Beyond Arrival: Transformative Learning in an International Peer Mentor Circle for Graduate Students

Abstract

This qualitative case study explores a Peer Mentor Circle (PMC) initiative as a catalyst for transformative learning for international graduate students entering graduate school in the United States. Utilizing Mezirow’s Transformative Learning Theory (TLT), the study takes into consideration disorientation, critical thinking, learning, and reintegration. Fourteen international students (mentors/mentees) participated in a 5-week PMC focused on supporting their transition, cultivating a sense of connection, increasing self-awareness, and providing peer networking. Interviews, focus groups, and observation uncovered students were significantly transformed in personal, academic, and cultural domains. Themes included identity development, belonging, emotional resilience, and adaptation. In a low-stakes, culturally appropriate environment, the PMC created a forum for students to share experiences, normalize difficulties, and fortify confidence. Peer mentoring initiatives hold the potential for student advancement and engagement. Institutional policies for international student success must focus on incorporating community-based, relational support structures, as noted in this inquiry.