Titlebook: Supporting International Students in US Higher Education; A Theory-Based Appro Darbi L. Roberts,Ravichandran Ammigan Book 2024 The Editor(s

前兆

Belonging and Residence Lifendergraduate international students instead of creating an environment where “otherness” is most visible. We explore four critical concerns for international students living on campus: cultural differences, adjustment challenges, isolation, and housing assignments.

BORE

Culturally Responsive Advising for International Studentsadvising, this chapter describes how academic advisors can take a more culturally responsive approach to academic advising that considers students’ backgrounds, family structures, communication styles, and other “deep culture” aspects that might shape the advisor–advisee relationship.

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使迷惑

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Applying a Cultural Lens to Leadership Learningdapted to serve international and domestic students more effectively. Treating international leadership as a special case or example is othering for students from non-dominant culture backgrounds and creates an environment of Western exceptionalism and marginalization for those who do not share the same experiences.

Constitution

Making the Case for an Integrative International Student Support Model on University Campuses to un-silo the work across divisions. Serving international students better across campus will ultimately make the environment better for everybody because it fundamentally shifts the way that student affairs professionals collectively serve marginalized populations.

Intrepid

Reimagining the International Student Experience at US?Colleges: A Call for Innovation of Practicee. This chapter calls for a critical reimagining of international student support within the college experience and calls upon ISS and student affairs to more effectively address the needs of international students and design for their success, and offers recommendations for those in the profession.

晚來的提名

Applying a Critical Lensare proposed as critical frameworks to aid practitioners in their work with students. We suggest beneficial practices to support international students and present concrete findings and principles of good practice for educators and administrators to create inclusive and effective support systems for international students.

Hiatus