Immigrant college student populations continue to grow on college campuses across the nation; yet, little is known about the experiences of immigrant students. This paper examines differences in perceived academic obstacles between immigrant students and non-immigrant students at six large, public research universities (n = 56,000). The researchers found that immigrant students reported greater obstacles to their academic success, including weak math and English skills, inadequate study skills, poor study behaviors, poor study environments, and poor mental health. Using the framework of academic self-efficacy, the researchers offer guidelines to higher education practitioners, including faculty, advisors, learning assistance center staff, and other student affairs professionals, to decrease the effects of academic obstacles on immigrant students and enhance their academic self-efficacy.
Soria, K. M., & Stebleton, M. J. (2013). Immigrant college students’ academic obstacles. The Learning Assistance Review, 18(1), 7-24.
Soria, Krista; Stebleton, Michael.
Immigrant college students' academic obstacles.
The Learning Assistance Review.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.