Challenges Faced by Indian International Students in the US

Challenges of Indian International Students


  • Prashanti Chennamsetti Texas A&M University, USA



Indian international students, challenges, cultural adjustment, language barriers, phenomenology


Transiting to an unfamiliar academic culture poses several challenges for students. These challenges are more profound for international students who leave their home country to come to the host country in pursuit of higher studies. The purpose of the present study is to explore such challenges that hindered the adjustment of six Indian international students studying in a US university, using the phenomenological methodology. The data analysis generated five themes related to the challenges encountered: (1) living away from family and friends, (2) difficulty in expressing, (3) multitasking, (4) difficulty in fitting in, and (5) lack of positive attitude. Findings have implications for US universities. Higher educational institutions can play an essential role in addressing the challenges to facilitate a positive academic experience for international students.


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Author Biography

Prashanti Chennamsetti, Texas A&M University, USA

PRASHANTI CHENNAMSETTI holds a Ph.D. in Educational Administration and Human Resources from Texas A&M University. She served as an adjunct faculty at WKU-Owensboro. She is passionate about conducting Needs Assessment using a phenomenological methodology. Her research interests also include international student learning and adjustment in higher education, workplace learning, the impact of positive thinking, and factors that impact employee productivity and satisfaction. She was selected as a Gallup International Positive Psychology fellow with faith in her ability to bring positive change in people’s lives, workplaces, schools, and communities. Email: 


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How to Cite

Chennamsetti, P. (2021). Challenges Faced by Indian International Students in the US: Challenges of Indian International Students. Journal of Interdisciplinary Studies in Education, 9(2), 249–263.