The internationalization of higher education has led to a growing number of international students, particularly from Asia, studying music-related programs in United States, yet little systematic exploration has revealed the experiences of these students and the challenges, successes, and intercultural understandings they must navigate to complete their education abroad. The purpose of this multiple case study was to explore the experiences of East Asian international students in American music education degree programs. The following questions guided this study: What are the experiences of East Asian international students in American music education programs? What differences in school/educational/social cultures are present and how are they navigated? The experiences of four Asian international students were examined through two rounds of in-depth, semi-structured interviews. Data sources for this study included interview transcripts as well as extra information gleaned through the member-checking process. Several themes emerged: navigating professional challenges, language barriers, lack of inclusivity and representation, and navigating cultural differences in educational and social contexts. These findings provide crucial insight for university faculty to foster more inclusive music education environments by emphasizing the importance of mentorship, cultural understanding, and supporting international students’ career development while also recognizing their valuable contributions to the university community.
Xie et al. (Sun,) studied this question.