International student navigation through u.s.-american colleges and universities: an autoethnographic analysis of discourse

<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>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Communication

Year dc:date.available

2011

Author dc:creator

• Romerhausen, Nick James

Contributors dc:contributor

• Sandra L. Pensoneau-Conway

• autoethnography, critical pedagogy, discourse analysis, international students
• Communication
• Education

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/393

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-1392