Supporting Asian international music therapy students in the United States: A thematic analysis

Introduction: To date, researchers have explored the experiences and challenges of international students but there is limited published literature regarding how music therapy programs can support international students. A contextualized understanding of the challenges international music therapy students encounter and the support they need to succeed in music therapy programs can enhance students’ experience. Therefore, the purpose of this study is to understand the lived experiences of international music therapy students and to identify their recommendations for how music therapy programs can support them. Method: We conducted individual semi-structured interviews with six people from Asia who were in or had recently completed Master’s Equivalency music therapy programs in the United States. We used an inductive approach to thematic analysis to analyze interview transcripts and incorporated member checking and trustworthiness to verify our findings. Results: We identified five themes depicting participants’ challenges and their suggestions to support international students: (1) international students’ challenges; (2) recommendations for universities/colleges to support international students; (3) recommendations for educators to support international students; (4) recommendations for American peers to support international students; and (5) fostering a supportive and inclusive learning community. Themes were supported by 10 subthemes. Discussion: The results provide contextualized insights into challenges international music therapy students encounter and ways programs, faculty, and peers can support them. Implications for clinical practice, limitations, and suggestions for future research are provided.