THE ACADEMIC AND SOCIAL INTEGRATION OF SAUDI INTERNATIONAL STUDENTS IN THE U.S. HIGHER EDUCATION INSTITUTIONS

Abstract

The purpose of this research study was to examine the factors that affect the social and academic integration of Saudi Arabian international students in U.S. higher education institutions. Tinto's student departure model was used to explain the personal, psychological, engagement, university, faculty, and financial factors that could predict Saudi Arabian students' persistence propensity. The researcher sought to illustrate the relationship between these factors and students' persistence propensity, as well as the statistically significant differences in these factors based on demographic factors. Participants were Saudi Arabian students enrolled in U.S. institutions during the fall semester of the 2018-2019 academic year. The researcher collected data through an online survey questionnaire that included close-ended and open-ended questions. The researcher used SPSS and coding to analyze the data and to answer research questions. Findings indicate that factors found in Tinto's student departure model could predict students' persistence propensity and explained their academic and social integration, with the most impactful factors being personal, university services, and faculty interaction. Findings also indicate that students' persistence and integration are affected differently based on demographic factors. Specifically, personal factors were more likely to predict the persistence of graduate students and students working part-time; male and single students were more likely to engage in on-campus and off-campus activities; and graduate students, 36 years old or older, and those with more than three children were more satisfied with faculty support. The findings of this research provide important practical and theoretical implications for preparing and supporting Saudi Arabian students as well as international students prior to and during their study abroad experiences.