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<p>This phenomenological study explored how ten East Asian international doctoral students in U.S. education programs exercised human agency during their socialization experiences. Guided by a human agency framework, the study examined how participants navigated linguistic, cultural, and institutional challenges while constructing their academic and professional identities. Thematic analysis of semi-structured interviews revealed six interconnected themes: (a) changes in perspectives about language barriers, (b) adapting to intercultural communication, (c) becoming a self-advocate in advisory relationships, (d) utilizing compromised proxy agency, (e) initiating and engaging in peer learning communities, and (f) socialization in a larger scholarly community. These findings illustrate the dynamic ways students enacted personal, proxy, and collective agency in response to systemic constraints and cultural complexities. The study contributes to more equitable and decolonial understandings of international doctoral education and offers implications for graduate programs, faculty mentoring, and institutional support structures.</p>

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Socialization experiences of East Asian international doctoral students in education in the U.S

  • 期刊论文

  • 发表日期：

    2026年3月6日

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  • Na Mi Bang,
  • Hyunhee Kim,
  • Hongryun Woo,
  • Melissa C. Henry,
  • Yuhyun Park

摘要

This phenomenological study explored how ten East Asian international doctoral students in U.S. education programs exercised human agency during their socialization experiences. Guided by a human agency framework, the study examined how participants navigated linguistic, cultural, and institutional challenges while constructing their academic and professional identities. Thematic analysis of semi-structured interviews revealed six interconnected themes: (a) changes in perspectives about language barriers, (b) adapting to intercultural communication, (c) becoming a self-advocate in advisory relationships, (d) utilizing compromised proxy agency, (e) initiating and engaging in peer learning communities, and (f) socialization in a larger scholarly community. These findings illustrate the dynamic ways students enacted personal, proxy, and collective agency in response to systemic constraints and cultural complexities. The study contributes to more equitable and decolonial understandings of international doctoral education and offers implications for graduate programs, faculty mentoring, and institutional support structures.