Fragmented Selves: Exploring the Socio-Psychological and Physical Effects of the Transition Period on International Students at George Mason University

International students often navigate complex emotional, cultural, and physical challenges as they transition into new academic environments. This project explores how international students from collectivist cultures at George Mason University make sense of their socio-psychological and physical adjustment experiences. Using a two-round qualitative workshop model, the study creates space for participants to reflect on identity, belonging, and the pressures of adapting to a new environment while away from established support systems. The workshops include guided prompts, group reflection, and meaning-making exercises, allowing students to articulate their lived experiences in their own words. Although data collection is ongoing, the study aims to identify common themes related to identity negotiation, community support, and well-being, as well as opportunities for improving culturally responsive support services on campus. The goal of this work is to elevate international student voices and contribute to a more empathetic, inclusive institutional understanding of the transition process.

Slide 1 — Introduction
Hi everyone, my name is Ramya Karthik, and I’m an undergraduate researcher at George Mason University. My URSP project is titled Fragmented Selves: Exploring the Socio-Psychological and Physical Effects of the Transition Period on International Students at Mason. My mentor for this project is Dr. Al Fuertes.

Slide 2 — Background & Why This Study Matters
This project is incredibly personal to me. As an international student, I’ve experienced the emotional weight of adjusting to an entirely new environment, the uncertainty, the cultural shifts, the feeling of being caught between two worlds.
A lot of research focuses on the academic transition, but the emotional side, the sense of identity, belonging, and well-being, is often overlooked. I wanted to create space for these stories, especially for students from collectivist countries who navigate transition in unique and deeply relational ways.

Slide 3 — Research Purpose & Central Question
The purpose of my study is to understand how international students make sense of their transition into life at Mason.
My central research question asks: How do international students from collectivist backgrounds experience their socio-psychological and physical adjustment, and what supports or strategies help them during this transition?
My hope is that by listening to students’ stories, we can better understand what truly supports their well-being.

Slide 4 — Methodology
To explore this question, I am conducting two small-group reflective workshops, each lasting about 60 to 90 minutes and spaced 2–3 weeks apart.
Each workshop includes guided reflection prompts, open discussions about adjustment, identity, and belonging, and opportunities for students to share experiences in a supportive environment.
Workshops are intentionally small, about 6 to 8 participants, to create a sense of comfort and community.

Slide 5 — Ethical Considerations
Because these conversations can touch on sensitive emotions, ethical care is central to my project.
Participants are reminded that they can skip any question or leave the session at any time. Instead of a formal consent form, I use a Focus Group Information Sheet to ensure transparency about the purpose of the study, how data will be handled, and what participation involves.
If a student feels overwhelmed or needs support, I refer them to Counseling and Psychological Services (CAPS) or other appropriate resources. My goal is to create a space of safety, not pressure.

Slide 6 — Data Collection & Analysis
Workshops are audio recorded for transcription only, and the recordings are deleted once transcripts are finalized. All transcripts are de-identified, and coded pseudonyms are used.
For analysis, I am using thematic coding to identify patterns in how students describe identity, coping, belonging, and adjustment. This method allows me to listen deeply and understand meaning across their experiences.

Slide 7 — What I Hope to Learn
Since my research is still in progress, I do not have findings yet. However, I hope to learn how international students emotionally navigate their transition, how they negotiate identity in a new environment, what support systems make them feel grounded, and how belonging is built or disrupted during this process.
This study is ultimately about understanding what helps students feel seen, supported, and connected.

Slide 8 — Implications for Mason
While results are forthcoming, the potential implications are meaningful. I hope this research informs more culturally responsive support programs, stronger international student resources, improved communication about mental health services, and practices that center empathy and student voice.
The goal is not just to document experiences, but to help strengthen the systems that support students on campus.

Slide 9 — Conclusion
In closing, Fragmented Selves is about more than transition, it’s about honoring the emotional lives of international students. My hope is that this work creates visibility for experiences that often stay hidden and encourages Mason to continue building a community where all students can feel a true sense of belonging.
Thank you so much for listening, and thank you to OSCAR, URSP, and Dr. Al Fuertes for supporting this project.