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Navigating Crisis: Graduate International Students' Academic Experiences and Faculty Support at HBCUs during COVID-19

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Title: Navigating Crisis: Graduate International Students' Academic Experiences and Faculty Support at HBCUs during COVID-19
Language: English
Authors: Ashleigh Brown-Grier (ORCID 0000-0002-6753-7692)
Source: Journal of International Students. 2026 16(5):121-139.
Availability: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Foreign Students, Black Colleges, Equal Education, Barriers, COVID-19, Pandemics, Student Experience, Distance Education, Student Participation, English (Second Language), Language Proficiency, Access to Computers, Resilience (Psychology), Coping
ISSN: 2162-3104
2166-3750
Abstract: Graduate international students at Historically Black Colleges and Universities (HBCUs) faced significant inequities in their classroom experiences during COVID-19, a global crisis that exposed longstanding disparities in institutional preparedness and academic support. In this study, inequities are defined as barriers that limited students' ability to fully engage in academic learning, including interruptions to instruction, reductions in access to technology and academic support, challenges related to language proficiency, and alterations in interactions with faculty. Using a hermeneutic phenomenological approach, this study examined the academic transitional experiences of 11 graduate international students enrolled at HBCUs during the pandemic. Guided by Schlossberg's Transition Theory and its Four S's framework, findings revealed challenges related to remote learning, diminished confidence in classroom participation, and perceived declines in English language proficiency. As global disruptions increasingly shape international student mobility and academic engagement, this study addresses a critical gap in the literature and underscores the need for equitable, crisis-responsive academic support structures for international students at HBCUs. [Note: The page range (121-140) shown on the PDF is incorrect. The correct page range is 121-139.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508543
Database: ERIC
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  Data: Navigating Crisis: Graduate International Students' Academic Experiences and Faculty Support at HBCUs during COVID-19
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  Data: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
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  Data: Graduate international students at Historically Black Colleges and Universities (HBCUs) faced significant inequities in their classroom experiences during COVID-19, a global crisis that exposed longstanding disparities in institutional preparedness and academic support. In this study, inequities are defined as barriers that limited students' ability to fully engage in academic learning, including interruptions to instruction, reductions in access to technology and academic support, challenges related to language proficiency, and alterations in interactions with faculty. Using a hermeneutic phenomenological approach, this study examined the academic transitional experiences of 11 graduate international students enrolled at HBCUs during the pandemic. Guided by Schlossberg's Transition Theory and its Four S's framework, findings revealed challenges related to remote learning, diminished confidence in classroom participation, and perceived declines in English language proficiency. As global disruptions increasingly shape international student mobility and academic engagement, this study addresses a critical gap in the literature and underscores the need for equitable, crisis-responsive academic support structures for international students at HBCUs. [Note: The page range (121-140) shown on the PDF is incorrect. The correct page range is 121-139.]
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 121
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Foreign Students
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      – SubjectFull: Black Colleges
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      – SubjectFull: Barriers
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Distance Education
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      – SubjectFull: Student Participation
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Coping
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