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"Small Fish in a Big Pond": A Case S...

Veselinovic , Milica .

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"Small Fish in a Big Pond": A Case Study of College Adjustment Experiences of International Student-Athletes Who Identify as Women.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Small Fish in a Big Pond": A Case Study of College Adjustment Experiences of International Student-Athletes Who Identify as Women./
Author:	Veselinovic , Milica .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	283 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27958729
ISBN:	9798662476622

"Small Fish in a Big Pond": A Case Study of College Adjustment Experiences of International Student-Athletes Who Identify as Women.
Veselinovic , Milica .

"Small Fish in a Big Pond": A Case Study of College Adjustment Experiences of International Student-Athletes Who Identify as Women. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 283 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2020.

This item must not be sold to any third party vendors.

International student-athletes who identify as women (ISAWs) are attending U.S. colleges in ever increasing numbers. As internationals, these women experience language and cultural challenges (Reynolds & Constantine, 2007), and as student-athletes they need to adjust to various aspects of athletic participation (Papanikolaou et al., 2003). Because of their intersecting identities, international and athletic, ISAWs' college adjustment journeys are unique and complex. ISAWs must adjust to their immediate social structures, athletic teams, where they interact with coaches and teammates. Also, athletic departments assign academic coordinators to student-athletes to support them throughout their academic journeys. All these athletic relationships influence whether ISAWs' positively or negatively adjust in college. They can more easily adjust to college through satisfying interactions within their athletic environment (Ridinger & Pastore, 2000; Rodriguez, 2014). However, a knowledge gap exists about exactly how athletic relationships shape and influence ISAWs' college journeys. The purpose of this study was to describe the college adjustment experiences of three ISAWs. To develop an in-depth understanding of their college adjustment in the U.S., the research included a total of 12 participants from a Division I Institution in the Midwest. Three coaches, three ISAWs, three athletic academic coordinators, and three domestic student-athletes who identify as women (DSAWs) shared their perceptions of ISAWs' academic, emotional, athletic, and social adjustment in college. Additionally, the research included a qualitative analysis of two websites that provided information to international students and student-athletes at the research institution.Overall, ISAWs had to overcome language challenges and discover how to efficiently navigate a novel academic system. They experienced homesickness and had to develop better time management skills. ISAWs had to adjust to higher performance expectations and different athletic resources. They mostly socialized within their athletic structures and did not form meaningful relationships outside their athletic circles. Finally, the relationships they established, and their student-athlete identity, increased their institutional sense of belonging and college persistence. Altogether, these findings revealed various practical and research implications. The main implications offer a direction for future theory, research, and practice. They also inform athletic administrators and college coaches about ISAWs' college adjustment and how to better support this group during this process.

ISBN: 9798662476622Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Female athletics

"Small Fish in a Big Pond": A Case Study of College Adjustment Experiences of International Student-Athletes Who Identify as Women.
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520 $a International student-athletes who identify as women (ISAWs) are attending U.S. colleges in ever increasing numbers. As internationals, these women experience language and cultural challenges (Reynolds & Constantine, 2007), and as student-athletes they need to adjust to various aspects of athletic participation (Papanikolaou et al., 2003). Because of their intersecting identities, international and athletic, ISAWs' college adjustment journeys are unique and complex. ISAWs must adjust to their immediate social structures, athletic teams, where they interact with coaches and teammates. Also, athletic departments assign academic coordinators to student-athletes to support them throughout their academic journeys. All these athletic relationships influence whether ISAWs' positively or negatively adjust in college. They can more easily adjust to college through satisfying interactions within their athletic environment (Ridinger & Pastore, 2000; Rodriguez, 2014). However, a knowledge gap exists about exactly how athletic relationships shape and influence ISAWs' college journeys. The purpose of this study was to describe the college adjustment experiences of three ISAWs. To develop an in-depth understanding of their college adjustment in the U.S., the research included a total of 12 participants from a Division I Institution in the Midwest. Three coaches, three ISAWs, three athletic academic coordinators, and three domestic student-athletes who identify as women (DSAWs) shared their perceptions of ISAWs' academic, emotional, athletic, and social adjustment in college. Additionally, the research included a qualitative analysis of two websites that provided information to international students and student-athletes at the research institution.Overall, ISAWs had to overcome language challenges and discover how to efficiently navigate a novel academic system. They experienced homesickness and had to develop better time management skills. ISAWs had to adjust to higher performance expectations and different athletic resources. They mostly socialized within their athletic structures and did not form meaningful relationships outside their athletic circles. Finally, the relationships they established, and their student-athlete identity, increased their institutional sense of belonging and college persistence. Altogether, these findings revealed various practical and research implications. The main implications offer a direction for future theory, research, and practice. They also inform athletic administrators and college coaches about ISAWs' college adjustment and how to better support this group during this process.
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