Academic identity, motivation, and social support of Asian international students in U.S. higher education

Abstract

This study was grounded in situative theory and explored the academic identity, motivation for class engagement, and social support of Asian international students, and the interaction of these variables in U. S. higher education classrooms. The participants were seven Asian international undergraduate students from China and South Korea. Qualitative data were collected from interviews, classroom observations, and document analyses to provide in-depth descriptions of the participants’ perspectives about their academic identity, motivation for class participation, and social support in and out of class. This comparative case study illustrated how international students negotiate their academic roles, identities, and engagement, and how their social support facilitates or limits these occurrences. Three major findings emerged from the data. They were (1) contextual factors affecting motivations for class participation; (2) academic identity conflicts; and (3) isolated social support networks. Pedagogy, peer assistance, and classroom climate were identified as contextual factors that facilitate or limit motivations for Asian international students to engage in class activities. The participants had to negotiate conflicts between their prior cultural socialization and school practices in their home countries and those of the host society (U.S.). The participants also had limited and isolated social support networks with U.S. faculty and peers because their relationships did not go beyond the classroom. However, the findings showed that the social support networks with co-nationals and other Asian international peers provided emotional and informational support. Recommendations for future research and practices related to educating students like the international participants in this study, and those from other countries also are provided.