Defining student identity in the United States: an Autoethnographic account of an international student

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dc.contributor.advisorBanda, Rosie
dc.contributor.authorRaj, Rishi
dc.contributor.committeeMemberEdwards, Dessynie
dc.contributor.committeeMemberSanford, Amy Aldridge
dc.contributor.committeeMemberElliff, Doyne
dc.contributor.committeeMemberRamlackhan, Karen
dc.creator.orcidhttps://orcid.org/0000-0001-5577-6699en_US
dc.date.accessioned2021-10-11T19:52:35Z
dc.date.available2021-10-11T19:52:35Z
dc.date.issued2021-05
dc.description.abstractThe term “international student” is one which is loaded with diplomacy. Regulations for international students are set on federal levels and implemented on institutional levels. While being compliance-focused, it gets forgotten that international students are also a student group. Over a million international students call various universities across the nation their home. So as to humanize this population, educational leadership need to consider the voices and perceptions of international students, instead of solely relying on governmental guidelines in describing this student population. The purpose of this dissertation is to understand how the experiences of international students inform their student identity development process. Utilizing autoethnography as the methodology, this research study allows for the researcher to be the sole participant as well. Guided by the International Student Identity (ISI) model as the undergirding theoretical framework of this study, I analyze my academic journey of over a decade as a male, Indian, international student in the United States. The resulting autoethnographic account comprised of personal narratives gives birth to four themes, including a sub-theme that informs the gap in scholarly literature pertinent to international student identity development. Emerging themes from this dissertation are a) Policy is all-powerful, and it dictates the parameters within which to operate; b) Presence of a support structure is the key to overall success, which includes a sub-theme: Minority mentorship can do wonders; c) Clearing the path of immigration is a headlining goal; and d) Resiliency ensures surviving and thriving throughout the journey.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent194 pagesen_US
dc.identifier.urihttps://hdl.handle.net/1969.6/89815
dc.language.isoen_USen_US
dc.rightsAttribution 4.0 International*
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectautoethnographyen_US
dc.subjectindian international studenten_US
dc.subjectinternational educationen_US
dc.subjectinternational studenten_US
dc.subjectself-studyen_US
dc.subjectstudent identityen_US
dc.titleDefining student identity in the United States: an Autoethnographic account of an international studenten_US
dc.typeTexten_US
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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