Experiences of International Latinx Students When Studying in an Institution of Higher Education in the Southeast of the United States

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dc.contributor.author Restrepo Gutierrez, Andres Felipe
dc.coverage.spatial United States en_US
dc.date.accessioned 2025-04-08T17:30:30Z
dc.date.available 2025-04-08T17:30:30Z
dc.date.issued 2025-04-07
dc.identifier.other a1dfb1ac-74d9-4743-8c61-8cf62a337e42 en_US
dc.identifier.uri https://hdl.handle.net/10428/7405
dc.description.abstract This research study explored the experiences of International Latinx students (ILS) who sought a graduate degree at an institution of higher education (IHE) in the Southeast of the United States. ILS represent 4.3 % of the 1 million international students (IS) in the United States. In several research studies, ILS have reported cultural, linguistic, academic, and social challenges when studying at U.S. IHEs. Although studies about IS experiences exist, most of these concentrate on students from China, Korea, and India, whereas there is a gap concerning the ILS perspective in the literature on international studies. This study explored the experiences of ILS when seeking a degree in U.S. IHEs. I used a co-constructed autoethnography (CCAE) methodology and included ILS as collaborating research participants. The collaborators and I reflected on our experiences as ILS and positionality to construct an overall understanding of seeking a graduate degree at a U.S. IHE. Testimonios and follow-up conversations were used for data collection and analysis, which included coding and emergent themes. This research study provides valuable and original data about ILS’ native language (Spanish) and the U.S. language of instruction (English). This study revealed that ILS had difficulties with the English language, which collectively led them to develop negative emotions when using English language as the language of instruction and learning. This research study provides an original contribution as it explores the experiences of ILS in the United States. IHE administrators, professors, and ILS can glean educational practices that ILS consider crucial for their learning process from this study. en_US
dc.format.extent 1 electronic record. PDF/A document, 144 pages, 3774067 bytes. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with th en_US
dc.subject Adult education en_US
dc.subject Dissertations, Academic--United States en_US
dc.subject Hispanic American students en_US
dc.subject Graduate students en_US
dc.subject International students--United States en_US
dc.subject Language and education en_US
dc.subject English language--Study and teaching--Foreign speakers en_US
dc.subject Education, Higher en_US
dc.subject Cross-cultural studies en_US
dc.subject Latinx students--United States en_US
dc.subject Language acquisition en_US
dc.subject Autoethnographies en_US
dc.title Experiences of International Latinx Students When Studying in an Institution of Higher Education in the Southeast of the United States en_US
dc.type Dissertation en_US
dc.contributor.department Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services en_US
dc.description.advisor Suriel, Regina
dc.description.committee Lennon, Sean
dc.description.committee Martinez, James
dc.description.degree Ed.D. en_US
dc.description.major Curriculum, Leadership & Technology en_US


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