Arab Educational Information Network

Over one million international students attended United States HEIs (Higher Education Institutions) in 2016 (IIE, 2016). While a plentitude of quantitative and qualitative studies has examined Chinese and East Indian students' experiences in the U.S., limited research has been conducted with the third largest group of international students, Saudi nationals. This study examined the stories of Saudi male students as they navigated academic and non-academic, on and off campus experiences at a Western U.S. HEI. Employing qualitative methodology, narrative inquiry methods, and a constructivist theoretical framework, I interviewed four Saudi male students utilizing open-ended questions in a semi-structured, informal format as they attended a Western U.S. HEI. Utilizing Frank's Dialogic Narrative Analysis (as cited in Holstein & Gubrium, 2012), I entered into and critically examined their stories. Paralleling findings from other studies (Al Morshedi, 2011; Almotery, 2014; Al Murshidi, 2014; Alshahrani, 2014), Ahmed, Abdullah, Faisal, and Hamsa felt othered when attempting to navigate language, systems, and relationships, especially on-campus. Resilient, they depended on relational networks to confront and overcome barriers to their success, a major finding from this study. Implications of this study address university, department and professorial spheres of influence. Their successful implementation may better support the unique and individual needs of Saudi male students. (As Provided)