An investigation into the Academic, Cultural and Social Struggles that face International Students in the US | Research Paper
Abstract
As time goes by, studies have depicted a great number of students moving to the United States to pursue their studies. This study portrays various challenges that international students face in the United States. Through an in-depth investigation, the research examines the factors that make students choose to study in the U.S. rather than in their home countries. A concrete analysis of the research questions is presented in the background of this study, and the motivation for conducting this research is outlined in the problem statement. The research aims to enlighten and recommend possible mechanisms that can be used to eliminate the challenges faced by international students during their studies in the United States.
Background of the Study
International students are a significant subject of research due to the many challenges they face in the United States. These challenges range from academic difficulties to cultural and social struggles. The U.S. is one of the world’s superpowers and is known for its quality education.
Many students aspire to study there due to the available resources. However, many find that the reality does not meet their expectations, as the country is full of unforeseen difficulties (Wu, Garza, & Guzman, 2025).
Wu, Garza, and Guzman (2025), in their journal article, present a thorough investigation into the challenges international students face when they come to the United States to pursue their education.
Some of the major challenges include studying new subjects taught in a different language and adapting to a new learning environment. International students struggle to match the grasping ability of native students who are already familiar with the education system.
The pace at which topics are covered is fast, and as such, international students must put in significantly more effort than their peers (Wu, Garza, & Guzman, 2025).
With great concern, Wu, Garza, and Guzman (2025) detail that these educational struggles arise because international students have difficulty communicating with professors, peers, and staff due to language barriers.
As a result, they find it hard to express themselves fully, even during exams. In many cases, these students may have the correct information but struggle to articulate it in written form, leading to lost marks.
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They may even be forced to repeat a course—not because they lack knowledge, but because they cannot express it effectively. Consequently, international students often take longer to complete their college education compared to regular students (Wu, Garza, & Guzman, 2025).
Hawkes (2024), in his article, argues persuasively that international students face many cultural struggles when studying in English-speaking countries. He claims that despite students preparing for culture shock, they still find it hard to cope with the new culture.
For instance, when a student travels to Canada, they discover that colleges use a different education system from their home country. Canadian education focuses on critical thinking and problem-solving, which contrasts with systems that emphasize rote memorization. Therefore, students from such backgrounds find it tough to pass tests (Hawkes, 2024).
Another challenge international students face when they begin studying in Canada or the USA is adjusting to new subjects. Many colleges and universities require students to take a set of general education classes, which are unrelated to their majors.
Students from countries where only major-related courses are taken find this difficult. They often spend excessive time studying for these general courses at the expense of their primary subjects (Lee & Rice, 2022).
These classes, although designed to broaden students’ perspectives, can become obstacles—especially for international students in their first year. If such courses could be reserved for later years, such as the second or third year, it would greatly help these students (Hawkes, 2024).
In an article by Sato and Hodge (2025), the social struggles of Japanese students studying in the United States are examined. The study reveals that international students face immense social challenges.
After a thorough investigation, four key findings emerged: students experienced social distance that affected their academic performance, society was perceived as overly individualistic, there was isolation in group discussions, and professors were viewed as negative (Sato & Hodge, 2025).
Sato and Hodge assert that many interviewed students felt like “unwelcome outsiders from a foreign land—marginalized, alienated, and alone in their individual circumstances.” The authors document that international students face isolation and marginalization from peers.
This perception contributes to feelings of loneliness and a desire to return home. According to the authors, international students often feel that American society pits them against everyone else.
While they tend toward collectivism, the U.S. society is highly individualistic (Lee & Rice, 2022). This isolation becomes evident in group discussions and other collaborative settings.
The authors go so far as to reveal that students begin viewing professors as negative toward them. While limited interaction is expected in new environments, Sato and Hodge argue that a deliberate culture of exclusion prevails, subjecting international students to ongoing social struggles.
Research Questions
- What types of challenges are faced by international students in the course of their education in the United States?
- What is the major motivating factor for international students choosing to study in the United States?
- What can be done to eliminate the challenges that international students face in the United States?
Aims of the Study
- To discover the major challenges faced by international students during their education in the United States.
- To identify the motivating factors that compel international students to study in the United States.
- To propose mechanisms that might be employed to eliminate the challenges faced by international students in the United States.
Objectives of the Study
i. To highlight the various problems international students face while pursuing studies in the United States.
ii. To explore the motivating factors that influence international students to choose the U.S. for higher education.
iii. To offer solutions for the challenges international students encounter during their academic journey in the United States.
Problem Statement
Education is often referred to as the key to success—a statement that is especially relevant in today’s world. Although many countries offer education to their citizens, not all provide quality education. The search for quality has driven many students to seek education in the United States (Lee & Rice, 2022).
Many are drawn by glowing reports about the excellence of American education and are eager to study there. However, they often fail to understand the cultural, educational, and social differences between their homeland and the United States (Robertson et al., 2023).
The outcome is frequently more challenging than expected. Culture shock is the main problem encountered, along with isolation and, in some cases, poor academic performance. Due to the many difficulties international students face in the United States, this study was designed to investigate these challenges and provide recommendations for their resolution.
Significance of the Research
This research is important for both current and prospective international students planning to study in the United States. It sheds light on the academic, social, and cultural challenges students face while studying abroad (Lee & Rice, 2022).
Researchers will also benefit by gaining insight into the factors that motivate students to pursue education in foreign countries (Robertson et al., 2023). Lastly, this study is of paramount importance as it offers effective recommendations to support students already studying abroad and those intending to do so.
Recommendation and Conclusion
Many students choose to study in foreign countries but end up struggling to meet their academic goals. From the cultural struggles examined, it is evident that adapting to a foreign culture—its norms, language, and expectations—is especially difficult for newcomers.
Additionally, international students face social challenges stemming from isolation, exclusion, and marginalization (Sato & Hodge, 2025).
The outcome of academic, cultural, and social struggles is often poor academic performance (Robertson et al., 2023). Language is a key factor contributing to difficulties in all three areas. It affects teaching, communication, and social integration.
Addressing language barriers is crucial in easing these struggles. In conclusion, international students face significant academic, cultural, and social challenges that hinder their success. Therefore, no effort should be spared in alleviating these burdens by all concerned stakeholders (Sato & Hodge, 2025).
References
- Hawkes, L. (2024). The Development of the Social and Academic Identities of International Students in English-speaking Higher Education Institutions. London: BPP University.
- Lee, J. J., & Rice, C. (2022). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381-409.
- Robertson, M., Line, M., Jones, S., & Thomas, S. (2023). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research and Development, 19(1), 89-102.
- Sato, T., & Hodge, R. S. (2025). Japanese Exchange Students’ Academic and Social Struggles at an American University. Journal of International Students, 5(3), 208-227.
- Wu, H. P., Garza, E., & Guzman, N. (2025). International Students’ Challenge and Adjustment to College. Education Research International, 10(1), 1-9.