Although extensive research on the experience of international students in American higher education exists, little research has been done on international students from Latin America. Latin American students represent the second largest group of international students in the United States by world region after Asia (Institute of International Education, 2009). In addition, while international graduate students represent 41 % of all international students in the U.S., there is a lack of information about their experiences in American institutions. Most of the research discusses international students as one, single classification and does not differentiate between different nationalities (Kagan & Cohen, 1990; Poyrazli & Grahame, 2007). However, the country of origin likely plays a key role in how international students adjust to life in the United States. Experiences of international students need to be examined based on their nationality and not region (Hanassab & Tidwell, 2002). This study aims to expand the little research on international graduate students from Latin America by looking at international doctoral students from Mexico. The research looks at the cultural adjustment of Mexican doctoral students in American institutions and focuses on how country of origin (and destination), gender, discipline and social class affect Mexican doctoral student's cultural adjustment. The following questions are addressed: What factors affect the acculturation of Mexican doctoral students? and Does the degree of acculturation differ by gender, academic discipline, destination, and social class? For this study a model was constructed following Berry's model of acculturation (1997). The data was organized to include variables regarding the student's academic experience, cultural experience and personal experience. To measure acculturation, this model included seven outcomes and eleven predictors. This study used quantitative methodology to collect data utilizing a web-based survey. The target population for this study was Mexican doctoral students sponsored by the National Council of Science and Technology (CONACYT) in US institutions. 235 Mexican doctoral students in the U.S. responded, a response rate of 52%.Among the findings in this research, I found similarities in the acculturation experience of international students and Mexican doctoral students. However, the findings also showed that there were experiences better examined through the student's nationality rather than a single group that included all international students. The findings from this study are meaningful for Mexican doctoral students in the United States, The CONACYT program, The Mexican government, The U.S. government, American institutions and post-secondary institutions around the world. On the one hand, Mexican doctoral students can gain insight into the challenges their colleagues have. The findings of this study can also increase the sense of belonging of Mexican doctoral students to a group that could enable them to share their experiences, network and enrich their participation as a Mexican doctoral student in the United States. On the other hand, international sponsorship programs, the Mexican government, the U.S. government, American institutions and other higher education institutions around the world can learn from the findings how they can better support this understudied population to help them succeed in their doctoral programs. There should be a shared responsibility not only to the doctoral students, but international sponsorship programs and American institutions to create the best environment for students to succeed.
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