGSCs' persistence and success. Semistructured interviews with 10 IGSCs across diverse racial and linguistic backgrounds revealed five core challenges: lack of awareness of international student identity, microaggressions and cultural stereotyping, policy-related restrictions, communication barriers, and difficulty navigating discussions related to U.S.-centric diversity issues. Despite these barriers, participants identified protective factors that supported their well-being and professional growth, including personal strengths (e.g., proactive coping, multilingualism, religious faith), social connections (e.g., with family and peers), and program support (e.g., faculty advocacy, peer mentorship, financial support, university services). These findings underscore the need for training programs to adopt culturally responsive and strength-based approaches that recognize IGSCs' unique contributions while addressing systemic inequities. Implications for graduate education, faculty practices, and institutional policy are discussed. |
|---|---|
| ISSN: | 0143-0343 1461-7374 |
| DOI: | 10.1177/01430343261429903 |
