Bibliographic record
Abstract
Over the last decade, North America has witnessed a tremendous growth in the enrollment of international students in higher education. Research shows that international students face various challenges and struggle to adjust in a new environment. They often experience stress, anxiety, loneliness, peer pressure, and financial issues, as well as, in some cases, forms of cultural, linguistic, and racial discrimination and inequities. This study explores the journey of an international student in North America while pursuing an undergraduate degree. Using autoethnography as a qualitative research method, I describe and systematically analyze my personal experiences as an international student. Through personal lived experiences and cultural differences, which intersect in ways that specifically speak to acculturative stress, oppression, language barriers, and academic challenges. These lived experiences and cultural differences intersect in ways that are often interconnected with social justice concerns. In conclusion, I call for providing more robust psychological, sociocultural, and academic support and services, which are crucial for international adjustment, stability and academic success. Additionally, I explain the importance of proper mentoring and peer support resources, which are necessary to navigate hurdles when transitioning into a new culture and academics, as well as in meeting everyday linguistic, social and practical challenges.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".