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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
Language: English
Authors: Jiayi Wang (ORCID 0000-0003-2996-8376), Eui Kyung Kim (ORCID 0000-0002-8697-0061), Maribel Garcia (ORCID 0009-0002-5086-5435), Brittany Cummings-Barkley (ORCID 0009-0003-7071-4981)
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
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  Data: Navigating Challenges and Leveraging Protective Factors: International Students of Color in School Psychology Graduate Programs
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  Data: <searchLink fieldCode="AR" term="%22Jiayi+Wang%22">Jiayi Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2996-8376">0000-0003-2996-8376</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eui+Kyung+Kim%22">Eui Kyung Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8697-0061">0000-0002-8697-0061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maribel+Garcia%22">Maribel Garcia</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-5086-5435">0009-0002-5086-5435</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brittany+Cummings-Barkley%22">Brittany Cummings-Barkley</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7071-4981">0009-0003-7071-4981</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2026 47(3):237-254.
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  Data: 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
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  Data: 10.1177/01430343261429903
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  Data: 0143-0343<br />1461-7374
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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        Value: 10.1177/01430343261429903
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      – SubjectFull: Graduate Students
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      – SubjectFull: Foreign Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: School Psychology
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