From Backpacks to Belonging

The influx of international students into U.S. higher education institutions continues to grow, with approximately 1.1 million students enrolled in the 2023–2024 academic year ( NAFSA, 2024 ). These students bring a wealth of diverse cultural experiences and learning styles, significantly enriching the academic and social environments. However, the transition to U.S. higher education is filled with unique academic, social, and cultural challenges that are often insufficiently addressed by generic support systems ( Sherry et al., 2010 ). Through the chapter, a conceptual analysis of these transitions, guided by Schlossberg’s Transition Theory (1984) and informed by relevant literature, is presented. We then extend this theoretical framework by incorporating discussions of racialization and neo-racism. By doing so, we present a more holistic framework that bridges individual psychological adjustment with the systemic societal challenges faced by international students in the U.S. By weaving together theory with practice in this chapter, we identify gaps in current institutional support and provide practical recommendations for faculty and higher education professionals. Ultimately, the purpose of this chapter is to empower international student thriving, enhance institutional practices, and advance the broader goals of internationalization in U.S. higher education.