Implications of intersectionality of first-generation international students' educational experience at Oxford University

Thesis

This dissertation explores the educational experiences of first-generation international students at Oxford University, focusing on their academic and social integration, coping mechanisms, and the effectiveness of institutional support. Using a qualitative research approach, semi-structured interviews were conducted with 15 graduate students and 5 welfare officers to gather in-depth insights. Thematic analysis revealed several key themes, including the unique challenges faced by these students, their strategies for coping with academic pressures, and the disparities in support services across different colleges.

The findings highlight the compounded difficulties stemming from the intersection of being both first-generation and international students, such as cultural adaptation, financial stress, and feelings of invisibility within the university's support system. Participants emphasized the need for more proactive and inclusive support measures, suggesting that the institution should adopt a more personalized approach to address their specific needs. The study also underscores the importance of fostering a sense of belonging to enhance student engagement and success.

This research contributes to the existing literature on intersectionality in higher education and provides practical recommendations for improving support systems and policies to create a more inclusive and equitable environment for first-generation international students at prestigious institutions like Oxford University.

Authors: Zhou, D

• DOI: 10.5287/ora-b7x51y5de
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: first-generation students; HE; HE2024; international students; Intersectionality
• Subjects: First-generation graduate students; Education; Intersectionality (Sociology); Students, Foreign