Belonging Experiences of International Graduate Students

A Phenomenological Study

Abstract

This phenomenological study explored how international graduate students experience and make sense of belonging across academic, social, and institutional contexts. Fifteen international master’s and doctoral students participated. Semi-structured interviews captured students’ lived experiences of belonging, including comfort, connection, recognition, and value. Four themes emerged: (1) core experiences of belonging; (2) contexts for partial belonging; (3) negotiating language, culture, and identity; and (4) diversity paradox and belonging tensions. Findings suggested belonging is a relational, context-dependent process linked to well-being. Institutional efforts fostering inclusion, meaningful relationships, and cross-cultural engagement may support international students’ mental health and academic success.