Date Approved

9-15-2025

Embargo Period

9-15-2027

Document Type

Dissertation

Degree Name

Ph.D. Education

Department

Education

College

College of Education

Advisor

Cecile Sam, Ph.D.

Committee Member 1

Sarah Ferguson, Ph.D.

Committee Member 2

Gokhan Alkanat, Ph.D.

Keywords

Doctoral international student experiences;Geopolitical barriers;International students in the U.S.;Interpretative Phenomenological Analysis (IPA);Iranian international students;Socio-political climate

Abstract

The United States has long been viewed as a premier destination for international students, attracted by its reputation for academic excellence, research opportunities, and multicultural engagement. However, students from certain countries, particularly Iran, encounter unique and complex challenges shaped by geopolitical tensions and restrictive immigration policies. This Interpretative Phenomenological Analysis (IPA) study, guided by symbolic interactionism as its analytic framework, explores how Iranian doctoral students at U.S. universities interpret, navigate, and find meaning in their lived experiences within the current socio-political landscape. Findings from in-depth interviews with Iranian doctoral international students reveal five major themes: (1) Confronting Geopolitical Barriers in the US Visa Process, (2) Living with Sanctioned Identities: Financial Mobility and Stress, (3) Cultural Displacement and the Weight of Misrecognition, (4) Silenced Across Broders: Surveillance, Censorship, and Fear, and (5) Findings Meaning Amid Challenges. Female participants, in particular, expressed heightened satisfaction with the freedoms and opportunities available in the U.S., contrasting them with restrictions in Iran. However, their experiences were also shaped by intersectional challenges related to nationality, gender, and religion.

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Available for download on Wednesday, September 15, 2027

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