The changing social dynamics in today’s society have led to more diverse backgrounds in the student community. In American universities, four in ten students are of mixed race, while two in five students come from foreign countries (Fossum, 2020). The rising population diversity has led to a compelling awareness of inclusion in the education sector. Toward this end, higher learning institutions are exploring the most effective ways of promoting inclusive education in the diverse student community. This paper proposes using small collaborative discussion groups as a practical approach to promoting inclusive education for international students in a law school and uses action research to determine the suitability of the approach.
The Purpose of the Study
Inclusive education has become a global issue where political, social, and educational scholars advocate it for various reasons. Zubiri-Esnaola et al. (2020) recommend the theory to support international students adjusting to a new environment while pursuing their education in universities. According to (Zubiri-Esnaola et al., 2020), international students anticipate an excellent learning experience but encounter challenges adapting to the new environment, impacting their social life, academic performance, and mental health. Most notably, studies by Engel & Fritzsche (2019), Ballakrishnen and Silver (2019) indicate that international students exhibit high-stress levels, identity issues, and social consciousness due to adjustment issues in a foreign land. According to Ballakrishnen and Silver (2019), international students might belong to their minority group needing special assistance for equitable education. Therefore, this research addresses the matter by suggesting the adoption of small collaborative discussion groups to ensure inclusive education among international students in law school and enhance socialization, cultural identity preservation, and mental well-being.
The Potential Impact of the Research
This study will have a substantial impact in contributing to the literature regarding inclusive education for international students. As action research, the investigation might lead to exploring other issues affecting international students. Consequently, it can give rise to more topics for research and practices that create an ambivalent environment for the well-being of the students across numerous educational disciplines. Suitable learning conditions and experiences promote an institution’s supremacy leading to more international enrollments.
Stakeholders of the Research Project
This research is informed by stakeholders interested in international students’ affairs and the institution’s success in achieving a holistic and inclusive learning environment. They include the Dean of the law faculty and Associate Dean (Office of International Law & Policy), who will guide the critical decisions. The steering committee will consist of the Assistant Dean (Office of Diversity, Inclusion, Multicultural Affairs, and Professional Development) and the Director of the Academic Skills Program. Lastly, Professors (assigned by the Associate Dean and Director of Academic Skills Program) and Director of Student Services will be part of the research team and assigned particular roles presented in table 2. As institutional research, the law school’s administration will sponsor the investigation.
Literature Review
Cultural Identity
Inclusive education is the solution to preserving cultural identity among international students because it involves mutual interactions between students from different backgrounds. According to Peng (2019) and Balsam (2019), international students have much pressure learning a foreign language and culture, leading to negligence of their identity. Using a quantitative study to determine the role of cultural identity in learning languages, Peng’s (2019) findings indicate that identifying with a particular ethnic group inspires learning their culture, lifestyle, and language. Therefore, international students strive to fit in, leading to an identity crisis (Wulansari, 2020). Inclusive education through small group discussions can be the solution since the students can learn and adjust to foreign cultures in a moderate manner that does not risk identity loss.
Mental Issues
International students in American law schools are vulnerable to psychological issues due to stressful working environments, isolation, and lifestyle differences. Law schools are known for their academic excellence and for providing students with diverse learning experiences and opportunities (Balsam, 2019; Kim, 2018). According to Flynn et al. (2019), the students have less time for social interactions due to the broad and large volume of work. For international students, balancing academics and adapting to a new environment is stressful and can lead to depression.
Conversely, the students become isolated and self-conscious due to the lifestyle differences, language barrier, and lack of socialization which impacts their psychological well-being. In the book the global commons, Buck (2017) highlights the challenges facing international students in the United States, which have become a norm due to inadequate research and help. Buck (2017) notes that international students seldom interact with American students due to cultural differences and language barriers. As non-English speakers, the students face anxiety interacting with their American peers and might feel social isolation if the problem persists (Sendall et al., 2018). Kim’s (2018) research findings confirm that international students suffer from anxiety due to lifestyle differences and lack of social interaction with peers. Therefore, providing inclusive education could be the solution to a favorable learning environment.
The Effect of Collaborative Discussion Groups
In collaborative group discussions, students exercise positive interdependence where all members are accountable for the group’s success and academic achievements. To that end, collaborative discussions encourage working together regardless of culture, language, or nationality, ensuring inclusive education for international students (Chikara et al., 2019; Arja, 2020). Chikara et al.’s (2019) research show that collaborative discussions create psychological comfort and enhance students’ willingness to socialize. When a group of students collaborates, it becomes easier to solve intercultural issues since the law profession includes a broad field with international issues from different areas.
Likewise, participating in teamwork reduces social anxiety leading to healthy social and communication skills. According to Parris et al. (2021) and Merola et al. (2019), law schools need students who can interact and talk with diverse populations, which builds communication and argumentative skills for practice. Yildirim (2017) and Wester (2020) argue that group discussions promote inclusivity and are more adaptable across various disciplines in higher education, including law school. Frykedal and Chiriac’s (2017) investigation indicates that collaborative groups promote academic and social excellence. Thus, international students need to be included in the same academic and social sphere as domestic students to enhance their chances of equitable education and professional qualification.
Aims of the Research
- To explore how small group collaborative discussions can preserve the cultural identity of the international law students while being included in the majority group.
- To examine whether working in small groups can contribute to enhanced participation among international law students.
- To examine if small group collaborative discussions improve the international students’ social, emotional, and mental health and their sense of belonging in a new learning environment.
- To examine if the indirect support tool promotes a better outreach effort for promoting social, emotional, and mental health than the traditional counselling sessions.
This investigation seeks to answer the following research questions in line with the aims.
Research Questions
- How can small group collaborative discussions promote the inclusion of international students in law schools?
- To what extent do small group collaborative discussions help promote social, emotional, and mental health among international law students?
Methodology
The study will adopt a qualitative design using a collaborative action research model. The investigation aims to determine the effectiveness of small collaborative group discussions as practical tools for inclusive education of international students in law school. Action research emphasizes collaboration with various parties, including instructors, external stakeholders, the school administration, and students (Cohen et al., 2017). Thus, the research model is suitable for this study because the investigation involves finding appropriate evidence through different cycles in the research process and brings positive change in education systems through a qualitative analysis of challenges and opportunities.
In addition to the qualitative research method, the investigation will adopt the contemporary action research RADIO model to analyze and evaluate the socially construed themes to guide the research. The aim of contemporary action research is to ensure critical analysis and evaluation of the issue under investigation through a cycle that allows planning, acting, observing, and reflection until the desired results are achieved (Sendall et al., 2018). Table 1 shows the steps that will be taken in all phases of the research.
Table 1. RADIO Model Framework
Sampling Method
Research participants include twenty Juris Doctor (JD) students who are American citizens and thirty Master of Law (LLM) international students. The students will be selected using the purposive sampling method since this research targets a particular population in one law school. Instructors will be selected according to availability and interest in the subject under investigation. Table 2 shows the research participants and members who will assist in undertaking the research together with the previously mentioned stakeholders.
Table 2. The Research Team
Data Collection
Data collection tools will comprise surveys, observation, structured online questionnaires, and discussion forums consisting of student partisans. The data collection tools are suitable for qualitative action research since they give in-depth information and personal experiences giving more detailed information for analysis. The first data set will include a survey of how international students interact and perform their activities at school. The researchers will note down their survey observations and take videos of notable observations. The second data set will consist of observing instructors and participants from the research team. The researcher will have an impromptu walk-in into the participant classrooms for observation thrice a week and note down the student-to-student interaction and student-to-instructor interactions.
Finally, the third data set will include feedback from discussion forum groups and structured questionnaires sent to instructors via email. Selected themes will guide discussion forums: shared, relationships, and advocacy, as shown in table 2. The theme of shared experiences will explore the learning experiences and mental well-being of international students thus far, relationships will cover social development, and advocacy will include cultural identity and preservation issues. The discussion groups will be video recorded for further observation and coding according to the thematic areas.
Table 3: Focus Groups Included in the Data Set
Ethical Considerations
This investigation will meet all ethical considerations of credible research. All students who will be selected to participate in this research will receive an email asking for voluntary consent to be part of the investigation. Since the selection process is still underway, the research team is unsure of any individual with special needs or vulnerability participating in the research. However, each participant’s confidentiality and anonymity will be guaranteed according to their terms. The research team will send an email listing the confidentiality details of participation and how their information will be safeguarded if they wish to be anonymous.
Data Analysis
Data analysis will involve coding using the NVivo software by QSR International. The software program analyzes data from multiple research methods, including focus groups, surveys, online questionnaires, and unstructured text (Jackson & Bazeley, 2019). Findings from interviews will be uploaded to the software for easy transcribing. The research team will record observations during data collection while videos and images can be imported to the software since it offers quick transcription. Data analysis will involve coding information according to the thematic areas. The codes will have labels identifying each theme where related information will be easier to group. To draw conclusive remarks, a comparison will be made across all data and related thematic areas.
Reference List
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Chikara, A. et al. (2019) Small group discussion in K. Premkumar (eds.) Instructional strategies in health professions education. Saskatoon: University of Saskatchewan Press.
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