Author Type

Graduate Student

Date of Award

Spring 4-13-2026

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

May 2026

Department

Educational Leadership and Research Methodology

College Granting Degree

College of Education

Department Granting Degree

Educational Leadership and Research Methodology

Degree Name

Doctor of Philosophy (PhD)

Thesis/Dissertation Advisor [Chair]

Jennifer L. Bloom

Thesis/Dissertation Co-Chair

Pat Maslin-Ostrowski

Abstract

International students studying at higher education institutions in the United States face numerous challenges adjusting to their new environment, including financial, relationship-building, adapting to social and cultural norms, academic challenges, communication challenges, and everyday challenges, such as cultural values, food, and the weather. For international students who pursue employment in the U.S. after graduation, they face additional challenges including obtaining their first full-time job in the U.S., securing an H-1B visa, and becoming a permanent resident. This qualitative case study aimed to update the existing literature on the pathways to permanent residency for international students.

The purpose of this case study was to describe how international college graduates navigated U.S. higher education, the challenges they encountered, and the strategies, resources, and support systems they used on their pathway to permanent residency. Given the purpose, Schlossberg’s 4S model of transitions was selected as the conceptual framework to guide the research (Schlossberg et al., 1995). Schlossberg et al. (1995) defined a transition as any event or non-event that results in changed relationships, routines, assumptions, and roles.

This case study included 15 participants who met the criteria of (a) having been an international graduate (graduating between 2000 and 2017) of a U.S. higher education institution with a minimum of a bachelor’s degree; (b) having secured permanent residency in the U.S. within a range of five to 10 years of graduating through employer sponsorship. The experiences of the 15 study participants were captured through semi-structured 60-minute virtual interviews, documents, and physical artifacts with a four-phase coding process.

This qualitative study yielded three primary findings. First, international college graduates held varied expectations before starting their studies in the U.S. Second, international college graduates drew on many strategies from U.S. entry to permanent residency. Third, having a university degree and accessing student support services were essential for participants to obtain permanent residency. Finally, conclusions and implications for practice, policy, and future studies were presented.

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