The United States continues to be one of the most popular destinations for international students seeking higher education. According to the 2024 Open Doors Report on International Educational Exchange, international students now make up approximately six percent of the student body in U.S. institutions. These students contribute significantly to the academic, cultural, and social fabric of American campuses. However, they also face a range of challenges as they navigate unfamiliar academic systems and adjust to new cultural expectations. For many, the learning experiences they bring from their home countries contrast sharply with those in the United States, leading to difficulties in communication, confidence, and classroom participation.
Addressing these concerns is critical to creating a learning environment that supports every student. This article explores effective strategies for fostering inclusivity in classrooms, with a focus on experiences from Asia. It draws from research, professional insights, and personal experiences to offer educators actionable guidance for supporting international students in their academic journey.
Personal Reflections from a Former International Student
Having once been an international student herself, Dr. Thilagha Jagaiah, an associate professor of special education at the University of Hartford, shares her first-hand experiences of isolation and difficulty navigating unfamiliar classroom dynamics. Despite being aware of American culture through media and the internet, she found that understanding cultural nuances required more than surface-level knowledge.
She recalls moments during classes and academic meetings when initiating or joining conversations felt daunting. A simple wave was often her only means of acknowledging others. These experiences underline the emotional distance many international students feel, reinforcing the need for environments where they feel seen, heard, and respected. The subtleties of inclusion go beyond academic policies—they shape the emotional safety of students who are trying to find their place in a new world.
Understanding Cultural Attitudes Toward Authority
International students often come from cultural backgrounds where authority and hierarchy are deeply respected. This influences how they interact with educators and how they engage in classroom discussions. In many Asian cultures, questioning a teacher can be perceived as disrespectful. As a result, students may appear reserved, avoid speaking up, or refrain from expressing disagreement. According to Wan (2021), this form of respectful silence can lead to a lack of engagement, which educators might mistakenly interpret as disinterest or passivity.
These students may diligently listen and absorb knowledge, but avoid active participation for fear of overstepping perceived boundaries. In academic settings that value open dialogue and debate, this hesitation can hinder their success. Educators must recognize that this silence is not a sign of incompetence but rather a culturally rooted behavior. Addressing it requires thoughtful strategies that respect students’ backgrounds while gently encouraging active involvement.
Creating a Supportive Classroom Climate
One way to counter the fear of authority is by establishing a more relaxed and welcoming tone in the classroom. Educators can reduce the pressure international students feel by adopting a less formal communication style and encouraging open conversation. Offering multiple channels for expression, such as anonymous feedback forms or note-based questions, can help students share their thoughts without fear of judgment.
Group support also plays a key role. Allowing students to bring a peer when meeting with instructors can ease their anxiety. Peer accompaniment offers reassurance and makes the environment less intimidating. When educators validate students’ concerns and invite them to engage in non-confrontational ways, they build trust and open doors to deeper participation.
Adjusting to Autonomy in Western Classrooms
The U.S. educational system often promotes individual expression, critical thinking, and classroom autonomy—values that may be unfamiliar to international students accustomed to teacher-centered learning models. For students from these backgrounds, the expectation to speak out or question ideas can feel uncomfortable and even inappropriate. Language barriers compound this discomfort. Students may worry that their accents or vocabulary gaps will prevent them from being understood, leading to self-consciousness and reluctance to speak.
This internal struggle often results in students adopting passive observer roles, watching and listening rather than actively contributing. Some even doubt whether their perspectives are relevant in an American context. As Hsu and Huang (2017) note, these students tend to judge themselves harshly, fearing they will be misunderstood or dismissed.
Encouraging Participation Through Structure
To support these students, educators must take deliberate steps to create a classroom where every voice matters. Clear expectations, structured participation, and explicit encouragement can go a long way. For instance, assigning roles during group work ensures that each student has a chance to speak and contribute. Designating a group leader to facilitate turn-taking can help quieter students find their moment to participate.
Moreover, when students make mistakes, how educators respond matters significantly. A dismissive correction can discourage further attempts, while a respectful and constructive response helps students save face and stay motivated. Creating a culture where taking risks is rewarded rather than punished is essential for helping international students find their voice.
Making Feedback a Learning Tool
Many international students come from educational systems where submitting work once is standard, and opportunities to revise or improve are rare. As a result, the concept of feedback and revision may feel unfamiliar or even threatening. These students might not know how to interpret constructive criticism or may view it as a sign of failure.
Educators must demystify feedback by clearly explaining its purpose and value. Emphasize that feedback is not personal but a tool for growth. Take the time to walk students through examples of constructive feedback and show how revisions can strengthen their work. This transparency can build their confidence and willingness to engage in an iterative learning process.
Reducing the Fear of Asking Questions
Asking questions in class can be a daunting task for international students. Concerns about appearing ignorant or disrespectful can prevent them from seeking clarification. Some students may prefer to approach peers for help rather than risk embarrassment in front of a professor. This reliance on peers is not a weakness—it is a natural part of the adjustment process.
Educators should support this transition by fostering peer networks and communicating their own openness to student questions. Make it clear that no question is too small and that seeking help is a sign of engagement, not failure. When students feel that their instructors are approachable and understanding, they are more likely to participate actively and seek support when needed.
Fostering a Sense of Belonging
One of the most significant hurdles international students face is a lack of belonging. Cultural differences can make classroom interactions feel awkward or alienating. In the U.S., independence and assertiveness are often prized, but these values can clash with the collectivist principles of many Asian cultures, where group harmony and humility are emphasized.
This dissonance can lead students to withdraw, forming social circles with peers from their home countries and avoiding interaction with domestic students. While these connections offer comfort, they can also limit opportunities for cultural exchange and collaboration. The absence of meaningful relationships with American peers can contribute to a sense of isolation that affects both academic and emotional well-being.
Building Connection Through Mentorship and Preparation
Educators can combat this by introducing mentoring programs where experienced students guide newcomers through academic and social expectations. Teaching assistants or peer mentors can serve as bridges, helping international students navigate unfamiliar territory. Group projects can be structured to ensure inclusivity by assigning roles and rotating responsibilities.
Preparation is another critical element. Allow students to preview assignments or classroom discussions in advance. Providing examples and clear instructions helps reduce anxiety and gives students time to process information and ask questions. These strategies promote confidence, leading to deeper engagement and a greater sense of belonging.
Conclusion
Creating a safe, inclusive, and supportive classroom is not just beneficial for international students—it elevates the educational experience for everyone. Cultural differences should not be viewed as barriers, but as opportunities to enrich the learning environment. When educators adopt culturally responsive teaching methods, they acknowledge and respect the diverse backgrounds students bring with them.
By implementing thoughtful strategies that include flexible communication, structured participation, mentorship, and constructive feedback, educators can create spaces where international students feel welcome and valued. These efforts not only improve academic performance but also foster personal growth and emotional resilience. In doing so, they build classrooms that reflect the true spirit of global education.
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