Abstract
This report examines ways to better support international students in U.S. and Canadian planning schools based on a survey and focus groups conducted by the Association of Collegiate Schools of Planning Global Planning Education Committee (GPEC). Findings show that international students often face alienation and structural barriers to navigating universities and living in an unfamiliar culture, along with identity ambiguity, inadequate career services, and narrowly focused urban planning curricula. This suggests the need for greater mentorship; explicit recognition in diversity, equity, and inclusion (DEI) efforts; tailored professional development; and more holistic support systems.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 260-267 |
| Number of pages | 8 |
| Journal | Journal of Planning Education and Research |
| Volume | 42 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2022 |
Bibliographical note
Funding Information:The authors would like to thank all the survey and focus group participants. Special thanks to Adela Han Chih Mu, Neema Kudva, Awais Azhar, and Taru for note-taking during the focus group discussion and for the speakers including Awis Azhar, Neema Kudva, Ivonne Audirac, and Barbara Kappler who sparked broader conversations during the roundtable portion of the ACSP session. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© The Author(s) 2022.
Keywords
- diversity
- education
- equity
- international planning
- student experience
