As the population of international students continues to rise at U.S. colleges and universities, the difficulties that international students may face becomes more present and apparent. Intervention strategies used to assist international students in the past have shown remarkable success; however, these strategies have primarily included face-to-face interactions. I explore the role that mediated discourse plays in supporting international students with navigating paths through U.S. colleges and universities by examining ten institutions' assistance handbooks. From inspiration from autoethnography, discourse analysis, and critical education perspectives, I also use an autoethnographic analysis of discourse to understand the types of experiences colleges and universities wish international students to have. Textual strategies and my reflections and experiences form the data of academic, social, cultural, economic, and safety advice.
","abstract_html":"<p>As the population of international students continues to rise at U.S. colleges and universities, the difficulties that international students may face becomes more present and apparent. Intervention strategies used to assist international students in the past have shown remarkable success; however, these strategies have primarily included face-to-face interactions. I explore the role that mediated discourse plays in supporting international students with navigating paths through U.S. colleges and universities by examining ten institutions' assistance handbooks. From inspiration from autoethnography, discourse analysis, and critical education perspectives, I also use an autoethnographic analysis of discourse to understand the types of experiences colleges and universities wish international students to have. Textual strategies and my reflections and experiences form the data of academic, social, cultural, economic, and safety advice.</p>","abstract_has_math":false,"creators":["Romerhausen, Nick James"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Communication","degree_department":null,"school":null,"contributors":["Sandra L. Pensoneau-Conway"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:57Z","subjects":["autoethnography, critical pedagogy, discourse analysis, international students","Communication","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/393","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sandra L. Pensoneau-Conway"]},{"key":"dc:creator","label":"Author","values":["Romerhausen, Nick James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autoethnography, critical pedagogy, discourse analysis, international students","Communication","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/393"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As the population of international students continues to rise at U.S. colleges and universities, the difficulties that international students may face becomes more present and apparent. Intervention strategies used to assist international students in the past have shown remarkable success; however, these strategies have primarily included face-to-face interactions. I explore the role that mediated discourse plays in supporting international students with navigating paths through U.S. colleges and universities by examining ten institutions' assistance handbooks. From inspiration from autoethnography, discourse analysis, and critical education perspectives, I also use an autoethnographic analysis of discourse to understand the types of experiences colleges and universities wish international students to have. Textual strategies and my reflections and experiences form the data of academic, social, cultural, economic, and safety advice.
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