The global belonging support framework

Enhancing equity and access for international graduate students

Authors

  • Nhu Tam Mai Graduate Student, Rossier School of Education, University of Southern California
  • Wenyang Cao Graduate Student, Rossier School of Education, University of Southern California
  • Yizhen Wang Graduate Student, Rossier School of Education, University of Southern California

DOI:

https://doi.org/10.32674/badf4n40

Keywords:

international graduate students, institutional navigation, sense of belonging, higher education, career barriers, student support

Abstract

This study examines how international graduate students experience institutional support, access, and a sense of belonging within U.S. higher education. Using a constructivist grounded theory approach, we conducted semi-structured interviews with students, alumni, and faculty/staff at a single private research university. Thematic coding and visual analyses (word cloud and quote frequency) revealed three systemic equity barriers: institutional opacity (“Through the Maze”), cultural misalignment (“Lost in Translation”), and fragmented career–immigration guidance (“Dreams on Pause”). In response, we propose the Global Belonging Support Framework (GBSF)—a practice-oriented model comprising four key pillars: proactive advising, peer mentorship and digital community, culturally responsive training, and integrated support for career development and immigration needs. While the study is limited in generalizability, it contributes to the literature by reframing support as a structural challenge rather than an individual adjustment issue. The GBSF offers a transferable design lens for equity-focused reform across higher education contexts.

Author Biographies

  • Nhu Tam Mai, Graduate Student, Rossier School of Education, University of Southern California

    Nhu Tam Mai is a Pre-Engineering Academic Advisor at the USC Viterbi School of Engineering. She holds a BS in Psychology and a BA in Education from the University of California Irvine, and is currently pursuing a Master of Education in Educational Counseling at the University of Southern California. Originally from Vietnam, her research focuses on access and equity for international and first-generation students in higher education.

  • Wenyang Cao, Graduate Student, Rossier School of Education, University of Southern California

    Wenyang Cao is an Undergraduate Coordinator at the USC Viterbi School of Engineering. He holds a BA in Psychology from the University of Miami and is currently pursuing an M.Ed. in Educational Counseling at USC. He is an international student whose research centers on learning motivation, particularly through the integration of innovative technologies and culturally responsive pedagogies.

  • Yizhen Wang, Graduate Student, Rossier School of Education, University of Southern California

    Yizhen Wang is an Academic Coach at the USC Kortschak Center for Learning and Creativity. Originally from China, she holds a BA in Art History and a BA in Education from the University of California Santa Cruz. As an international student, her research interests center on transnational international and immigrant student access to higher education.

References

Asempapa, B. (2019). Mentoring and supervising international students in school counseling programs. Journal of International Students, 9(3), 912-928. https://doi.org/10.32674/jis.v9i3.746 DOI: https://doi.org/10.32674/jis.v9i3.746

Behle, H., & Atfield, G. (2013). Career preparation for international students: The role of visa regulations. Journal of Higher Education Policy, 25(3), 213–227.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa

Brunton, M., & Jeffrey, L. (2014). Identifying factors that influence the learner empowerment of international graduate students. International Journal of Intercultural Relations, 43, 321–334. https://doi.org/10.1016/j.ijintrel.2014.10.003 DOI: https://doi.org/10.1016/j.ijintrel.2014.10.003

Caligiuri, P., DuBois, C. L. Z., Lundby, K., & Sinclair, E. A. (2020). Fostering international graduate students' sense of belonging and perceived social support through a semester-long experiential activity. Research in Comparative and International Education,15(4),174549992095431.https://doi.org/10.1177/17454999 20954311 DOI: https://doi.org/10.1177/1745499920954311

Cantwell, B. (2015). Are international students cash cows? Examining the relationship between new international undergraduate enrollments and institutional revenue at public colleges and universities in the US. Journal of International Students, 5(4), 512-525. https://doi.org/10.32674/jis.v5i4.412 DOI: https://doi.org/10.32674/jis.v5i4.412

Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage Publications.

Chen, L. (2020). Navigating institutional and career barriers: International students’ sponsorship challenges. International Education Journal, 8(2), 45-60.

Cho, J., & Yu, S. (2015). Applying grounded theory to understand adjustment of international graduate students. Qualitative Inquiry, 21(4), 345-359.

Cornell University. Immigration workshops. Retrieved February 25, 2025, from https://international.globallearning.cornell.edu/employment-and-taxes/immigration-workshops

Craig, C. D., & Kay, R. (2022). Examining the Discord application in higher education: A systematic review of the literature. Journal of Digital Life and Learning, 2(2), 52-66. https://ojs.scholarsportal.info/ontariotechu/index.php/dll/article/view/205 DOI: https://doi.org/10.51357/jdll.v2i2.205

Crumley-Effinger, M. (2024). ISM policy pervasion: Visas, study permits, and the international student experience. Journal of International Students, 14(1), 78–96. https://doi.org/10.32674/jis.v14i1.5347 DOI: https://doi.org/10.32674/jis.v14i1.5347

Glass, C. R., et al. (2015). Support perception gaps: Discrepancies between university services and student awareness. Journal of Student Affairs Research and Practice, 52(1), 21–34.

Glass, C. R., Kociolek, E., Wongtrirat, R., Lynch, R. J., & Cong, S. (2015). Uneven experiences: The impact of student-faculty interactions on international graduate students' sense of belonging. Journal of international graduate students, 5(4), 353–367. DOI: https://doi.org/10.32674/jis.v5i4.400

Gravett, K., & Ajjawi, R. (2022). Belonging as situated practice. Studies in Higher Education, 47(3), 576–588. https://doi.org/10.1080/03075079.2020.1770716 DOI: https://doi.org/10.1080/03075079.2021.1894118

Gribble, C., et al. (2015). Navigational challenges of international students in Australia. Higher Education Research & Development, 34(4), 765–780.

Huang, Y. (2023). Examining the relationship between peer support and foreign language emotions in online learning: The mediating effect of self-efficacy. Frontiers in Psychology, 14, 1148472. https://www.frontiersin.org/articles/10.3389/ DOI: https://doi.org/10.3389/fpsyg.2023.1148472

fpsyg.2023.1148472/full

Hsieh, C.-J., & Watson, S. (2025). Fostering well‑being and belonging among international graduate students: A positive psychology approach. Journal of International Students, 15(5), 1–18. DOI: https://doi.org/10.32674/4gzmgn64

Hurtado, S., & Carter, D. F. (1997). Effects of institutional context on sense of belonging. Higher Education Journal, 12(1), 25–45.

Hyden, B., & Coryell, J. (2023). “Mirroring yourself”: Peer mentor circle support for international graduate student transitions. Journal of International Students, 13(4), 1–20. https://doi.org/10.32674/jis.v13i4.4746 DOI: https://doi.org/10.32674/jis.v13i4.4746

Jiang, X., & Kim, D. (2019). The price of being international: Career outcomes of international master’s recipients in U.S. labor market. Journal of International Students, 9(3), 732–757. https://doi.org/10.32674/jis.v9i3.700 DOI: https://doi.org/10.32674/jis.v9i3.700

Kristiana, I. F., Karyanta, N. A., Simanjuntak, E., Prihatsanti, U., Ingarianti, T. M., & Shohib, M. (2022). Social support and acculturative stress of international students. International Journal of Environmental Research and Public Health, 19(11), 6568. https://doi.org/10.3390/ijerph19116568 DOI: https://doi.org/10.3390/ijerph19116568

Koo, K., Kim, Y., Lee, J., & Nyunt, G. (2021). The first year of acculturation: A longitudinal study on acculturative stress and adjustment among first-year international college students. Journal of International Students, 11(2), 278–298. https://doi.org/10.32674/jis.v11i2.1726 DOI: https://doi.org/10.32674/jis.v11i2.1726

Le, A., & Gardner, S. (2022). Structural belonging: Reframing integration in higher education. Studies in Higher Education, 47(5), 678–693.

Marijanović, N., Lee, J., Teague, T. W., & Means, S. F. (2021). Advising experiences of first-year international doctoral students. Journal of International Students, 11(2), 417–435. https://doi.org/10.32674/jis.v11i2.1755 DOI: https://doi.org/10.32674/jis.v11i2.1755

Martirosyan, N. M., Bustamante, R., & Saxon, D. P. (2019). Academic and social support services for international students. Journal of International Students, 9(1). https://doi.org/10.32674/jis.v9i1.275 DOI: https://doi.org/10.32674/jis.v9i1.275

Mohamad, M., & Manning, K. (2024). A systematic review of international student experiences: Recommendations for higher education practice. Journal of International Students, 14(1), 1–22. https://doi.org/10.32674/jis.v14i1.5783

NAFSA: Association of International Educators. Advising globally mobile students for career success. Retrieved February 25, 2025, from https://www.nafsa.org/professional-resources/learning-and-training/advising-globally-mobile-students-career-success

NAFSA: Association of International Educators. Helping international students navigate career options. Retrieved February 25, 2025, from https://www.nafsa.org/professional-resources/publications/helping-international-studentsnavigate-career-options

NAFSA: Association of International Educators. NAFSA e-learning courses. Retrieved February 25, 2025, from https://www.nafsa.org/professional-resources/learning-and-

training/nafsa-e-learning-courses

NAFSA: Association of international educators. (n.d.). F-1 advising: Getting started. https://www.nafsa.org/professional-resources/learning-and-training/f-1-advising-getting-started

Oduwaye, O., Kiraz, A., & Sorakin, Y. (2023). A trend analysis of the challenges of international students over 21 years. Sage Open, 13(4). https://doi.org/10.1177/21582440231210387 DOI: https://doi.org/10.1177/21582440231210387

Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. (2008). Loneliness and international students: An Australian study. Journal of Studies in International Education, 12(2), 148–180. https://doi.org/10.1177/1028315307299699 DOI: https://doi.org/10.1177/1028315307299699

Strayhorn, T. L. (2019). College Students’ Sense of Belonging. Routledge. DOI: https://doi.org/10.4324/9781315297293

Traboco, L., Pandian, H., Nikiphorou, E., & Gupta, L. (2022). Designing infographics: visual representations for enhancing education, communication, and scientific research. Journal of Korean Medical Science, 37(27), e214. https://doi.org/10.3346/jkms.2022.37.e214 DOI: https://doi.org/10.3346/jkms.2022.37.e214

Tran, L. T., Pham, L., & Vu, T. T. (2022). Decoding ‘belonging’ for international students in Australian universities. Journal of International Students, 12(1), 1–18. https://doi.org/10.32674/jis.v12i1.3585

University of New South Wales. (2021, September 17). Join our UNSW International Students Discord platform. https://www.student.unsw.edu.au/notices/2021/09/international-student-discord-platform

Wan, G. (2025). Hidden struggles: Increasing international graduate students’ sense of belonging. Journal of International Students, 17(1), 167–181. DOI: https://doi.org/10.32674/vf2c1095

Weiner, H., & Ghazarian, P. G. (2024). From the personal to the professional: International student experiences of seeking employment in the United States. Journal of Comparative & International Higher Education, 16(5), 121–131. https://doi.org/10.32674/jcihe.v16i5.6515 DOI: https://doi.org/10.32674/8cp00y58

Xiong, Y., Bonner, M., Travis, S., Xing, F., & Zhang, Q. (2021). International counseling students’ practicum experience in a counseling program in the United States: A phenomenological study. Journal of International Students, 12(3), 633-653. https://doi.org/10.32674/jis.v12i3.3444 DOI: https://doi.org/10.32674/jis.v12i3.3444

Yao, C. W., Garcia, C. E., & Collins, C. S. (2019). International students in the United States: Research topics and trends. Journal of International Students, 9(3), 914–934. https://doi.org/10.32674/jis.v9i3.934 DOI: https://doi.org/10.32674/jis.v9i3.934

Zhang, J., & Goodson, P. (2011). Predictors of international students' psychosocial adjustment to life in the United States: A systematic review. International Journal of Intercultural Relations, 35(2), 139–162. https://doi.org/10.1016/j.ijintrel.2010.11.011 DOI: https://doi.org/10.1016/j.ijintrel.2010.11.011

Downloads

Published

2025-09-13

Issue

Vol. 15 No. 9 (2025): Journal of International Students

Section

Research Articles (English, regular edition)

Categories

License

Copyright (c) 2025 Journal of International Students

Creative Commons License

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

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0

How to Cite

Mai, N. T., Cao, W., & Wang, Y. . (2025). The global belonging support framework: Enhancing equity and access for international graduate students. Journal of International Students, 15(9), 141-160. https://doi.org/10.32674/badf4n40