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From Marginality to Mattering: A Narrative Inquiry into International Student Involvement in Higher Education
No full textFrom Marginality to Mattering: A Narrative Inquiry into International Student Involvement in Higher Education
International students contribute to the campus community through diversity, cultural aspects and to the local economy within the university community. However, they often face unique challenges to their involvement which leads to feelings of marginality and impacting their sense of belonging. Using Schlossberg’s theory of Marginality and Mattering, this narrative inquiry explored the lived experiences of international students in seeking involvement opportunities at mid to large public university in the Midwest of the United States. This study highlighted international students’ reflections on their initial attempts to involvement, strategies they use to overcome these challenges, and how their involvement experiences ultimately define their perceptions of marginality and mattering.
Data were collected through in-depth interviews with international students with varied cultural and educational backgrounds. The findings revealed that these students faced challenges in the form of language barriers, cultural unfamiliarity, and structural barriers, which initially limited their involvement journey. Encouragement from peers, faculty, and staff, along with low-stakes involvement and employment opportunities provided initial entry points and encouragement for involvement. Their intentional involvement significantly enhanced feelings of mattering and fostered and allowed for additional involvement, which ultimately led to an increase of feelings of value, belonging and recognition within the university community.
The research enriches existing literature by exploring the international students experience and highlighting the institutional strategies that enable involvement for international students. Implications for higher education practitioners include the creation of specialized programming and support structures aimed at addressing the unique challenges faced by international students, ultimately building a campus community in which all students may develop a strong sense of belonging and mattering
Vamos A Pláticar Sobre Nuestra Historia: De Mi Relación Con Mi Familia Al Éxito
No full textThis plática qualitative study explored how family engagement influences the college experiences of Latino/a/x students at a two-year public community college in the Midwest. This research was guided by Yosso’s Community Cultural Wealth Model to help provide insights into how familial capital assists in navigating the college journey for Latino/a/x students using an asset-based perspective. This research aimed to help better understand the lived experiences of Latino/a/x students and their families at the 2-year Midwest public community college and to challenge the deficit-oriented views of Latino/a/x family engagement in Western culture through the sharing of Latino/a/x students\u27 and families’ stories.
This study included seven students who self-identified as Latino/a/x community college students. Each student invited family members (e.g., abuelitos, parents, uncles, tías, partners) to participate. Both students and their families engaged in individual pláticas about family engagement in the students’ college journeys.
The findings of this research highlighted the importance of education in the Latino/a/x culture and family engagement by showing that students’ aspirations are fueled by cultural resilience and family motivation. Families’ ways of raising and dreaming have helped students feel empowered to navigate the systemic inequities and cultural challenges, through optimism and resilience. Co-researchers also emphasized how Latino/a/x culture and language have served as sources of strength for their identities and personal and educational journey. At the same time, participants recognized that while institutional resources exist, colleges still need to work on strengthening their relationships with Latino/a/x families by ensuring accessible communication about available resources
Alumni Perceptions of Success After Attending a Project-Based Alternative School
No full textABSTRACT ALUMNI PERCEPTIONS OF SUCCESS AFTER ATTENDING A PROJECT BASED ALTERNATIVE SCHOOL Cheri Carter, Ed.D. Department o f Leadership, Educational Psychology and Foundations Northern Illinois University, 2025 Tiffany Puckett, Co Director Kelly Summers, Co Director This study used a mixed methods approach to answer the question of what alumni attending a project-based alternative school model employed by a northern Illinois school district perceived as benefits of attending a project-based high school after leaving the K-12 environment. Students of the classes of 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, and 2022 of the Foundation High School campus were surveyed on what direction they pursued after leaving high school and how they perceive attending a Foundation campus affected their success in life after completing their K-12 education. This study found that many alumni who attended a Foundation school in the northern suburbs of Illinois could apply what they learned to college and careers after leaving high school. The collaborative soft skills that are a focus of Foundation schools served many of them well, no matter the environment they found themselves in after high school. Honest feedback on perceived shortcomings gives the campus direction to improve
Illinois Model Programs of Study Guide: Manufacturing and Engineering
Full text linkFirst published in October 2020. Significantly revised in September 2024 to incorporate updated labor market information. An update in April 2025 included minor corrections. In August 2025, significant revisions were made to incorporate clean energy career pathways and two new sections were added: key terminology and the relationship between concepts.https://huskiecommons.lib.niu.edu/ctredsystems-reportspubs/1021/thumbnail.jp
Illinois Model Programs of Study Guide: Culinary and Hospitality
Full text linkFirst published in October 2022. Significantly revised in April 2025 to incorporate updated labor market information. In August 2025, two new sections were added: key terminology and the relationship between concepts.https://huskiecommons.lib.niu.edu/ctredsystems-reportspubs/1016/thumbnail.jp
