ERIC EJ1090143: International Student-Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

2015·0.15 MB·English

by  ERIC

International Student–Athlete Adjustment Issues: Advising
Recommendations for Effective Transitions
Emily M. Newell, The Ohio State University
Through an extensive literature revie w, student– U.S. university campuses. In the 2012-2013
athlete college transition issues as well as academic year, the National Collegiate Athletic
concerns of international student-athletes are Association (NCAA) (n.d.b) reported that 8,653 of
identified. Research on general student advising, the 186,640 (4.6%) Division I student-athletes
developmental advising, and mentoring literature came from outside the United States. However, in
points to successful tactics for assisting domestic some sports, the percentage of ISAs was higher; for
students, international students, and student- example, 33.2% of the participants in men’s tennis
athletes through the transition to college life. are considered ISAs. For institutions in conferences
This review culminates in a table that combines that sponsor various athletic competition venues,
findings from previous studies into a set of including the Olympic sports (e.g., Big Ten, Pac­
suggested practices for academic advisors work­ 12), the efforts to integrate ISAs into the American
ing with international student-athletes. Advisors higher educational experience create opportunities
can use this research to support international and challenges for advisors. Specifically, advisors
student-athletes during recruitment and through­ need to understand the factors that influence ISA
out their collegiate career.
success. They also need to know the reasons
[doi:10.12930/NACADA-14-015] student-athletes leave an institution.
Recruitment and retention of an ISA—like any
KEY WORDS: developmental advising, interna­ student-athlete—cost the institution money. From
tional students, international student-athletes,
the official visit to the offer of full or partial
mentoring, special populations, student-athletes
scholarships for sport competition at the Division I
level, institutions that pursue ISAs make a
While the front-facing image of intercollegiate
substantial financial investment. As of 2012, the
athletics—particularly at the Division I level— NCAA reported that Division I institutions spent,
presents quasiprofessionalism with superstar ath­ on average per student-athlete, between $36,000
letes and coaches, the majority of the student–
(for NCAA Football Championship Subdivision
athlete population looks far different. Rather than
schools) and $102,000 (for NCAA Football Bowl
elite football and men’s basketball players, most
Subdivision schools) (Fulks, 2013). A 2012 New
student-athletes, including a meaningful number of
York T imes article reported that international
international competitors, compete in nonrevenue
students can pay three times as much (or more)
sports. Although previous literature has been
as in-state domestic students in tuition and fees at
devoted to studying student-athletes in various
U.S. public universities (Lewin, 2012). University
capacities as both scholar and competitor (Lally &
athletic departments that pay part of the tuition,
Kerr, 2005; Potuto & O’Hanlon, 2007; Reiter,
room, and board bill for ISAs likely invest more
Liput, & Nirmal, 2007), most of it focused on
general advising and counseling of the entire than they do for domestic student-athletes. There­
fore, to protect their investment, college athletic
student–athlete population (Broughton & Neyer,
departments and universities must devote resources
2001; Chartrand & Lent, 1987; Etzel, Ferrante, &
to the success and retention of ISAs.
Pinkney, 1996; Hinkle, 1994; Hurley & Cunning­
Existing literature indicates a preference for a
ham, 1984), and little of it has been dedicated to
the international student-athlete (ISA). A few targeted and comprehensive advising model via a
studies addressed transitional issues faced by specialized unit and a support services office
student-athletes (Meadows, Pierce, & Popp, 2011; (Broughton & Neyer, 2001; Clark & Parette,
Ridinger & Pastore, 2000), but most presented 2002; Ender, Winston, & Miller, 1982; O’Banion,
purely qualitative data or were based on small 1972/1994/2009). By promoting a developmental
sample sizes. advising approach (Broughton & Neyer, 2011;
The dearth of information creates problems for O’Banion, 1972/1994/2009) and utilizing advisors
those accommodating the population of ISAs on to promote supp ort services across campus,
36 NACADA Journal Volume 35(2) 2015
International Student-Athletes
universities can better support and promote success athletics, noted the absence of research on ISA
of ISAs. adjustment into college. The results of their
This review of the literature offers a twofold survey showed that ISAs were better adjusted to
purpose: provide valuable information to increase the new environment than international students
advisor understanding of ISAs and suggest recom­ not competing in intercollegiate athletics. How­
mendations for practice. First, the existing litera­ ever, the researchers cautioned readers to
ture is presented on academic advising and athletic consider the small sample size (N = 16) of ISAs
academic support systems at U.S. universities as when interpreting the results. Although not
well as the special needs of three populations: generalizable, Ridinger and Pastore ’s study
student-athletes, ISAs, and international students. provides an interesting basis on which to build
Second, the featured literature demonstrates com­ further inquiry. For example, ISAs showed the
monalities in the recommendations for advising highest adjustment mean scores among all
and mentoring student-athletes and international subgroups studied; they scored higher than
students. This breadth of data informs possible domestic in-state nonathl ete students and
best-fit practices for advisors to utilize when student-athletes, domestic out-of-state nonath­
working with the ISA population. lete students and student-athletes, and interna­
tional nonathlete students. The authors also
Unique View of Sport pointed out that the ISAs in their study enjoyed
ISAs view their athletic participation differ­ a structured support system that may not be
ently than do U.S. student-athletes, which may available to ISAs in other situations.
explain the emphasis they place on athletics and Meadows et al. (2011) expanded upon Ridin­
academics. Popp, Hums, and Greenwell (2009) ger and Pastore’s (2000) preliminary examination
assessed the differences in the perceived purpose of ISAs and studied the recruitment of ISAs by
of intercollegiate athletic participation between surveying a diverse population on the greatest
domestic student-athletes and ISAs. Student- challenges they faced in their first year of college.
athletes in 16 different sports from 50 countries, Their survey was completed by 355 student-
including the United States, responded to the athletes at 15 NCAA Division I institutions; 192
researchers’ questionnaire. The overall results of the respondents hailed from foreign countries,
indicated that U.S. student-athletes tend to place including Canada. The researchers found that the
a higher priority on competition than do their ISA three most common ISA struggles involved
counterparts. The findings may explain the homesickness, adjusting to U.S. culture, and
different impacts of transition issues as articulated negotiating the language. The results from
by native student-athletes and ISAs matriculating Meadows et al. may indicate that the broad
into U.S. higher education. struggles of ISAs throughout all of Division I
Not all international students, and thus not all signify a need to improve social and interpersonal
ISAs, can be categorized in any single way. adjustments to alleviate some stressors that may
Although this review provides a set of proposed lead to academic failure or withdrawal from the
practices, like all suggestions, they feature com­ institution.
prehensive ideas that may apply to most ISAs. A Realizing the connection between the adjust­
single model cannot suitably fit every individual, ment issues faced by international students,
and differences between Western European, non- including athletes, Abel (2002) wrote an article
Western European, and other international students that outlines specific educational challenges these
add to the diversity of students competing on U.S. special populations face. Abel discerned that
campuses (Trice, 2004). international students may not expect the levels of
individualized learning and independence, the
Adjustment Issues
competitive classroom environment, and the time
International Students expectations for work outside of the classroom
By identifying and understanding the chal­ typical of U.S. postsecondary institutions. With
lenges ISAs face in their transition to life in the knowledge of ISA concerns, practitioners may
United States and as student-athletes, advisors raise awareness of the potential difficulties of
take the first step in determining the best course ISAs in managing their transition to the new
of support and advising. Ridinger and Pastore environment. Abel acknowledged the role of the
(2000), who were among the first to address the language barrier in impeding the transition
acclimation of ISAs to U.S. higher education and process of international students—and thus ISAs.
NACADA Journal Volume 35(2) 2015 37
Emily M. Newell
This finding reinforces the results of Meadows et difficulties and social isolation for the student-
al. (2011), who suggested that international athlete.
students seek out tutoring, develop visual models Parham (1993) found six challenges that
for studying, learn time management and plan­ differentiate student-athletes from those who do
ning skills, and forge relationships with profes­ not participate in NCAA sports: handling both
sors. athletic and academic pursuits; negotiating so­
Andrade (2005) addressed the transitional cialization through periods of isolation caused by
issues unique to the general international student athletic participation; dealing with athletic suc­
population during the first year in a U.S. college cess or lack thereof; coping with injuries;
or university. Many of the issues encountered by balancing the demands from various relation­
international students overlap with those of ships, including those with teammates, coaches,
domestic students: adjusting to a new environ­ friends, and family; and coping with the end of
ment, leaving home for the first time, developing one’s athletic career. Etzel et al. (1996) also
effective study habits, and choosing a major; studied the special needs of the student–athlete
however, these potential struggles are com­ population and identified four unique needs
pounded for international students by language similar to those illuminated by Parham, including
barriers and cultural differences. Consistent with issues related to athletic success or failure and
the finding of Popp, Hums, and Greenwell balancing competing academic and athletic de­
mands.
(2010) that ISAs consider their intercollegiate
As a result of their unique challenges,
athletic experience a relatively less significant
student-athletes need a support system different
aspect of their overall education, Andrade’s
from their nonathlete peers (Etzel et al., 1996).
study illustrated that academic issues such as
Although not specific to ISAs, the challenges
those associated with language barriers, includ­
identified by Parham (1993) and Etzel et al.
ing a high level of commitment to their studies,
(1996) warrant consideration, particularly those
affected the social transitions of international
that can factor into some of the exceptionally
students.
disruptive challenges (e.g., language barrier,
Andrade (2005) also concluded that formal,
cultural transition) to the ISA population
organized clubs and activities significantly helped
(Meadows et al., 2011). Personnel of support
international students adjust socially. Perhaps the
services units may implement suggestions for
team atmosphere experienced by ISAs in their
helping student-athletes when developing re­
sport may mitigate some problems associated
sources for the international population, and
with matriculation, but a developed sense of
when making referrals for ISAs, advisors
belonging remains a transitional concern. An­
should note the services proven helpful to
drade also argued that specific cultural and
domestic student-athletes or international sub­
linguistic challenges, which affect nearly every
populations.
facet of the international student transitional
process, are too often neglected. Targeted Support
In a finding that contradicts that of Ridinger and
Student-Athletes Pastore (2000), Popp et al. (2010) determined that
Just as literature on the international student ISAs demonstrate lower adjustment to U.S. colleg­
population can relate to ISAs, examining previous es than their U.S. counterparts. In addition to a
literature on the student–athlete transition can small sample size, the comprehensive support
provide further insight into the unique needs of systems cited in the Ridinger and Pastore (2000)
the ISA population. Student-athletes face de­ study may account for the disparity in findings.
mands from their sport that affect their life as a Therefore, recognizing the potential power of
student. Comeaux, Speer, Taustine, and Harrison comprehensive support services offices for stu­
(2011) explained, ‘‘Striking the proper balance dent-athletes may help athletics administrators and
between their academic and athletic lives can be student affairs professionals mitigate the most
difficult for transitioning student-athletes, and troubling issues facing ISAs.
they must continually negotiate the dual roles of The success of the student-athlete as well as
student and athlete’’ (p. 36). They suggested that the financial investment of the athletic department
these competing roles coupled with the time hinge on student-athletes persisting through their
demands of each can lead to both academic adjustment period. Popp et al. (2010) explained
38 NACADA Journal Volume 35(2) 2015
International Student-Athletes
that the acclimation experiences of the ISAs differ Support Models for Advising Student-Athletes
from those of U.S. student-athletes both in joining
Comprehensive Services
the new team and in meeting educational
Hinkle (1994) suggested that support services
obligations. That is, ISAs constitute a subpopu­
for student-athletes should include educational,
lation among student-athletes and should be developmental, and remedial programs. Based on
evaluated specifically and separately so that the lengt hened and more complex transition
administrators and coordinators dedicate the most period for ISAs identified by Meadows et al.
appropriate resources to their recruitment and (2011), institutional personnel should provide
success. extra support to them. In addition, Howard-
Despite the literature expounding on the nature Hamilton and Sina (2001) suggested that athletic
of ISA challenges, which blend situations encoun­ departments offering student–athlete support
tered by the international and the student–athlete services should work closely with academic units
populations, practitioners need more information to and academic advisors to foster positive relation­
advise ISAs. Specifically, they need to identify the ships and form connections that can augment the
advising, mentoring, and support practices that best assistance they provide.
address vexing concerns. Narrowing the findings Other recommendations for working with
of previous literature leads to a recommended set student-athletes come from Watt and Moore
of suggested practices. (2001) in their review of historical and current
Hurley and Cunningham (1984) conducted one trends in the makeup of the student–athlete
of the earliest studies of special student–athlete population. The authors provided a list of
needs and made suggestions for best practices for recommendations for student affairs practition­
providing support for educational and personal ers—such as advisors—including educating both
development. Citing the longstanding accusations faculty members and coaches about the unique
that Division I universities, in particular, focus on balance between athletic and academic life;
athletic performance over academic growth or designing courses and seminars targeted to
career preparation, they noted the importance of student-athletes that emphasize time manage­
ment, career development, and study skills;
supporting student-athletes’ academic aspirations
establishing flexible times for e-programming,
in addition to their athletic experience. The
counseling, and advising; maintaining a network
authors, in findings consistent with the subsequent
studies of Parham (1993) and Etzel et al. (1996), of former student-athletes; and arranging oppor­
tunities for faculty members and coaches to meet
listed the academic skill acquisitions demanded of
about student-athletes on campus.
the student-athlete, including acquiring time-
Chartrand and Lent (1987) also studied and
management skills, adjusting to a new and more
stressed the importance of including social and
independent lifestyle, as well as learning to interact
psychological services in the student–athlete
with professors in the academic setting, and they
support model. In their initial review of literature,
pointed out that these constitute a particular
they found special concerns of student-athletes
challenge to the student–athlete population, who
that separate them from the general student
commit more than 20 hours per week solely to their
population, and they determined that services
sport.
should be provided to help accommodate those
Hurley and Cunningham (1984) also addressed
differences. They pointed out that these issues
the interrelatedness of academic, psychological,
extended to areas other than conflicts student-
and social support necessary for the academic
athletes experience during their playing years to
success of student-athletes, noting that ‘‘loneliness those that affect them after their years of
affects academic and athletic performance, poor eligibility.
athletic performance affects academic perfor­ Although many ISAs participate in sports with
mance, and so on’’ (p. 55). Meadows et al. relatively wide professional opportunities avail­
(2011) found that ISAs, in particular, struggle with able after graduation, such as tennis and golf, they
loneliness and homesickness after moving to the need development opportunities that prepare
United States. Consequently, by providing effective them for life after sport (NCAA, n.d.b; Popp,
advising and support services that range in scope Pierce, & Hums, 2011). However, this suggestion
and type, policy makers offer the best model for presents unique challenges, as noted by Watson
ISA success and retention. (2005), who conducted comparative research of
NACADA Journal Volume 35(2) 2015 39
Emily M. Newell
attitudes toward seeking counseling assistance athletic eligibility based on NCAA academic
and found that student-athletes were less likely to progress rules, and the latter practitioner works
seek help than their peers. Watson suggested that with student-athletes to develop skills related to
student-athletes hold a more negative view of internships, the job search, re´sume´ development,
counseling received outside of the athletic study skills, and the like.
department due to stigma and a perception that Carodine, Almond, and Gratto (2001) also
those unfamiliar with life in sports do not advocated for a holistic approach to providing
understand the issues exclusive to the student– student-athletes with support throughout their
athlete population. Watson suggested incorpora­ transition to and through college, which they
tion of counseling services into the student– deemed the most effective model in practice.
athlete support services system as a potential Their research focused on the model proposed by
counter to these negative attitudes toward help Etzel et al. (1996), which broke support services
seeking. Advisors can provide domestic student- into categories: academic, athletic, personal and
athletes and ISAs with information about typical social, and general. Building upon those categor­
struggles so that they understand that some of ical recommendations, Carodine et al. cited the
their concerns do not differ from those of other following practices in the best support-services
student cohorts. offices: orientation programs; career and life
In addition to the survey, Watson’s (2005) skills development; career planning and place­
recommendations are based, in part, on the prior ment; NCAA Challenging Athletic Minds for
work of Broughton and Neyer (2001), who had Personal Success (CHAMPS)/Life Skills (now
also reviewed student–athlete advising and sup­ known as NCAA Life Skills) programming
port systems. The author duo had concluded that (NCAA, n.d.a); academic advising that includes
a developmental-style model for academic advis­ eligibility monitoring; and academic support
ing and counseling programs, as detailed in the services that include tutoring, mentoring, and
college advising literature, not only best fit but diagnostic testing.
was also necessary to provide support to the
student–athlete population. The Student–Athlete Advising Approach
Clark and Parette (2002) offered a variation of
Developmental and Holistic Advising the services for athletes model proposed by
The developmental model of advising was Jordan and Denson (1994). They termed their
first explained by O’Banion (1972/1994/2009) new version the student–athlete advising ap­
and involves understanding and addressing the proach (SAA). Their revised model included five
whole student, not merely academic courses and specific areas of support: education and transi­
schedules. Ender et al. (1982) expanded on the tions; academic pursuits and transitions; personal
discussion of developmental advising practice by and social issues; collaboration; and leadership,
applying it to career and personal as well as scholarship, and self-advocacy.
academic goals. They characterized developmen­ In the SAA, Clark and Parette (2002) broke
tal advising with seven principles that served as down each of these five components into service
an operational definition: It is undertaken suggestions for universities. For support of
throughout the student’s academic career and is academic goals and transitions, they made
goal driven; addresses human growth; promotes a suggestions almost identical to those offered by
personal, caring, and empathetic relationship; Carodine et al. (2001). In terms of personal and
features the advisor as a role model and mentor; social support, they called for implementation of
demands collaboration between academic and a peer mentorship program and access to
student affairs departments; and encourages the professional counselors to support student-
utilization of all campus and community resourc­ athletes’ psychological well-being. For collabora­
es to best support the student (Ender et al., 1982, tion, they pointed out that parents, athletics staff,
pp. 7–8). coaches, and faculty members can share in
Broughton and Neyer (2001) noted that an meeting student needs; no one should be out of
ideal support system should be designed around the support loop. Furthermore, they encouraged
the comprehensive developmental model and students to engage in leadership development
include psychological services as well as athletic through sport and other student organizations,
academic and life skills coordinators; the former and they reaffirmed efforts for empowering the
works with student-athletes to help them maintain student-athlete to be a self-advocate.
40 NACADA Journal Volume 35(2) 2015
International Student-Athletes
Support Models for Advising International The developmental advising approach presents
Students some challenges to practitioners. Brown and
Rivas (1993) pointed to the need to cultivate an
Individualized Advising
understanding and sensitivity to cultural diversity
In addition to providing comprehensive and
over a multitude of populations. They argued that
all-inclusive support services in a centralized
rapport must be established with the student in
location, academic advisors must receive training
the course of developmental advising, and
to deal with the special needs of international
without a thorough understanding and empathetic
students and ISAs. Lee, Abd-Ella, and Burks
approach to student cultural differences, such
(1981) explained that international students often
relationships remain elusive. Brown and Rivas
view the relationship with their advisor as one of
also pointed to the disproportionate number of
the most crucial in their academic career. They
academically underprepared ethnic minorities
found that the athletic academic coordinator—as
who will need help with academic competency.
an advisor-like figure in matters of eligibility but
To best advise underrepresented students, advi­
not for specific classes—may exert a great deal of
sors must also employ practices not specifically
influence on student-athletes; therefore, academic
addressed in the developmental paradigm; that is,
advisors and others (e.g., athletic academic
advisors must acknowledge possible biases and
coordinators) within the university who work
accept cultural differences.
with ISAs must know and address the unique
Without invoking principles of developmental
challenges of student-athletes.
advising, Andrade (2005) provided suggestions
Clark and Pyle (1986) stressed the impor­
for mitigating the challenges encountered by
tance of training and preparation for advisors
international students at one U.S. institution.
working with international students (including
Specifically, international students benefited
ISAs) because they present needs that require
from social involvement on campus and com­
specialized resources and professional develop­
munication with professors because these types
ment. Specifically, they argued that advisors
of engagements developed their English-
should receive resources to access unique
language speaking skills. Therefore, both aca­
training opportunities, such as professional
demic advisors and athletic academic coordina­
seminars, to equip them for assisting interna­
tors should promote on-campus activities as
tional enrollees.
means of promoting English as a second
Where multiple staff members are not hired to language (ESL). The students in Andrade’s
provide all possible support services, academic study also found that setting achievable short-
advisors and athletic academic coordinators can and long-term goals helped their academic
utilize the developmental advising model to development; however, some participants also
address transitional issues with ISAs (Broughton indicated that they did not know where to go for
& Neyer, 2001; O’Banion, 1972/1994/2009). assistance and therefore sparingly used formal
With appropriate training, both academic advisors on-campus support services. These findings
and athletic academic coordinators can advise should encourage practitioners to make ISAs
ISAs not just on academic and eligibility issues aware of available resources both within athletic
but also on social, personal, and career concerns. academic support units and throughout the entire
In all cases, the practitioner takes a mentor-like university.
approach to working with the student.
Stebleton (2011) applied a developmental Specialized Services
model to academic advising for immigrant To help international students acclimate to the
college students. He advocated use of a develop­ educational culture at U.S. colleges and universi­
mental approach because it focuses on individu­ ties, Sarkodie-Mensah (1998) suggested that
alized interaction that does not generalize and institutions create and publicize the availability
instead encourages practitioners to seek informa­ of specialized orientations for international stu­
tion about and gain understanding of the dents that give an overview of the U.S. classroom
differences between each immigrant student. culture and information on available campus
Stebleton reminded readers that, like all under­ resources. As later confirmed in Andrade’s
graduates, no two immigrant students are alike, (2005) research, Sarkodie-Mensah suggested that
and their specific needs should be approached making international students aware of available
individually and holistically. services helped them overcome difficulties with
NACADA Journal Volume 35(2) 2015 41
Emily M. Newell
college adjustment. Sarkodie-Mensah stressed the on-campus resources, and to report gains in
value of periodic, continuous outreach that assists language fluency.
with international student transitions to the By piloting and studying a mental health
classroom and emphasized the usefulness of support group for international students, Dipeolu,
campus libraries for orientation and resource Jinhee, and Cooper (2007) confirmed the success
repositories. of counseling. They studied a group comprised of
In addition to pushing for orientation to a counselor and peers charged with providing
resources, Burrell and Kim (1998) advocated support to international students adjusting to U.S.
for workshops and specialized courses in which higher education. The results indicated that group
the cultural differences in education between the counseling and support were successfully utilized
United States and an international student’s home to assist students through their transition, but they
country are explained. They pointed out that noted that cultural differences, gender dynamics
although ESL education must be offered during in the home country, collaboration with offices
the transition, workshops or specialized courses around campus, and targeted outreach must be
that focus on study skills, classroom expectations, addressed when developing such groups.
communicating with instructors, and learning the
curriculum improve international students’ ability Mentoring
to transition into the academic demands of the Finally, mentoring relationships can benefit
U.S. institution. international students during their transition and
maturation into an independent student during
Ghosh, Javalgi, and Whipple (2007) focused
their first year. They can provide international
their research on target needs of special
students with assistance from faculty members
populations and included an overview of the
or staff to supplement peer or counseling group
offerings of successful support services for
support. Levinson, Darrow, Klein, Levinson, and
international students. They identified compre­
McKee (1978) wrote the seminal piece on
hensive programs with diverse offerings as the
mentorship, which was born from a psycholog­
most successful, particularly those that included
ical perspective. They described mentorship as a
advising and counseling related to visas and
complex relationship that promotes individual
immigration, remedial English writing and
growth in the transitional period from late
speaking courses, career services targeted at
adolescence into adulthood. An appealing strat­
finding jobs in the United States and abroad, and
egy for helping ISAs at the start of their
special financial aid officers who address issues
experience in the United States, mentorship is
of student employment and sources of internal
based on a relatively informal relationship but
and external funding. Additionally, the authors
embodies characteristics that elevate the teacher,
noted that because they often place a high
advisor, or sponsor beyond the traditionally
emphasis on education, international students
outlined role to one that encourages student
appreciate services that explain graduate educa­
development and promotion (Levinson et al.,
tion options in their home countries and in the
1978). Although informal mentor relationships
United States.
may naturally develop, establishment of formal
mentor–mentee pairs provides ISAs with a
Peer Partners and Group Counseling designated advisor who guides, supports, and
Peer and group advising as components of cheers them through the transitional period into
adjustment have proven effective throughout the life as student-athletes. ISAs may also benefit
international student transition. Quintrell and from advisor–mentor relationships that help
Westwood (1994) conducted a pilot program that them feel connected to academics at the
paired international students with a domestic institution.
student as a peer partner throughout the Whitfield and Edwards (2011) studied the
academic year. Domestic student partners were challenges and critical needs that define men­
asked to maintain contact with the international toring relationships for minority advisees on
student at least twice a m onth. T he posttest campus, which include the international student
results indicated that the international students and student-athlete populations, to promote
matched with a domestic peer partner were more career development. The study suggested that
likely to choose positive descriptors to charac­ mentoring can advance career development and
terize their first-year experience, to have utilized growth in underrepresented groups. The authors
42 NACADA Journal Volume 35(2) 2015
International Student-Athletes
suggested that mentors undertake the following Based on the recommendations offered, Table 1
efforts to support ISAs effectively: establish shows suggestions that combine the most salient
trust, set clear goals for success, use an effective aspects of the models suggested or tested in
communication style, and show an interest in previous literature. It features the ideals of
professional growth and development rather than developmental advising as proposed by O’Banion
forge a friendship. They suggested that the (1972/1994/2009), expanded upon by Ender et al.
mentor should expose the mentee to unfamiliar (1984), and advocated as a useful model for
ways of thinking, methods to cope with both student-athletes by Broughton and Neyer (2001).
success and failure, and behaviors that lead to The suggestions place the academic advisor and
success. athletic academic coordinator as mentor-coordina­
Mentorships as a potential support system tors utilizing strategies for advising defined in the
employed via the athletic academic coordinator developmental model (Ender et al., 1984; O’Ban­
may help ISAs with both personal support and ion, 1972/1994/2009). All of these practices are
academic success. Whitfield and Edwards (2011) best implemented via a coordinated effort between
stressed the importance of authentic mentor– academic advising units and athletic supp ort
mentee relationships, suggesting that implemen­ services and follows a comprehensive model
tation of a mentorship system, despite some similar to that suggested by Clark and Parette
drawbacks, provides support for addressing the (2002) to encourage the recruited ISA to reach his
educational, psychological, and athletic needs of or her full potential in a holistic manner.
ISAs. Because the ISA transition is affected by both
academic and athletic factors, practitioners from
Suggested Practices both academics and athletics must work together to
Academic advisors and athletic academic coor­ provide advising and support services that address
dinators well versed in student-athlete needs should the issues specific to ISAs. The crux of these
give critical and abundant support to ISAs through responsibilities may fall to academic advisors, who
the complex and difficult transitional period may first recognize the common challenges faced
(Hinkle, 1994). Additionally, educators should by ISAs during matriculation into U.S. higher
not consider life skills and career development education.
services optional; rather they must regard them as Units offering assistance to ISAs can improve
necessary to assist ISAs with cultural adjustment effectiveness by employing an outside review or
issues as well as the possible end of an athletic by surveying the students utilizing—or under­
career and the subsequent transition into a nonsport utilizing—advising and other forms of support
occupation (Carodine et al., 2001; Chartrand & (Andrade, 2005; Dipeolu et al., 2007; Quintrell
Lent, 1987; Clark & Parette, 2002; Popp et al., &Westwood, 1994; Watson, 2005). Practitioners
2011; Watson, 2005). can evaluate their current offerings and determine
Meadows et al. (2011) noted issues with and those needed to equip ISAs for a successful
sources of assistance for cultural and language transition and continued persistence.
adjustment experienced by ISAs. U.S. institutions
should provide and promote ESL courses to Future Research
support ISAs as well as other forms of assistance The literature shows that a comprehensive
with the cultural transition. Employing designated review of advising and support services specific
staff members to serve as mentors may help to ISAs is lacking; therefore, the value of the
remedy some of the homesickness, cultural, and suggestions cannot be fully evaluated. Although
language concerns expressed by ISAs. the effectiveness of general advising and student
By combining a comprehensive array of support services on college campuses has received signif­
services that address the educational, athletic, icant attention, administrators must review the
psychological, career development, and life skills effectiveness of the advising and support services
needs of ISAs, institutions demonstrate a welcom­ to the student–athlete population, including ISAs,
ing atmosphere designed for ISA success. By to maximize resources and promote success among
implementing developmental academic advising all matriculants.
and providing a formalized mentor system to Furthermore, to better individualize advising
support ISAs, athletics and university administra­ and mentoring provided to the ISA, practitioners
tors offer support to ISAs while promoting growth must understand the factors that influence the
and achievement. transition of ISAs into college life. Some useful
NACADA Journal Volume 35(2) 2015 43
Emily M. Newell
Table 1. Assistance for adjustment issues for international student-athletes (ISAs)
Adjustment Area of Assistance for International Student-Athletes
Issue Academic Personal Career
Homesickness Develop rapport with the
student-athlete to
provide mentoring
relationship that helps
fill the familial void.
Adjusting to Provide resources during Develop and promote Offer information
U.S. culture recruitment and upon programming that regarding careers for
arrival regarding the acclimates the ISA to specific majors,
structure of the U.S. campus culture and life including applicability
education system and in the local community. worldwide, not just
classroom expectations. Encourage peer mentorship within the United States.
from upper division
students.
Language Work with ISA to ensure Connect ISAs with Provide or refer to
barrier that all professors are students and staff who interview practice as
aware of student’s ESL speak common well as résumé writing
status. languages. and review services.
Direct ISA to international Provide encouragement
student services for and positive
additional support. reinforcement during
Ensure enrollment in meetings if student
appropriate ESL courses demonstrates frustration
during the first semester. with speaking or
writing.
Adjustment to Assess the needs and skills Direct ISAs to counseling Work with ISA and coach
competing of the ISA for best or psychological to form a well-structured
demands placement into classes. services as needed. schedule of classes,
Particularly, make practice, and other
students aware of any athletic commitments
sport psychology for at least the first few
support available. semesters or until the
Implement support groups ISA demonstrates time
with other student- management skills.
athletes.
Coping with Continue to stress the Direct ISAs dealing with
on-field importance of a extreme success or
success or balanced schedule; pay failure that interferes
failure particular attention to with personal or
signs that athletic educational well-being
success interferes with to counseling or sport
focus on academics. psychological services.
Mentor through struggles
to ensure progress in the
classroom.
44 NACADA Journal Volume 35(2) 2015
International Student-Athletes
Table 1. Assistance for adjustment issues for international student-athletes (ISAs) (cont.)
Adjustment Area of Assistance for International Student-Athletes
Issue Academic Personal Career
Socialization Encourage connections Implement programming Coach the importance of
with nonathlete students in the support services networking and work
in class. office that connects environment behavior.
ISAs with others.
Work with coaches to
ensure seamless
transition to the team.
Encourage ISAs to get
involved with clubs and
organizations outside of
athletics.
Dealing with Ensure ISA continues to Continue mentor– Direct to career services or
the end of succeed academically coordinator relationship provide postathletic
the athletic post eligibility and to provide additional career planning sessions
career provide or promote support to the ISA throughout ISA
career services. during this transitional eligibility to ease the
period. transition over time.
Direct ISAs with extreme
transition issues to
university counseling
and sport psychology
services.
Adjusting to Provide or refer to Beginning during
U.S. comprehensive tutoring recruitment, provide
education for at least the first year information on potential
to ensure the ISA is majors and related
academically successful career fields.
and confident. Develop specialized
information that
promotes the value of a
U.S. college degree and
its broad practical
application.
Note. Academic, personal, and career as three components of advising comes from O’Banion’s (1972/
1994/2009) model of development advising. All adjustment issues were identified from previous
literature reviewed (Abel, 2002; Andrade, 2005; Brown & Rivas, 1993; Clark & Parette, 2002;
Comeaux et al., 2011; Etzel et al., 1996; Ghosh et al., 2007; Hinkle, 1994; Hurley & Cunningham,
1984; Meadows et al., 2011; Parham, 1993; Popp et al., 2011; Whitfield & Edwards, 2011).
questions include those that clearly elucidate the into U.S. higher education, scholars must test and
size of the ISA population at a university to inform evaluate it. The development of a tested model
practitioner understanding about the transition would greatly assist practitioners who educate,
experience. Finally, an analysis of the factors that encourage, and advocate for ISAs every day.
affect the success of ISAs, including coaches, team
dynamics, and the type of sport should be
conducted. References
Once recommended studies have been completed Abel, C. F. (2002). Academic success and
and a best-fit model developed for the ISA transition the international student: Research and
NACADA Journal Volume 35(2) 2015 45