Examining the Effect of Social, Cultural, and Political Factors on the Wellness of 
International Students in Engineering Doctoral Programs: A Collaborative Inquiry

Motahareh Darvishpour Ahandani; Precious Njeck; Ogochukwu Nwabueze Okoani

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Tagged Divisions: Equity and Culture & Social Justice in Education Division (EQUITY)
Tagged Topic: Diversity
Page Count: 31
Permanent URL: https://peer.asee.org/56471

Paper Authors

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Motahareh Darvishpour Ahandani Arizona State University, Polytechnic Campus

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Motahareh Darvishpour Ahandani is currently pursuing her Ph.D. in Engineering Education Systems and Design at Arizona State University. Serving as a research assistant, she brings with her six years of industry experience as a woman engineer. Her research interests focus on the mental health of international engineering graduate students, with a particular emphasis on the experiences of international women of color. Darvishpour Ahandani is deeply committed to improving the well-being of underrepresented groups in STEM, a mission with which she personally identifies.

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Precious Njeck Arizona State University, Polytechnic Campus

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Ogochukwu Nwabueze Okoani Arizona State University orcid.org/0000-0003-0798-5458

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Abstract

International students represent a significant portion of STEM enrollment in the U.S., with 55% of STEM students being international during the 2022-2023 academic years. These students face numerous challenges, including discrimination, homesickness, academic struggles, and loneliness. Studies have shown that international students encounter acculturative stress, with emotional strain resulting from cultural adaptation, social isolation, and academic pressures. These factors contribute to anxiety, negatively affecting academic performance. Language barriers also significantly hinder full participation in academic discussions and collaborations, making networking and seeking help more difficult. Many international students feel these barriers amplify their sense of being "outsiders." The experience of international Women of Color (WOC) in engineering, in particular, highlights additional difficulties. These women often join a predominantly white and male-dominated culture in U.S. engineering. Much like other long-established American institutions, higher education has historically perpetuated white dominance. U.S. higher education operates under a framework that favors white students, faculty, and leadership, reproducing systemic inequalities through policies and practices that privilege whiteness, taking many opportunities away from marginalized groups, especially international students. Research shows that international doctoral WOC in engineering frequently face subtle and overt gender discrimination as well as gendered racism, with their contributions undervalued and having to work harder to prove their competence compared to their white and male counterparts. These experiences lead to feelings of isolation, invisibility, and professional instability. Federal policies also impact international students' quality of life. Recent immigration policies, particularly those implemented by the Trump administration, introduced new barriers, such as increased visa application fees, stricter behavioral requirements, and more rigorous security checks. Although international students have not been banned outright, the tightening of visa regulations has made it more difficult to study in the U.S. Many international students feel unwelcome due to rising xenophobia and anti-immigrant sentiment. In this paper, three international WOC doctoral students come together to discuss how different policies affect their lived experiences in graduate school, including their research, decision-making, academic trajectories, mental health, and networking. Using the Collaborative Action Research (CAR) method, this study provides a platform for sharing experiences. CAR allows for collective problem-solving through collaboration, integrating diverse perspectives. CAR starts with identifying a common challenge or problem, and once the issue is clearly defined, the co-researchers work together to create an action plan. A key aspect of collaborative action research is ongoing reflection, hence we aim to examine how U.S. policies, both institutional and federal, affect international women of color. First, each co-constructor will write a two-page reflection on their personal experiences. Then, we'll engage in a collaborative session to identify common themes and explore the intersection of race, gender, and international identity. Based on these insights, we'll develop strategies to address the challenges, such as advocating for policy reform or creating support systems. Finally, we'll implement and regularly review these strategies, using a cyclical process of reflection and adjustment to ensure long-term impact. In this paper, we seek to bring insight and awareness to the challenges navigated by international WOC so that more effective, nuanced, support can be provided to them during their graduate studies in the U.S.

Citation
Format

Darvishpour Ahandani, M., & Njeck, P., & Okoani, O. N. (2025, June), Examining the Effect of Social, Cultural, and Political Factors on the Wellness of International Students in Engineering Doctoral Programs: A Collaborative Inquiry Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56471

TY - CPAPER
AB - International students represent a significant portion of STEM enrollment in the U.S., with 55% of STEM students being international during the 2022-2023 academic years. These students face numerous challenges, including discrimination, homesickness, academic struggles, and loneliness. Studies have shown that international students encounter acculturative stress, with emotional strain resulting from cultural adaptation, social isolation, and academic pressures. These factors contribute to anxiety, negatively affecting academic performance. Language barriers also significantly hinder full participation in academic discussions and collaborations, making networking and seeking help more difficult. Many international students feel these barriers amplify their sense of being &quot;outsiders.&quot;
The experience of international Women of Color (WOC) in engineering, in particular, highlights additional difficulties. These women often join a predominantly white and male-dominated culture in U.S. engineering. Much like other long-established American institutions, higher education has historically perpetuated white dominance. U.S. higher education operates under a framework that favors white students, faculty, and leadership, reproducing systemic inequalities through policies and practices that privilege whiteness, taking many opportunities away from marginalized groups, especially international students. Research shows that international doctoral WOC in engineering frequently face subtle and overt gender discrimination as well as gendered racism, with their contributions undervalued and having to work harder to prove their competence compared to their white and male counterparts. These experiences lead to feelings of isolation, invisibility, and professional instability.
Federal policies also impact international students&#39; quality of life. Recent immigration policies, particularly those implemented by the Trump administration, introduced new barriers, such as increased visa application fees, stricter behavioral requirements, and more rigorous security checks. Although international students have not been banned outright, the tightening of visa regulations has made it more difficult to study in the U.S. Many international students feel unwelcome due to rising xenophobia and anti-immigrant sentiment.
In this paper, three international WOC doctoral students come together to discuss how different policies affect their lived experiences in graduate school, including their research, decision-making, academic trajectories, mental health, and networking. Using the Collaborative Action Research (CAR) method, this study provides a platform for sharing experiences. CAR allows for collective problem-solving through collaboration, integrating diverse perspectives. CAR starts with identifying a common challenge or problem, and once the issue is clearly defined, the co-researchers work together to create an action plan. A key aspect of collaborative action research is ongoing reflection, hence we aim to examine how U.S. policies, both institutional and federal, affect international women of color. First, each co-constructor will write a two-page reflection on their personal experiences. Then, we&#39;ll engage in a collaborative session to identify common themes and explore the intersection of race, gender, and international identity. Based on these insights, we&#39;ll develop strategies to address the challenges, such as advocating for policy reform or creating support systems. Finally, we&#39;ll implement and regularly review these strategies, using a cyclical process of reflection and adjustment to ensure long-term impact. In this paper, we seek to bring insight and awareness to the challenges navigated by international WOC so that more effective, nuanced, support can be provided to them during their graduate studies in the U.S.

AU - Motahareh Darvishpour Ahandani
AU - Precious Njeck
AU - Ogochukwu Nwabueze Okoani
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Examining the Effect of Social, Cultural, and Political Factors on the Wellness of
International Students in Engineering Doctoral Programs: A Collaborative Inquiry
UR - https://peer.asee.org/56471
ER -