How Funding Sources Affect Academic Experiences and Involvement: Gulf Arab International Students in the US across the Disciplines

Autor/in	Mayne, Dorothy
Titel	How Funding Sources Affect Academic Experiences and Involvement: Gulf Arab International Students in the US across the Disciplines
Quelle	In: International Journal of Multidisciplinary Perspectives in Higher Education, 4 (2019) 1, S.55-73 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-2546
Schlagwörter	Foreign Students; Arabs; Student Experience; Females; Graduate Students; Student Financial Aid; Land Grant Universities; Student Participation; Student College Relationship; Social Discrimination; Foreign Countries; United States; Bahrain; Saudi Arabia; Kuwait + Suchen Sie Ihr Suchwort? Arab; Araber; Studienerfahrung; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Benachteiligung; Soziale Schließung; Ausland; USA; Saudi-Arabien
Abstract	This qualitative case study of female international students from Arab Gulf countries in the US explores participants' academic experiences in their graduate programs and focuses on how it was affected by their funding sources. Data were collected with participants during spring and summer semester in 2018 at a land-grant university in the Midwest US. Findings show that the interactions that participants had based on their funding (or lack thereof) affected their overall experience and involvement with campus and the extent to which they had access to campus involvement. The research finds that having an assistantship or not has some positive effects for some, has some negative effects for others, is a double-edged sword for some and quite unimportant to others. The degree to which participants' funding affected their experience was affected by how much experience through assistantships was common in their programs, options for gaining experience in their fields and integration on campus outside of assistantships, departmental contexts, and their long-term goals. Additionally, the role of discrimination in the campus involvement of students from marginalized identities is discussed. (As Provided).
Anmerkungen	International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01