Understanding the Academic Experiences of South Asian International Doctoral Students at a Midwestern University in the U.S.

Abstract

This paper explores the lived experiences of six South Asian Bangladeshi and Indian international doctoral students using a phenomenological approach, guided by Bronfenbrenner’s Ecological Systems Theory (EST). The study has one central research question: How do South Asian Bangladeshi and Indian international doctoral students experience their transition to higher education institutions in the U.S.? The findings identified four themes that influence the lived academic experiences of these students. The study underscored the institutional commitment to integrating the experiences of these marginalized student subgroups, developing relevant measures that address their specific needs, and fostering an inclusive campus climate.

Keywords

higher education language policy inclusion classroom curriculum South Asian international students

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