Date of Award

2026-08-01

Degree Name

Doctor of Philosophy

Department

Teaching, Learning and Culture

Advisor(s)

Amy J. Bach

Abstract

Hispanic international graduate students represent a growing yet understudied population within U.S. higher education, particularly in science, technology, engineering, and mathematics (STEM) disciplines. While universities provide a variety of academic, administrative, and support resources intended to facilitate student success, limited research has examined how Hispanic international graduate students understand, access, and engage with these resources, especially within Hispanic-Serving Institutions (HSIs). This study explored the experiences of Hispanic international graduate students in STEM disciplines at a Hispanic-Serving Institution located near the U.S.-Mexico border.Guided by Bronfenbrenner's Ecological Systems Theory, Bandura's Social Cognitive Theory, and Berry's Acculturation Framework, this study employed a qualitative design to examine students' perceptions and lived experiences. Data were collected through semi-structured interviews and a focus group involving Hispanic international graduate students enrolled in STEM programs. Data were analyzed using an endo-deductive approach that combined theory-informed coding with inductive identification of emerging themes. The findings revealed that engagement with campus resources is not a linear or institutionally guided process. Rather, awareness of resources was selective, socially mediated, and shaped by prior institutional exposure, mobility patterns, and interpersonal relationships. Students encountered layered challenges related to institutional complexity, communication barriers, financial pressures, and fragmented support systems. In response, they developed adaptive strategies, including self-directed problem solving, reliance on trusted advisors and peers, selective resource utilization, and compensatory approaches to navigate institutional gaps. The findings further suggest that resource engagement is context-dependent and emerges through the interaction between institutional structures and student agency rather than through resource availability alone. This study contributes to the literature by offering a process-based and context-sensitive understanding of campus resource engagement among Hispanic international graduate students. The findings highlight the importance of relational support, coordinated institutional systems, and context-responsive practices in promoting student success. The study provides implications for higher education institutions, particularly HSIs, seeking to develop more accessible, equitable, and effective support systems for diverse international student populations.

Language

en

Provenance

Received from ProQuest

File Size

152 p.

File Format

application/pdf

Rights Holder

Jakia Sultana

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