The purpose of this paper is to explore how the values, beliefs, and propensities of international graduate students influence their learning while enrolled in a postsecondary educational program. The majority of this paper represents background information of past research pertaining to the aforementioned purpose. Preliminary findings suggest international students are often confused by the pedagogy used in many English dominant institutions. They rarely see themselves in curriculum. At the start of their program, they sometimes struggle with, what is for them, foreign assessment practices. Finally, international students sometimes undergo an identity conflict, because they perceive their culture to be of little value in their host institution.

Author: Jane P. Preston

Published in: Canada International Conference on Education, 2022

  • Date of Conference: 21-23 June, 2022
  • DOI: 10.20533/CICE.2022.0029
  • Electronic ISBN: 978-1-913572-49-5
  • Conference Location: Virtual (Mississauga, Canada)