Perceived Barriers to Academic Success for International Students Studying Dental Hygiene in the United States

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Citation

Jenkins, Susan, “Perceived Barriers to Academic Success for International Students Studying Dental Hygiene in the United States,” Scholar@Simmons, accessed April 4, 2020, https://beatleyweb.simmons.edu/scholar/items/show/124.

Title

Perceived Barriers to Academic Success for International Students Studying Dental Hygiene in the United States

Creator

Jenkins, Susan

Date

2018

Description

The number of international students coming to the United States (U.S.) for post-secondary education has been steadily increasing. The research suggests international students encounter many barriers to their academic success. Research has been done in this area; however, it has not been conducted for the discipline of dental hygiene. Overlapping qualitative methods, including focus group methodology and one-on-one interviews, was utilized to answer the research questions: “What strategies international students employ to overcome barriers and challenges to their academic success;” and “What strengths do the international students feel they bring to U.S. dental hygiene programs.” Data collection was achieved through semi-structured focus group interviews and one-on-one interviews. A purposive, homogeneous sample of study participants included international dental hygiene students attending three dental hygiene programs. A flexible interview guide was utilized to guide group discussion. Transcripts of interviews and field notes were analyzed through qualitative content analysis. Credibility and dependability was used to demonstrate rigor. The study found international students studying dental hygiene in the United States have similar challenges as other international students in other disciplines. The most significant barrier found to play a role in the academic success of this group of 12 international students, was comprehension of the English language. Didactically, students found they needed additional time to study and to process examination questions. In the clinical setting, some found communication with patients to be a challenge.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (92 Pages)

Language

English

Type

Doctoral Dissertations