Abstract
Objective: A qualitative inquiry to explore the challenges and stressors female international doctoral students experience. Background: Student challenges and stress result in attrition and non-completion of doctoral programs. Using Urie Bronfenbrenner’s ecological systems theory framework, the study connected the theory subsystems to the challenges and stressors female international doctoral students experience. Method: The study analyzed the lived experiences of five female international doctoral students at an Illinois research institution, using a qualitative approach (phenomenology). The participants were interviewed using themed theoretical framework questions. Results: The results identified concerns related to all subsystems. Academic (microsystem and mesosystem) challenges included a lack of academic skills, time management, and English as a second language. Psychological (exosystem) challenges comprised workload, family commitments, and financial issues. Psychological (exosystem) stressors included headaches, stomachaches, nightmares, and weight loss. Physiological (macrosystem) challenges included cultural responsibilities, a non-family-friendly environment, and an inadequacy to support children. Physiological stressors were anxiety, irritable, sleep deprivation, and lack of social support. All participants considered their advisor and faculty to be the most important factor shaping their doctoral experience (chronosystem) and had concerns with feedback, guidance, communication, and encouragement. Conclusion: Female international students encounter many obstacles on their doctoral journal that should be considered by institutions. Application: Higher education institutions should further support students to reduce attrition rates.
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