Navigating challenges and leveraging protective factors: International students of color in school psychology graduate programs

Abstract

International graduate students of color (IGSCs) bring valuable cultural perspectives and strengths to school psychology programs in the United States, yet their experiences remain underrepresented in the literature. Grounded in Critical Race Theory and the risk and resilience framework, this qualitative study explored the challenges and protective factors shaping IGSCs’ persistence and success. Semistructured interviews with 10 IGSCs across diverse racial and linguistic backgrounds revealed five core challenges: lack of awareness of international student identity, microaggressions and cultural stereotyping, policy-related restrictions, communication barriers, and difficulty navigating discussions related to U.S.-centric diversity issues. Despite these barriers, participants identified protective factors that supported their well-being and professional growth, including personal strengths (e.g., proactive coping, multilingualism, religious faith), social connections (e.g., with family and peers), and program support (e.g., faculty advocacy, peer mentorship, financial support, university services). These findings underscore the need for training programs to adopt culturally responsive and strength-based approaches that recognize IGSCs’ unique contributions while addressing systemic inequities. Implications for graduate education, faculty practices, and institutional policy are discussed.

Keywords

International graduate students of color challenges protective factors school psychology graduate training

The number of international students in the United States has steadily increased in recent years, with over one million enrolled in higher education (Institute of International Education, 2024). According to Martel and Baer (2022), in Fall 2022, there was an 18% increase in international student enrollment in graduate programs. This rise in international student enrollment contributes to greater diversity and multicultural competence within graduate programs (Yang et al., 2020). Research shows that international students bring unique assets to their training, such as the ability to effectively engage with different cultures (Luh & Salle, 2020; Trice, 2003). For example, Luo and Jamieson-Drake (2013) highlighted that having international students in the classroom enhances classroom participants’ critical thinking skills with diverse views.

Despite the numerous contributions international students make to U.S. higher education, their learning experience is not without challenges, especially considering the recent visa termination crisis throughout the United States (Mowreader, 2025). In addition, the experiences of international graduate students of color (IGSCs) differ significantly from those of their White counterparts. This disparity is partly due to the conceptualization of race and racism in the United States compared to other countries. Mwangi et al. (2019) highlighted African international students’ challenges with their American counterparts due to assumptions about their country, race, and language. They also found that African international students often hesitate to engage in classroom discussions due to their accents and limited English language proficiency. In contrast, Dengg (2024) argues that White international students benefit from the privileges associated with whiteness in the U.S. societal context, where perceptions of race often position whiteness as superior to other races and ethnicities. Dengg (2024) also argues that these students are not always consciously aware of this privilege. This unawareness itself is a form of privilege, as discrimination against people of color is documented within higher education (Anandavalli et al., 2021; Yilmaz, 2024).

The National Association of School Psychologists (NASP) conducts surveys every five years to assess member demographics and professional roles (Proctor et al., 2014), but these surveys exclude data on international graduate students, leaving their representation in school psychology programs unknown. This reflects a broader lack of visibility within the field. While some education literature reports on international students, it often aggregates data across disciplines and racial groups, overlooking the distinct experiences of IGSCs. Yet, IGSCs may have different experiences and face unique challenges compared to their White counterparts. Currently, there is limited research focused specifically on the experiences and needs of IGSCs in school psychology programs, except for a recent study by Yang et al. (2020) reporting assets, challenges, and coping of Asian international students. It is worth noting that the practice of school psychology varies across countries (Begeny et al., 2019), making it essential for training programs to embrace the diverse contexts and cultures that IGSCs bring to their learning and to intentionally integrate international perspectives into training.

Challenges faced by IGSCs in psychology

IGSCs studying in the U.S. face unique challenges (Qi et al., 2019). These challenges may involve student visa status, language barriers, financial problems, academic and career-related concerns, lack and loss of social support, limited abilities to manage family crises from a distance, and navigating cultural norms and sociopolitical histories (Huang, 2012; Lee, 2013; Rodriguez et al., 2019; Yang et al., 2020). In a study focused on counseling psychology graduate programs, Domínguez et al. (2022) found that an IGSC participant expressed a sense of personal responsibility to contribute to discussions surrounding cultural considerations and cultural humility, which contributed to interpersonal stress. This pressure to represent one's culture can further contribute to social isolation (Domínguez et al., 2022) and emotional exhaustion (Lee, 2013). In a recent study of Asian students in school psychology programs, Asian international students reported a tendency to internalize their concerns rather than seek help (Wang et al., 2025), which further compounded their difficulties.

Protective factors of IGSCs in psychology

International students bring with them a wealth of cultural knowledge, lived experiences, and unique perspectives that enrich their academic environments (Trent et al., 2021). These assets serve as foundational strengths, enabling them to navigate complex academic and social systems while simultaneously contributing to the broader goals of equity, inclusion, and decolonization in psychology. Their presence fosters a new cultural dialogue within the classroom setting, broadening their global awareness within the academic community and expanding their own and their peers’ perspectives (Jha et al., 2024).

Many IGSCs demonstrate resilience and adaptability in the face of institutional and cultural barriers, not as passive recipients of adversity, but as active agents in their educational journeys (Yang et al., 2020). Program-level supports such as peer mentorship, faculty advocacy, and access to institutional resources (e.g., writing centers, financial aid) are transformative spaces that can help empower IGSC students to thrive (Jha et al., 2024). Additionally, positive peer support also plays a central role in cultivating belonging and joy among IGSCs. Positive peer relationships can help foster emotional wellness, bridge cultural differences, and affirm IGSCs’ experiences in a way that reinforces their educational and professional identities (Lorenzetti et al., 2023). Having these connections creates spaces of mutual recognition and community care that can help make IGSCs feel seen, valued, and cared for.

Faculty support that extends beyond academic guidance, such as actively validating students’ diversity and their intellectual capabilities, can positively impact the productivity and influence the educational identity of IGSCs (Mukherjee & Fernandes, 2024). For instance, emotional encouragement from advisors, including empathy, recognition, and mentorship, can deepen students’ engagement within the academic community and affirm their sense of purpose in the field (Rice et al., 2009). Thus, protective factors for international students are rooted in cultural affirmation, community bonds, and institutional conditions that affirm their identities. It is critical to utilize a counternarrative to highlight the joy, purpose, and self-actualization that can emerge through culturally sustaining graduate experiences. Research in school psychology training further emphasizes the value international students bring to the profession. For example, Ding et al. (2021) highlighted the linguistic and cultural assets of international graduate students and called for intentional recruitment and retention strategies within school psychology programs, particularly to strengthen bilingual school psychologist training. In addition, international students can contribute to the internationalization of school psychology by facilitating research collaborations between U.S. programs and institutions in their home countries (Luh & La Salle, 2020). Thus, it is important to understand and validate the contributions of IGSCs as the field continues to grow in serving the increasingly diverse populations (Lee et al., 2013).

Theoretical framework

This study is grounded in the risk and resilience framework (Fergus & Zimmerman, 2005) and Critical Race Theory (CRT). The risk and resilience framework offers a valuable lens for understanding how individuals navigate adversity by drawing on both internal and external assets to build resilience. Meanwhile, CRT emphasizes the importance of context, identity, and lived experience in shaping how individuals navigate educational systems, allowing us to center their voices and examine how race, culture, language, and international status intersect in ways that influence both their challenges and sources of strength. Following the tenet of counter-storytelling (Delgado, 1989), our focus is not only on the barriers, but also on the protective factors that support IGSCs’ persistence. Persistence in learning involves moments of actualization, joy, affirmation, and liberation (Hooks, 1994). These dimensions are often overlooked in traditional research frameworks when understanding lived experiences of IGSCs, yet they are central to how students persist through and make meaning of their graduate training. By drawing on CRT, we aim to capture a more nuanced understanding of persistence, one that recognizes resilience and struggle, but also the power and growth that emerge from students’ lived experiences.

The current study

Previous research on international students has largely emphasized the challenges they face, often overlooking the protective factors that support their success. Yang et al. (2020) recently applied the risk and resilience framework to examine the experiences of Asian international students in school psychology, highlighting both their strengths and struggles. Building on this work, the present study focuses specifically on IGSCs to explore their unique challenges in school psychology graduate programs and to gain a deeper understanding of the protective factors that support their persistence. The research questions guiding this study were:

R1: What challenges do IGSCs experience in school psychology graduate programs in the United States?

R2: What protective factors contribute to IGSCs’ persistence and success in the program?

Methods

Positionality statements

The research team included two faculty members and two doctoral students in U.S. school psychology programs. The data coding team consisted of the two faculty members, both of whom were previously international students. One coder identified as a Chinese international woman and the other as a Korean woman with permanent residency. Grounded in principles of CRT, our shared experiences as international students and faculty of color informed our motivation to examine the narratives of IGSCs, particularly in relation to the protective and risk factors they encounter during graduate training. Although our doctoral training in research was primarily quantitative, we intentionally self-trained in qualitative approaches, as we both considered qualitative inquiry better suited to capturing the nuanced experiences of underrepresented populations. Our shared backgrounds with participants provided valuable perspectives for interpreting the data; however, we were cautious to avoid overinterpreting or projecting our own experiences as international students onto those of the participants. To enhance the trustworthiness of the analysis, all team members engaged in ongoing dialog, reflexive practices, and collaborative checks throughout the coding process. In our current faculty positions, we both recognize the privilege and platform we hold to amplify the voices of IGSCs. We view it as our responsibility to use this position to raise awareness of their experiences and to advocate for enhanced support within school psychology training. Ultimately, we anticipate that this study will contribute to a deeper understanding of the strengths and challenges faced by IGSCs as well as foster greater diversity and equity in school psychology training.

Additionally, the two student researchers identify as a Mexican first-generation woman and a Black first-generation woman, respectively. Both student researchers bring unique perspectives shaped by their personal and academic experiences navigating school psychology graduate programs. Their lived experiences inform a reflective stance that emphasizes the importance of equity and cultural responsiveness in understanding international students of color in graduate training. Their involvement in the project contributed current student perspectives from school psychology programs and underscored the practical implications for enhancing support for students.

Participants

Data in this study were part of a larger mixed methods project to understand IGSCs’ experience in school psychology in the U.S. participant inclusion criteria were as follows: (a) identified as an international student who was not a U.S. citizen or permanent resident and who entered the United States with a student visa; (b) enrolled in a school psychology graduate program in the United States; (c) resided in the United States; (d) had basic English proficiency to communicate opinions. Participants completed a Qualtrics survey in which the first page asked them to proceed only if they met the eligibility criteria and consented to participate. The survey itself included specific items to confirm eligibility. In addition, participants were asked these eligibility questions again during the interviews to verify that they met the study criteria.

The current study drew on in-depth, semistructured interviews with 10 IGSCs enrolled in school psychology programs across the U.S. participants ranged in age from 24 to 36 years (M = 24.9, SD = 3.91) and included eight women and two men. In terms of racial and ethnic background, the sample consisted of seven individuals of Asian descent (including two South Asians), and three who identified as Black, one of whom also identified as multiracial. Participants represented diverse international backgrounds, including East Asia (n = 3), South Asia (n = 2), West Africa (n = 2), Southeast Asia (n = 1), and South America (n = 1). They were geographically distributed across the United States, with two participants located in the Northeast, five in the Midwest, two in the Southwest, and one in the West. Four participants reported English as one of their first languages, and three identified multiple first languages. Their time in their current graduate programs ranged from 1 to 5 years (M = 1.9, SD = 1.37), and they had lived in the United States between 1 and 12 years (M = 4.7, SD = 3.92). To protect participant confidentiality, demographic details are summarized narratively rather than in table form.

Procedures

This study received an exemption determination from the Institutional Review Boards of the principal investigator and coinvestigator's institutions. After obtaining this exemption, participants were recruited through multiple channels. We first identified all the NASP accredited or approved school psychology graduate programs across the United States on the NASP website. Then, all program directors (N = 229) were invited via email to distribute the study announcement and a Qualtrics survey link to eligible students. Additional outreach was conducted using convenience and snowball sampling approaches, including the researchers’ professional networks and participant referrals. Interested students completed a brief survey, after which those who indicated a willingness to be interviewed were invited to share their contact information. We reached out to all the 15 students who expressed interest in the interview, only 10 of whom responded to our invitation, even after a reminder email was sent. No individuals were excluded based on eligibility criteria. Thus, a total of 10 students participated in the interview process.

All interviews were conducted virtually on Zoom and lasted between 45 and 60 minutes. The interview protocol followed a semistructured format, with core guiding questions and space for follow-up prompts. Interviews were audio-recorded, professionally transcribed by Rev, and coded using Dedoose qualitative analysis software.

Measures

The research team developed the interview protocol (see supplemental material) to align with and address the study's research questions. The interview protocol included questions covering demographic information (e.g., “What is your country of origin?”) and participants’ perceptions of challenges and protective factors in graduate training. Key interview questions included: (1) What is it like to be an international student or international student of color in your academic setting?; (2) What challenges have you experienced in your graduate program?; (3) How would you describe your interactions with peers and faculty in your program?; (4) Have you noticed any resources that were specifically designed for international students you found helpful or lacking in graduate training?; and (5) What serves as protective factors to persist in your graduate study abroad? How have you coped with the challenges in graduate training?

Data analysis

We used thematic analysis to explore patterns in participants’ narratives, following Braun and Clarke's (2019) framework. We adopted an inductive, data-driven approach to allow themes to emerge organically from the interview content. All transcripts were uploaded to Dedoose for analysis. The research team first began by engaging in repeated reading of transcripts to become familiar with the interview data. Two faculty members then generated an initial codebook by independently coding two transcripts and discussing recurring ideas. Two additional transcripts were independently coded by both raters to assess intercoder reliability (ICR) and to further refine the codebook.

To ensure coding consistency, we utilized the unitization method outlined by Campbell et al. (2013). The first coder segmented the transcripts into meaning units and applied codes in Dedoose, while the second coder, who could view only the units but not the first coder's applied codes, independently coded the same units. Two transcripts (20% of the data) were used to calculate ICR. ICR was computed as the number of matching codes divided by the total codes, resulting in scores between .93 and 1.0, indicating strong agreement according to established benchmarks (Miles & Huberman, 1994; O’Connor & Joffe, 2020).

Once reliability was established, the remaining transcripts were divided between the raters and coded independently, with the codebook revised as new codes emerged. Themes were then identified by reviewing and synthesizing codes across all transcripts. Data saturation was reached when no new themes emerged from the coding process, indicating that the 10 participants provided sufficient depth and breadth to capture their shared experiences (Hennink & Kaiser, 2022). To further enhance the overall trustworthiness of the study, we conducted member checking by inviting participants to review the preliminary findings. Seven of the 10 participants who expressed interest were contacted. Two of the seven participants who received the full manuscript draft confirmed the findings without additional feedback. The remaining participants did not respond to the email.

Results

Challenges

Five key themes emerged regarding the challenges faced by IGSCs in school psychology programs. Participants are identified throughout the narrative using their chosen pseudonyms or initials.

Lack of awareness of international student identity

Most participants described a pervasive lack of awareness surrounding the international student experience within their programs. This absence of recognition often led to insufficient support and understanding of the unique difficulties they encounter, such as cultural adjustment, systemic barriers, and navigating new academic environments. Participants emphasized that their international identity is deeply salient to them, yet often overlooked. Stella echoed this sentiment, explaining the emotional toll of constantly needing to educate others about their lived experiences. Some participants emphasized the unique challenges of being both international and a student of color. Bruce noted, “My Asian identity is recognized, but my international identity still lacks visibility.” He also highlighted that experiences differ significantly between Asian American and international students, yet the international identity is rarely addressed in diversity discussions. While participants acknowledged that faculty and peers often validated their feelings, they expressed frustration when validation did not translate into actual support or tangible changes.

Although participants would like to have more understanding of their identity as international students, they do not want to be defined as international students who experience more difficulties in language and academic learning. OK shared her frustration: “My work shows that I’m pretty good at whatever I do, but still somewhere in the back of their head it was like, oh, she's an international student. And that really upset me. It was uncalled for. That was one barrier.” This highlights the fine balance international students seek between visibility and being unfairly labeled or underestimated.

Microaggression and stereotype

Viewing individuals solely through the lens of their international student status can foster microaggressions and stereotypes. These incidents often reflected a lack of cultural understanding and contributed to IGSCs’ feelings of discomfort and marginalization. Stella recounted an incident where a peer made a comment during a paper review that, while intended as a compliment, felt patronizing. Her classmate remarked, “Wow, and you learned English before you moved here. Your English is so amazing.” Stella was unsettled by her peers’ surprising reaction to her English proficiency. She explained, “We are in the same level kind of thing. You don’t want to hear someone complimenting you about something that you’re expected to have in grad school.” For her, the comment reinforced a subtle message of being othered or underestimated. These experiences illustrate the nuanced challenges IGSCs face when navigating academic spaces that may lack cultural awareness or sensitivity.

In addition to stereotypes related to international student identity, IGSCs run into an added layer of insensitivity to their culture. Kara, an African student, recalled a situation involving her professor that highlighted cultural insensitivity. She explained that frequently changing hairstyles is a common practice in Black culture, yet when she wore a wig, her professor publicly commented, “Oh, you cut your hair,” in front of the entire class. Kara described the moment as awkward and uncomfortable, noting the added burden of having to explain her cultural practice in a public setting.

Policy restrictions due to international status

Participants shared that student visa-related policies added significant stress, particularly due to complex documentation requirements, limited funding eligibility, and strict work restrictions. These issues were especially challenging in school psychology programs that require practicum and internship placements. Jack noted being bounced between program coordinators and international offices, with neither able to provide clear guidance about eligibility for work authorization. Participants also highlighted disparities in how international student policies are applied across different countries, noting that students from places like Canada often face fewer restrictions. This uneven application of policies left some feeling unfairly burdened by additional limitations tied to their nationality.

One of the most significant challenges stemmed from limited access to funding and employment opportunities. Many scholarships and financial aid options were restricted to U.S. citizens or permanent residents, leaving international students ineligible. The inability to work off-campus due to visa restrictions compounded financial stress, adding to the emotional toll of trying to remain financially independent.

Barriers in communication

Many participants discussed the difficulties they experienced in communication, both social and professional, after arriving in the United States. A common theme was feeling insecure or anxious in everyday interactions due to unfamiliarity with cultural norms, social cues, and language. Redpandagreen reflected, “I feel insecure because of those things we already talked about, like constantly being left out of conversations, not being familiar with the culture, not being familiar with the social code, [and] not knowing if this behavior or this saying is appropriate.” Barriers in communication contributed to feelings of loneliness and difficulty forming meaningful connections. Some participants shared that navigating social relationships was particularly challenging, especially when they were one of the few or the only students of color in their cohort. Stella reflected on the intersectionality of being both a student of color and an international student, describing how this dual identity further complicated efforts to build friendships: “sometimes people think I’m not approachable or if I ever show that I’m a little angry or something, I just see the people in my program push back and, they label me as someone that I’m not necessarily that person.”

Beyond casual interactions, communication barriers also emerged in more formal advisory and supervisory relationships. Cultural norms from their home countries further complicated these dynamics. For example, Kara, a Nigerian student, explained, “Where I’m coming from, you don’t challenge the professors, you don’t ask them for help, you don’t really relate with them except for in class and submitting your assignments.” As a result, expressing needs or requesting support felt unfamiliar and uncomfortable.

Challenges in diversity, equity, and inclusion discussions

Some participants described challenges engaging in discussions related to diversity, equity, and inclusion (DEI), particularly early in their programs. For students coming from countries with less racial or ethnic diversity, navigating DEI conversations in the United States posed a significant learning curve. Redpandagreen shared that being suddenly immersed in conversations about complex cultural and racial issues was overwhelming: “Because I was suddenly exposed to the culture shocks … I haven’t lived through the culture … But we have to discuss [these issues] in class. For me, I completely don’t know how to navigate that course. And I feel very stressful, emotional, every time.”

As students became more familiar with DEI issues in the United States, they began to notice the limitations in how these topics were addressed in academic settings. YK, for instance, described an atmosphere of discomfort during DEI discussions: “I would say that sometimes we are talking about uncomfortable topics … people still kind of tiptoe around those subjects. And just having a person of color in the classroom, people tiptoe around it more.” Her experience highlights how superficial or performative approaches to DEI discussions may hinder genuine engagement and contribute to a lack of meaningful dialog.

Protective factors

A protective factor refers to any characteristic or support system that enhances IGSC's ability to cope with stress or challenging circumstances to persevere through the program training. We constructed three types of protective factors shared by participants, including self-strength, social connection, and program support.

Self-strength

Self-strength includes the personal assets IGSCs draw upon to navigate challenges. Participants described a range of self-care practices, such as exercising, watching television, or taking time off to maintain emotional balance. For example, Kara shared that they practice self-care by dedicating one hour each day either to connecting with a loved one or being alone, avoiding academic or professional engagement during that time. Additionally, some participants considered their ability to speak multiple languages as a linguistic privilege, allowing them to bridge cultural gaps and engage with diverse communities. Religious beliefs and faith were also described as key sources of comfort and resilience. AB, for instance, emphasized the grounding role of their faith in times of adversity.

Additionally, proactive help-seeking behaviors emerged as another form of self-strength. For instance, participants discussed how university counseling services offered a confidential and supportive space for processing emotions. Kashaf, a trained therapist in her home country, also expressed the value of seeking therapeutic support, highlighting the continued need for mental health resources even among those trained to provide them.

Social connection

Social assets emphasize the support that international students receive from their family and social circles, which provide essential encouragement and companionship during their program. Many students draw strength from these relationships, which help them manage the challenges of their program and stay focused on their goals.

Participants mentioned that their family is a huge support for them, including emotional and financial support. YK and Bruce especially considered their family support as the biggest protective factor for them, as YK shared: “I communicate with them a lot, just video chatting them, texting them. Sometimes they are my biggest support … they are just there for me whenever I need them. Sometimes papers can get hard. I’ll just call them and say like, ‘Hey, this is really hard, what am I doing here?’ But they’ll say, ‘Hey, it's your dream. You really want to do this.’” This reliable connection to home reassures YK, allowing them to pursue their goals with the confidence that their families are steadfastly supporting them.

With families often far away, friendships also play a crucial role in maintaining resilience. Participants expressed deep gratitude for their friends’ support, especially when the time difference with family limits timely contact. OK emphasized the importance of her friends, sharing, “[My friends] are the reason why I’m getting through graduate school at the moment. I wish I could say my family, but I feel like I’m so far away. The time difference is so bad. And if I’m feeling something in the moment and I want to call my mom … I can only call them three, four hours later and by [that] time the feeling is gone.”

Program support

Seven subthemes emerged for program support, including (1) faculty academic support, (2) faculty emotional support, (3) peer academic support, (4) peer emotional support, (5) peer mentorship, (6) financial support, and (7) university resources.

Faculty academic support. Faculty support emerged as a central component of positive program experiences, with participants distinguishing between academic and emotional support. Regarding academic support, five students described meaningful guidance related to research, coursework, practicum training, and career preparation. For example, Bruce shared that their faculty created a guideline document specifically for international students navigating school practicum requirements, which they found extremely helpful and hard to find elsewhere. Jack described how their advisor was highly responsive and committed to helping them finish their dissertation: “She worked really hard for the last two months just to get me ready … she provided a lot of support.”

Faculty emotional support. Seven participants appreciated faculty members who showed care for their well-being, checked in on them personally, and motivated them with a strength-based lens. OK shared, “I don’t have any family in the U.S …. My professor being the kindest person on earth at the moment, she’ll notice if I’m upset and she will … check in on me.” Kara recounted faculty helping them find housing when they first moved to the United States. Additionally, YK stated that “[faculty] show an interest, and they’re very interested in the language that I speak because I’m the only trilingual student in the cohort. They're just really interested in the perspective I give them.”

Peer academic support. Six participants highlighted the role of peers in sharing academic resources, collaborating on assignments, and preparing for assessments. For instance, AB shared, “We had a GroupMe, so we always exchanged ideas, reminded each other of assignments that were due, things like forms that were due for graduation or for graduate assistantship paperwork. So that existed and that was actually really helpful.” Bruce and Jack shared that classmates frequently exchanged learning materials and supported each other during internship and practicum. One example included a shared drive full of internship resources created and maintained by a peer.

Peer emotional support. Peer relationships also played a crucial role in participants’ well-being in the program. Jack described emotional support from peers as their “number one resource,” while OK appreciated the “closeness with my cohort” that made them feel safe and valued. Yvonne emphasized how social events and casual gatherings like happy hours and city outings helped create a sense of balance and community. YK shared a touching example of cultural appreciation: “A few friends wished me Happy Chinese New Year … it made me feel close because they’re interested in me as much as I’m interested in learning about others.”

Peer mentorship. Five participants described receiving formal or informal mentorship from peers, often starting before arriving on campus. Stella recalled, “When we first accepted the program, they paired us with a mentor … someone who was in the second year to answer questions and help us.” Kashaf highlighted the depth of this relationship, sharing that their peer mentor helped them move in and explore cultural foods together, stating, “It was beautiful that it's not just about you inviting my culture into our conversations, but you consciously bringing yours in as well. You telling me a little bit about yours and helping me see what your life was growing up in the United States.”

Funding support. Five students mentioned the challenges of securing funding as international students and the importance of advocacy from program leaders. Stella noted that their program director regularly sought financial resources for students: “She just advocated for us and is giving us some funding.” Jack spoke highly of their department chair who “provided a lot of resources regarding employment, assistantship … She really wanted to make sure everyone's tuition is covered.” Bruce recalled struggling to find a job until their advisor stepped in to help.

University resources. In addition to support within their program, participants cited university-level resources that were instrumental. These included international student offices, tax and health care assistance, international student organizations, campus counseling services, orientation programs, and tutoring centers. For instance, Kashaf appreciated having access to a counselor who specialized in working with international students.

Discussion and implications

This study identified several key challenges and protective factors experienced by IGSCs in school psychology programs. Participants reported that their international identities were frequently overlooked or dismissed. On the other hand, they experience microaggressions and stereotypes based on their international identity. For example, comments about English proficiency contributed to feelings of marginalization, aligned with Kubota et al.'s (2023) argument that such comments reinforce a sense of otherness. These contrasting experiences highlighted the tension between invisibility and hypervisibility, underscoring the balance between being acknowledged for international identities without being solely defined by these identities. As Yeo et al. (2019) reported, international students are often viewed monolithically, disregarding their unique cultural experiences. It is worth noting that the intersectionality of international and cultural identity for IGSCs further complicates the experience compared to White international students or domestic students. Furthermore, DEI issues are admittedly important in school psychologist training to serve diverse populations. However, participants described being included in racialized conversations framed through U.S.-centric constructs of race. This aligns with Yao et al. (2018), who acknowledged the need for IGSCs to navigate the racial issues in the United States and further recommended that institutions deepen their understanding of international students’ experience in their home country and facilitate gradual learning of DEI in the United States.

In addition, visa restrictions pose many financial challenges, reflecting systemic issues against international students, such as intense regulation, surveillance (Allen & Bista, 2022), and barriers to secure funding (Lorenzetti et al., 2023). Within the current U.S. sociopolitical climate, international students experience additional stressors related to legal status and limitations on travel to their home countries, on top of the stress and demands of their academic training. From the CRT perspective, these experiences underscore how structural policies and sociopolitical contexts created inequities for IGSCs’ training, highlighting the need to view their challenges not as individual struggles but systemic barriers.

Despite challenges, several protective factors empowered IGSCs to thrive academically and personally. These assets reflected IGSCs’ cultural strengths and resilience, which not only enriches their learning but also promotes the broader goals of equity and inclusion in psychology (Jha et al., 2024; Trent et al., 2021). Specifically, personal self-care practices, such as exercise and private time, supported students’ well-being beyond reducing stress, aligned with previous research (Yang et al., 2020). Our findings also extend the literature on help-seeking among international students by highlighting the role of spiritual/religious coping as culturally congruent approach against challenges, helping IGSCs stay resilient and focused on achieving their personal and professional goals. This raises awareness of different definitions of adaptive coping beyond Western-centric models and acknowledges the importance of faith-based and collectivist strategies.

Social assets, including strong family connections and peer networks, created supportive spaces for IGSCs to find belonging and communal growth (Jha et al., 2024; Lorenzetti et al., 2023). Regular communication with family reinforced participants’ sense of purpose, while peer relationships offered real-time emotional validation, buffering stress, and fostering community resilience. At the program level, responsive advising, tailored practicum guidelines, proactive emotional check-ins, and collaborative environments contributed to IGSCs’ positive experience, aligned with previous findings (Mukherjee & Fernandes, 2024; Rice et al., 2009). Lastly, at the institutional level, various resource and service centers (e.g., international student office, counseling center) play an important role in alleviating their practical stressors and promoting academic and personal growth. These findings align with the tenets of counter-storytelling of CRT by highlighting the resilience of IGSCs and identifying factors that empower their growth, persistence, and success throughout training, reinforcing the need for sustained commitment to social justice.

Limitations and future directions

Although we aimed to recruit IGSCs from a variety of backgrounds, the small population of these students in U.S. school psychology programs limited our sample to 10 participants, with many identifying as Asian. As such, caution is warranted in generalizing the findings to all IGSCs. The results should be interpreted within the specific contexts and experiences of the participants. Additionally, the use of snowball sampling may have introduced selection bias, as those who participated were possibly more attuned to their international student identity or had encountered more challenges during their training. Given the current sociopolitical climate, further research is needed to understand how these external factors impact the experiences and career choices of international students in school psychology. While this study primarily explored interpersonal and program-level factors, future research should investigate institutional and community-level supports. To highlight strengths and create role models, studies could also feature narratives from current practitioners or scholars who were formerly international students, showcasing how they navigated barriers and achieved success in the field.

Practical implications

The insights shared by IGSCs in this study offer several actionable recommendations for faculty, peers, and training programs. In light of recent political changes, such as higher education funding cuts and the rollback of diversity initiatives, international students may be particularly vulnerable to negative impacts. Faculty and domestic peers should be attentive to international students’ well-being, demonstrate greater flexibility and understanding, and engage in regular check-ins to offer support. Given the additional challenges international students face in securing funding, it is important for faculty to be transparent about funding opportunities during the admissions process and actively assist students by sharing eligible opportunities and writing strong letters of support. To address the learning curve around social justice issues and communication norms, programs should offer comprehensive orientations that help international students understand social issues and communication norms in the U.S. context. It is also essential that programs provide access to mental health resources both within and outside the department. These may include group-based supports, healthcare options, self-care strategies, and assistance in coping with homesickness, language barriers, and perceived discrimination (Luh & Salle, 2020).

Drawing from the protective factors identified by participants, school psychology programs can take a strength-based approach that recognizes IGSCs’ unique assets and supports their development through professional training, career preparation, and opportunities that build social-emotional resilience and communication skills (Luh & Salle, 2020; Yang et al., 2020). Faculty need to increase awareness of international student identity and intentionally integrate it into broader diversity discussions. At the same time, it is important to acknowledge and value the unique perspectives IGSCs contribute to learning and training environments, enriching classroom dialog and professional development with their diverse cultural and global experiences. Additionally, enhancing interpersonal and social support through structured programs like peer mentoring before their arrival in the United States can ease cultural adjustment, strengthen a sense of belonging, and support language development.

Supplemental Material

sj-docx-1-spi-10.1177_01430343261429903 - Supplemental material for Navigating challenges and leveraging protective factors: International students of color in school psychology graduate programs

Supplemental material, sj-docx-1-spi-10.1177_01430343261429903 for Navigating challenges and leveraging protective factors: International students of color in school psychology graduate programs by Jiayi Wang, Eui Kyung Kim, Maribel Garcia and Brittany Cummings-Barkley in School Psychology International

Footnotes

Consent to participate

Informed consent was obtained from participants via an online survey and confirmed verbally prior to the interviews.

Consent for publication

Informed consent for publication was provided by the participants.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethical considerations

The research was approved by the Institutional Review Board at the University of California Riverside (#22159).

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iDs

Jiayi Wang

Eui Kyung Kim

Maribel Garcia

Brittany Cummings-Barkley

Supplemental material

Supplemental material for this article is available online.

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