By: Kirstyn Tureman
Think of the most challenging task or assignment you have recently completed at the Marriott School. Now, imagine tackling that same feat in another country while speaking a different language, adjusting to a new educational system, and navigating a unique culture. If you can picture that, then you might see what it’s like for international students at the Marriott School who bravely accomplish all of these every day.
The process that international students go through to study at BYU is much more complex and challenging than most people realize. Understanding the admissions process, the challenges students face once admitted, and the changes due to COVID-19 will enable us, as peers and faculty members, to better include and support our international students.
Understanding the Admissions Process
After being accepted into Brigham Young University, international students must go through a very detailed and government-regulated process before they may enter the United States. A simplified version of this process is outlined in the following list:
- Provide proof of finances amounting to $19,654[1]
- Pay an additional $4,000 deposit (in case of emergencies)[2]
- Receive official school document about program information[3]
- Register for a student government record, including a $220 to $350 fee[4]
- Pay for a $160 nonimmigrant visa application[5]
- Interview at a US embassy or consulate[6]
- Receive approval for a student visa[7]
- Purchase a plane ticket (think international prices)
- Pack belongings
- Fly to a US port of entry (does not guarantee entrance)[8]
- Present documents to Customs and Border Protection and request permission to enter the US[9]
Out of breath yet? Remember, this is only a simplified version of becoming eligible to study in the US The process requires extensive research, planning, and finances—not to mention making arrangements for travel and housing upon arrival. For many international students, this process also includes saying goodbye to their families and friends for long periods of time. Some students are not sure when they will be able to visit home again.
As any BYU student knows, being admitted into college is only the beginning of the journey; international students face much more besides classwork during their studies in the States.
Studying at the Marriott School – Challenges
Once school has begun, international students may continue to face
challenges such as language difficulty, academic differences, and cultural adjustments. These challenges, while acknowledged in conversation, often go unaddressed.
Language
Even though English skills improve with time and experience, many international students have difficulty communicating and taking university-level classes in English. Research involving these students found that “difficulties with oral communication affected participants’ sense of confidence and self-esteem and resulted in negative emotions and even stress.”[10] Those who have served missions in another language or experienced a study abroad can relate to this same feeling of stress.
These issues surfaced in an interview with a BYU international student from Peru. The student expressed that it was very difficult for her to follow along in class. She would attempt to take notes and simultaneously use Google Translate for new vocabulary, but by the time she would begin to understand the topic, the teacher would have already moved on.[11]
The level of language difficulty differs from student to student. Conversational English often takes one to two years to develop, while academic English can take up to seven years.[12] As classes begin, students shift their focus from English language acquisition to General Education classes and completing their major. By diverting focus away from academic English proficiency, students may struggle in higher level courses.
Academics
Many students also experience difficulty adjusting to differences in teaching methods between their native country and the United States. China, for example, focuses primarily on grammar, readings, and vocabulary to test and teach their students. In contrast, the teaching style in the United States often focuses on lectures, where one’s ability to listen and process “new content in real time” influences class performance.[13]
Another stressful factor is the pressure of getting into a desired major. Rejection in their desired major can extend a student’s graduation date, requiring further proof of finances for the additional time needed to complete the degree.[14]
Employment is also strictly regulated if a student desires to work off-campus. Under the most common F-1 student visa, only major-related jobs are permitted; these must be pre-approved by a coordinator and an international advisor.[15] This approval process must be repeated each semester they are hired, either for a job or an internship.
Culture
Aside from language and academic difficulties, integrating into a foreign culture is one of the most significant challenges that international students face. This adjustment to American culture involves students’ social connections and their feelings of belonging on- and off-campus.
Interviews with international MBA graduates from the New York University Stern School of Business found that lasting friendships formed through networking are an important aspect to a student’s perception of future career success.[16] In this area, international students face a real challenge of acquiring friends due to differences in the social culture of American schools.[17] Yet, making this connection is crucial because studies found that international students who made friendships with American students had a healthier psychological well-being and greater ease adjusting to the culture.[18]
Along with having true friends, international students need to feel a sense of belonging, which is determined by how much the students feel that they are an “integral part” of campus.[19] Personally and academically, international students must feel that they belong before they can fully engage in their learning environments.[20]
This need for belonging was expressed in another interview conducted with an international student from Hong Kong.[21] The student previously took the Marriott School’s business communications class that is specifically designed for international students. She expressed that many of the students in her class wished they would be recognized more for what they accomplished in their majors than for simply being an international student. Instead of being seen for having a unique nationality, these students hoped to belong more fully to the campus community through their roles as a students studying alongside their peers.
Navigating COVID-19
By now, COVID-19 is practically old news; however, the pandemic-induced impact on international students needs to be understood. At the onset of the pandemic, international students had many questions regarding their legal status in the United States. Purely online classes were not permitted for newly admitted students.[22] At the same time, many countries closed their borders. Regulations have recently improved, but many international students still feel uncertainty as the policies and border closures continue to change.
For example, at the time this article was written, borders remained closed to citizens and foreigners in Trinidad and Tobago. When this is the case, to return home, native students must make an exemption request to reenter.[23] Graduating students are given a 60-day period following graduation to leave the US and return home. However, not knowing if this petition will be granted before that post-graduation period ends creates uncertainty.
As of February 24, 2021, US embassies and consulates have begun a phased resumption of visa services; however, student visas are not as prioritized or readily available as other visas.[24] Often, this results in newly admitted students applying for deferred enrollment or taking online classes for their first BYU semester.
Even in normal semesters, some students’ home countries have a political climate that is not safe to return home to. These students go without seeing their families for their entire higher education, which might last for four to six years, or even more with some cases.
Imagine what that would be like to not see your family during your entire college experience—this clearly shows how important a strong support system is for our international peers at BYU.
Doing Our Part
With a greater understanding of the situation, you might be wondering about ways that you can support these international students. With approximately 101 internationals out of 3,300 students at the Marriott School[25], a good place to start would be to ask yourself if you know any of the international students in your major or if any of them are in your classes.
As we analyze our social groups, we all can likely find ways to be more inclusive of others. Here are some ideas and suggestions:
- Learn about your student or classmate’s unique culture.[26]
- Provide opportunities for students to share their opinions and thoughts on what affects their learning.[27]
- Consider opportunities to broaden your social group.
- Suggest an informational meeting for faculty members or a club to learn more.
- Be aware of government policy changes regarding international students.
The hope of this article is not only to show that international students face a number of different challenges but also to shine a light on how capable and resilient these students are. As I have worked in the International Student and Scholar Services office on campus, I have come to realize how each student faces unique challenges.
As we, their fellow peers and faculty, take time to learn more about international students’ individual circumstances, we will be better equipped to assist and support them in their personal and professional goals while they here at BYU.
[1] “Financial Resources,” International Student and Scholar Services, Brigham Young University, accessed February 24, 2021, https://iss.byu.edu/finances.
[2] “Financial Resources.”
[3] “Student Visa,” U.S. Department of State, accessed March 2, 2021, https://travel.state.gov/content/travel/en/us-visas/study/student-visa.html.
[4] “I-901 SEVIS Fee,” U.S. Immigration and Customs Enforcement, accessed March 2, 2021, https://www.ice.gov/sevis/i901.
[5] “Student Visa.”
[6] “Student Visa.”
[7] “Student Visa.”
[8] “Student Visa.”
[9] “Student Visa.”
[10] Debra M. Wolf and Linh Phung, “Studying in the United States: Language Learning Challenges, Strategies, and Support Services,” Journal of International Students 9, no. 1 (January 2019): 221, https://doi.org/10.32674/jis.v9il.273.
[11] Alessandra Fernandez, interview by Kirstyn Tureman, February 23, 2021.
[12] Maureen Snow Andrade et al., “Good, Better, Best: English Language Development Practices in Graduate Business Programs,” International Journal of Management Education 17, no. 1 (March 2019): 39, https://doi.org/10.1016/j.ijme.2018.11.006.
[13] Wolf and Phung, “Studying in the United States,” 221.
[14] “Financial Resources.”
[15] “Curricular Practical Training,” International Student and Scholar Services, Brigham Young University, accessed February 26, 2021, https://iss.byu.edu/curricular-practical-training-cpt.
[16] James C. Kingham, “Perceptions of Career Success Among International Graduates of a Top U.S. MBA Program” (PhD diss., New York University, 2019), 53, https://www.proquest.com/dissertations-theses/perceptions-career-success-among-international/docview/2237617355/se-2?accountid=175359.
[17] Marine Pepanyan, Sohyun Meacham, and Stephanie Logan, “International Students’ Alienation in a US Higher Education Institution,” Journal for Multicultural Education 13, no. 2 (2019): 131, doi:10.1108/JME-10-2017-0057.
[18] Ágnes Szabó, Zsuzsanna Z. Papp, and Lan Anh Nguyen Luu, “Social Contact Configurations of International Students at School and Outside of School: Implications for Acculturation Orientations and Psychological Adjustment,” International Journal of Intercultural Relations 77, no. (July 2020): 70, https://doi.org/10.1016/j.ijintrel.2020.05.001.
[19] Paul Agu Igwe et al., “Responsible Education: What Engages International Postgraduate students – Evidence from UK,” Journal of Global Responsibility 11, no. 4 (2020): 365, doi: 10.1108/JGR-03-2020-0036.
[20] Igwe et al., “Responsible Education,” 364.
[21] Himmie Lau, interview by Kirstyn Tureman, February 23, 2021.
[22] Elizabeth Redden, “New International Students Barred from All-Online Classes,” Inside Higher Ed, July 27, 2020, https://www.insidehighered.com/news/2020/07/27/ice-clarifies-new-international-students-cant-take-all-online-courses.
[23] “COVID-19 Information,” U.S. Embassy in Trinidad and Tobago, last modified February 18, 2021, https://tt.usembassy.gov/covid-19-information/.
[24] “Phased Resumption of Routine Visa Services,” U.S. Department of State, last modified February 24, 2021, https://travel.state.gov/content/travel/en/News/visas-news/phased-resumption-routine-visa-services.html.
[25] “Fact Sheet,” BYU Marriott School of Business, accessed March 2, 2021, https://marriottschool.byu.edu/news/fact/.
[26] Pepanyan, Meacham, and Logan, “International Students’ Alienation,” 135.
[27] Igwe et al., “Responsible Education,” 372.
