Date of Graduation

Fall 8-2025

Document Type

Dissertation

Degree Name

Doctor of Psychology in Clinical Psychology (PsyD)

College/School

School of Nursing and Health Professions

Department

Psychology

Program

Clinical Psychology (PsyD)

First Advisor

Alette Coble-Temple

Second Advisor

Alette Coble-Temple

Third Advisor

Michelle Montagno

Abstract

This dissertation employed a qualitative analysis methodology to explore the experiences of first-time international graduate students during their transition to university, focusing on initial adjustment, perceived support, perceived discrimination, and mental well-being. Previous studies about international student experience have mainly focused on undergraduate students. Furthermore, few have examined the initial transition period to university and factors involved in both positively and negatively impacting students’ adjustment process as well as overall psychological well-being. Nine participants qualified for inclusion in the present study and participated in semi-structured interviews, which the researcher analyzed using a thematic analysis framework. Participants expressed a strong need for hands-on assistance during the initial period, citing unfamiliarity with lifestyle, cultural norms, and academic expectations in their new environment. The positive impact of faculty support was further highlighted in participant’s reports on how support from faculty alleviated their stress levels and increased a sense of belongingness. Participants talked about their emotional reactions to encountering discrimination inside and outside of campus which prompted some participants to reflect on their identities in relation to their new surroundings. Furthermore, they shared utilizing active approaches that helped them cope with feelings of homesickness and stress including building connections with others, maintaining focus on their goals, and employing other proactive approaches. Lastly, participants described their individual decision-making processes around staying vs. leaving the U.S. post-graduation and noted various influencing factors. Participants cited their hopes to improve experiences on incoming graduate international students as their primary reason for participating in the present study.

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