Journal of Educational Leadership in Action


The ever-growing student population diversity in American universities demands better comprehension to meet international graduate students' academic, sociocultural, and personal needs. Based on prior international student adaptation models, this researcher proposed a conceptual framework of international students’ adjustment in graduate studies. Such adaptation process was analyzed through four stages: vulnerability, self-awareness, alliances, and synergy. Additionally, the importance of student affairs professionals and faculty leadership in supporting this student population was addressed as well. Lastly, this paper included implications and recommendations to smooth the adjustment process of international students to the education settings in the United States; hence, helping in their sense of belonging to the campus community.


The author is currently enrolled in the Educational Leadership doctoral program at Texas A&M University-Corpus Christi (TAMU-CC). She will graduate in May 2019 after defending her dissertation titled “Exploring Latina STEM College students’ Success at Southern Hispanic-Serving Institutions” this past March. She also works as a peer mentor for the First-Islander Scholars’ Academy program which is part of the Center for Academic Student Achievement at TAMU-CC.

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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.