Immigrant College Students’ Academic Obstacles

Research output: Contribution to journalArticle

Abstract

Immigrant college student populations continue to grow on college campuses across the nation; yet, little is known about the experiences of immigrant students. This paper examines differences in perceived academic obstacles between immigrant students and non-immigrant students at six large, public research universities (n = 56,000). The researchers found that immigrant students reported greater obstacles to their academic success, including weak math and English skills, inadequate study skills, poor study behaviors, poor study environments, and poor mental health. Using the framework of academic self-efficacy, the researchers offer guidelines to higher education practitioners, including faculty, advisors, learning assistance center staff, and other student affairs professionals, to decrease the effects of academic obstacles on immigrant students and enhance their academic self-efficacy.
Original languageEnglish (US)
Pages (from-to)1-24
Number of pages24
JournalLearning Assistance Review
Volume18
Issue number1
StatePublished - 2011

Fingerprint

immigrant
student
self-efficacy
study behavior
academic success
assistance
mental health
staff
university
learning
education
experience

Cite this

Immigrant College Students’ Academic Obstacles. / Soria, Krista M; Stebleton, Michael J.

In: Learning Assistance Review, Vol. 18, No. 1, 2011, p. 1-24.

Research output: Contribution to journalArticle

@article{7f61c58d5d7241b1a2b6274ce7560557,
title = "Immigrant College Students’ Academic Obstacles",
abstract = "Immigrant college student populations continue to grow on college campuses across the nation; yet, little is known about the experiences of immigrant students. This paper examines differences in perceived academic obstacles between immigrant students and non-immigrant students at six large, public research universities (n = 56,000). The researchers found that immigrant students reported greater obstacles to their academic success, including weak math and English skills, inadequate study skills, poor study behaviors, poor study environments, and poor mental health. Using the framework of academic self-efficacy, the researchers offer guidelines to higher education practitioners, including faculty, advisors, learning assistance center staff, and other student affairs professionals, to decrease the effects of academic obstacles on immigrant students and enhance their academic self-efficacy.",
author = "Soria, {Krista M} and Stebleton, {Michael J.}",
year = "2011",
language = "English (US)",
volume = "18",
pages = "1--24",
journal = "Learning Assistance Review",
number = "1",

}

TY - JOUR

T1 - Immigrant College Students’ Academic Obstacles

AU - Soria, Krista M

AU - Stebleton, Michael J.

PY - 2011

Y1 - 2011

N2 - Immigrant college student populations continue to grow on college campuses across the nation; yet, little is known about the experiences of immigrant students. This paper examines differences in perceived academic obstacles between immigrant students and non-immigrant students at six large, public research universities (n = 56,000). The researchers found that immigrant students reported greater obstacles to their academic success, including weak math and English skills, inadequate study skills, poor study behaviors, poor study environments, and poor mental health. Using the framework of academic self-efficacy, the researchers offer guidelines to higher education practitioners, including faculty, advisors, learning assistance center staff, and other student affairs professionals, to decrease the effects of academic obstacles on immigrant students and enhance their academic self-efficacy.

AB - Immigrant college student populations continue to grow on college campuses across the nation; yet, little is known about the experiences of immigrant students. This paper examines differences in perceived academic obstacles between immigrant students and non-immigrant students at six large, public research universities (n = 56,000). The researchers found that immigrant students reported greater obstacles to their academic success, including weak math and English skills, inadequate study skills, poor study behaviors, poor study environments, and poor mental health. Using the framework of academic self-efficacy, the researchers offer guidelines to higher education practitioners, including faculty, advisors, learning assistance center staff, and other student affairs professionals, to decrease the effects of academic obstacles on immigrant students and enhance their academic self-efficacy.

M3 - Article

VL - 18

SP - 1

EP - 24

JO - Learning Assistance Review

JF - Learning Assistance Review

IS - 1

ER -