Background
The worldwide higher education scene has seen a considerable increase in female overseas students pursuing academic aspirations in nations such as the United Kingdom (UK). These kids embark on an adventure requiring adjusting to a new educational system, cultural standards, and social dynamics. It is critical to equip them with proper support systems while they traverse this foreign environment to improve their well-being, academic achievement, and overall contentment. Peer support programs have evolved as essential resources in addressing the unique issues overseas students confront. This research article aims to look into the opinions and experiences of female international students aged 18-35 in the United Kingdom, particularly emphasizing their participation in peer support through group discussions. This study aims to gain significant insights into the potential benefits, obstacles, and results of this type of peer support by studying their perspectives. International students may face social, cultural, and intellectual challenges that impede their integration and sense of belonging. Participating in group conversations as part of peer support initiatives allows female international students to interact with their peers, share experiences, and seek advice from individuals who have had similar difficulties. Through these dialogues, students can receive vital insights, create new coping methods, and foster community and support. The study will take a qualitative approach, allowing for a thorough examination of the lived experiences and viewpoints of female international students aged 25 to 30. The critical data collection methods will be interviews and focus group discussions. The study aims to capture the participants’ unique tales, perceptions, and experiences by connecting directly with them. Purposive sampling will be used to ensure a diverse representation of participants. This method will enable the recruitment of female international students from various UK universities, representing various cultural origins, academic specialties, and levels of participation in peer support activities. Students who actively participate in group discussions as part of peer support programs will be compared to those who do not, providing a thorough understanding of the impact and usefulness of this form of support. This study intends to discover recurring themes, patterns, and nuances within the participants’ narratives using a rigorous thematic analysis of the collected data. The findings will add to the existing corpus of information on female experiences. This research intends to inform universities, support service providers, and policymakers about this demographic’s unique requirements and preferences by exploring the perspectives and experiences of female international students about peer support through group discussions. Finally, this research aims to contribute to developing and improving peer support programs suited to the unique requirements of female international students aged 25-30 in the United Kingdom.
This study’s population comprises female overseas students aged 25-30 in the United Kingdom (UK). This shorter age range focuses on people nearing the end of their academic and professional careers. The study intends to acquire insights into the experiences and views of persons nearing or undergoing career transitions by including female overseas students in this age group. This age group provides for a more in-depth exploration of the unique challenges and opportunities that female international students experience during this crucial stage of their life. Among participants, there is a diverse range of educational fields, backgrounds, cultures, and prior experiences, which aids in comprehending the factors that influence their views on peer support. The results will benefit institutions and support service providers as they seek to develop practical assistance. The female overseas student population in the United Kingdom aged 25-30 suffers several obstacles that affect their academic, personal, and professional lives. These students frequently balance several duties, such as educational requirements, part-time employment, and family obligations. Balancing these competing responsibilities might result in more significant stress, time limits, and difficulty participating in peer support programs effectively. Second, being away from their home country and support networks might exacerbate loneliness and homesickness. Female international students may struggle to form meaningful relationships and overcome feelings of loneliness if they lack established social connections or suffer language barriers. Third, as they negotiate the competitive labor market and seek employment, this population faces career-related problems. Furthermore, cultural transition concerns might be complex, such as adjusting to a new school system, social standards, and cultural expectations. Language obstacles, comprehending academic customs, and integrating into a different cultural milieu all add to female overseas students’ difficulties. Finally, financial issues can be a significant source of stress, as overseas students sometimes face higher tuition rates and limited access to financial aid, resulting in financial hardship and the need to work long hours to fund expenses. Specific support systems that reflect the unique conditions of female overseas students aged 25-30 are required to address these issues. Peer support programs could explore flexible schedules, language support, and career development opportunities to meet their requirements. Universities and community service organizations should provide resources, workshops, and counseling.
Literature review
Previous works have explored the perceptions and experiences of female international students aged 18-35 in the UK regarding peer support, specifically focusing on their engagement in group discussions. Research by the UK Council of international students (2019) found that International students continue to confront numerous hurdles while entering higher education, including feelings of isolation. A lack of English competence and a perceived lack of warmth and friendliness from host country members might aggravate these feelings. The PASS/PAL peer mentorship program can address these challenges while increasing students’ sense of participation. On the other hand, peer mentors play an essential part in the transition process; weak leaders can leave international students disillusioned and disengaged. Therefore, standardized cultural sensitivity training is essential for all new PASS leaders to provide ‘blanket uniformity’ and ensure that every student in any group enjoys the same experience. A study by Biro, Veres-Balajti, and Kosa (2016) found that 68% of female students and just 38% of male students studying psychology and education reported feeling full support from their peers and students. Reported also fold reduction in peer support from year 1 (70%) to year 3 (53%). Support from peers was found to increase. A study by Homer, S. R., Solbrig, L., Djama, D., Bentley, A., Kearns, S., & May, J. (2021) concluded that the response was largely enthusiastic. The workshops were generally appealing, pleasant, and beneficial, and the peer-support approach was widely valued, bolstering the program’s acceptance at other colleges.
While previous research has looked into the perceptions and experiences of female international students in the UK in terms of peer support and group discussions, there appears to be a gap in research that looks specifically at the impact of standardized cultural sensitivity training for PASS leaders on the experience and engagement of international students. Although it is recognized that ineffective leaders can leave overseas students disillusioned and disengaged, there needs to be more clarity in studying the specific benefits and effectiveness of cultural sensitivity training in fostering a healthy and inclusive peer support environment. Furthermore, current research has concentrated on the experiences of female students in specific domains, such as psychology and education, creating a knowledge gap about female students’ opinions and experiences. As a result, more research is needed to examine the influence of standardized cultural sensitivity training for PASS leaders on the engagement and sense of participation of international female students from various academic disciplines. Examining the long-term impacts of such training and the scalability and transferability of successful models to other institutions can provide valuable insights for improving peer support programs in higher education.
Methodology and Methods
Interviews and focus groups will be used in this research study on the opinions and experiences of female international students aged 25-30 about peer support through group discussions. These qualitative research approaches are ideal for delving deeply into the participants’ subjective experiences and viewpoints. Individual interviews are the methodology’s first component. Purposive sampling will be used to choose participants to achieve diversity in terms of cultural backgrounds, academic specialties, and peer support experiences. Individual interviews allow participants to freely communicate their thoughts, feelings, and experiences about peer support one-on-one. A semi-structured interview guide will be created, including open-ended questions about their participation in group discussions and their perceptions of peer support. Focus groups are used in the second component. Participants will be invited to participate in small-group discussions led by the researchers. The focus groups will give participants an engaged and dynamic atmosphere to share and explore their opinions on peer assistance. The researchers will use a semi-structured style to guide the discussions, allowing for the investigation of common themes and differences among the participants. The focus group meetings will be audio-recorded and transcribed as well. The data from the interviews and focus groups will be analyzed using thematic analysis. This method entails searching the data for repeating patterns, themes, and meanings. The researchers will separately code the transcripts before developing a coding framework collectively. They will convene regularly to explore emerging themes, mediate disagreements, and ensure the dependability and security of the system. The findings will be organized into coherent themes representing the participants’ perceptions and experiences of peer support through group discussions. Ethical concerns will be handled by getting informed consent from participants, maintaining confidentiality and anonymity, and adhering to moral principles for human subjects research.
This research study’s approach of interviews and focus groups has various benefits and weaknesses. This method’s ability to generate deep and detailed insights into participants’ experiences is one of its primary features. Researchers can comprehensively understand the participants’ perspectives on peer support by conducting one-on-one interviews and group discussions. Through participant interactions, the interactive aspect of focus groups enables the investigation of shared experiences and the production of new ideas. Participant participation and empowerment are facilitated by interviews and focus groups. They give individuals a place to share their thoughts, views, and issues, enabling their opinions to be recognized and appreciated. The focus groups bring a sense of identity and affirmation to the individuals, which leads to a deeper comprehension of the issues. It is important to note that the methods also have limitations. For starters, participant bias or social desirability effects may exist in interviews and focus groups. Participants may give answers that they believe correspond to social norms or researcher preconceptions. Researchers should use rapport development, secrecy, and probing questioning to counteract these biases. The interviews and focus group results may only apply to some of the population of female international students aged 25-30 in the United Kingdom. The sample size and participant characteristics may limit the overall findings, and therefore, caution should be maintained. Finally, relying on self-reporting through interviews and focus groups opens the door to recall bias or subjective interpretation. Participants Perceptions and experiences may be influenced by their current mood, surroundings, or personal preferences. To improve the reliability and validity of the findings, researchers should use rigorous data analysis procedures such as coding and triangulation. My experience with peer support adds an essential viewpoint to the discussion. Participating in group discussions and contacting fellow students have significantly impacted my perceptions and experiences. As I do this research, I must appreciate the unique nature of each individual’s experience with peer assistance. My viewpoint will aid in elucidating the many features of group conversations and how they have contributed to my growth, self-confidence, and sense of belonging. My contribution is essential for defining the research conclusions and informing future initiatives and support programs for international students. Sharing my views, feelings, and suggestions helps to shape the development of more inclusive and prosperous solutions to improve others’ peer support experiences.
An Interactionalism epistemological approach is more appropriate in the context of the research on the perceptions and experiences of female international students aged 25-30 about peer support through group discussions. These techniques acknowledge the subjective nature of knowledge and concentrate on comprehending the participants’ lived experiences, meanings, and interpretations. An interactionalism framework allows for investigating the social and cultural circumstances that impact participants’ perceptions and experiences of peer support. Qualitative methods, like interviews and focus groups, allow for in-depth examination and understanding of the participants’ perspectives, resulting in rich and contextualized insights. One problem of the interactionalism technique in qualitative research is the possibility of subjectivity and bias. As researchers gather, comprehend, and analyze data, their opinions, views, and viewpoints may impact the results. Furthermore, the limited sample sizes related to qualitative studies limit the generalization of the results. A comprehensive examination of one’s experiences may also ignore more prominent societal, cultural, or contextual aspects that may influence people’s views and encounters. Researchers should be aware of these constraints and take steps to eliminate bias, maintain openness, and provide a genuine portrayal of the participants’ opinions (Sgier, L. (2012).
This study will use a qualitative approach, employing interviews and focus groups to investigate the opinions and experiences of female international students aged 25-30 in the UK about peer support through group talks. Participants will be recruited using university databases, student organizations, and foreign student-specific web channels. Inclusion requirements will include being a female international student between the ages of 25 and 30 currently studying in the UK. At the same time, exclusion criteria may include issues that impede effective engagement. Individual interviews and focus groups will be used to collect data, allowing participants to share their perspectives and experiences in depth. These qualitative methodologies and recruitment strategies strive to capture the target population’s different perspectives, allowing for a complete picture. The data analysis for this qualitative study on the views and experiences of female international students aged 25-30 in the UK regarding peer support will be thorough and rigorous (Majumdar, A. 2022). The chosen qualitative methodology is thematic analysis, a widely used method for discovering patterns, themes, and groupings in data. Typically, the process consists of several stages, including familiarization with the data, generating initial codes, searching for articles, reviewing and refining themes, and reporting the findings (Braun et al.; V., 2006). This iterative procedure allows for a thorough examination of the data, ensuring that the themes identified appropriately reflect the viewpoints and experiences of the participants. The material will be carefully coded once transcribed and structured to capture meaningful information units. Codes will be applied to the data consistently and systematically, allowing commonalities and variances in participant reply to be identified (Braun et al.; V., 2006). The coded data will then be evaluated to uncover new themes, patterns, and relationships. These themes will be improved and expanded upon to provide a cohesive and thorough description of the participant’s perceptions and experiences. Throughout the analysis process, procedures will be taken to verify the findings’ trustworthiness and credibility. This may include member checking, where participants can examine and validate the researcher’s interpretations. Furthermore, keeping an audit trail and participating in peer review debriefing can help assure the analysis’s authenticity and accuracy. Through group discussions, the data analysis will eventually result in a complete and detailed knowledge of the participant’s perceptions and experiences with peer assistance. The findings will be presented logically and understandably, giving valuable insights that will add to the current body of research and shape future support initiatives for female international students (Watson, E. (2012).
Several vital topics would emerge from thematic analysis concerning the research question of exploring the perspectives and experiences of female international students aged 25-30 in the UK about peer support through group talks. The investigation centers on their participation in group conversations, the perceived benefits and obstacles they face, the reasons influencing their involvement, and their overall impressions of peer support. The student’s level of engagement and participation, as well as their causes, regularity of involvement, and desire to give, maybe emergent themes. Another relevant subject would be the perceived benefits of group talks, such as knowledge sharing, social connection, cultural understanding, and emotional support. Furthermore, the investigation would identify the students’ obstacles and barriers, such as language barriers, cultural disparities, and sentiments of marginalization (Watson, E. (2012). Another critical issue would be to investigate the qualities of supportive group dynamics, such as polite communication, active listening, different perspectives, and effective facilitation. Finally, the impact of group talks on personal growth, such as enhanced self-confidence, improved communication skills, and comprehensive cultural competency, would be an interesting topic to investigate. Through group discussions, these topics would provide complete insights into the study question, contributing to a greater understanding of the attitudes and experiences of female international students about peer support (Kiger et al.; L., 2020).
Discussion
This study aimed to answer the following research question; What are the perceptions and experiences of female international students aged 18-35 in the UK regarding peer support, specifically focusing on their engagement in group discussions? According to the findings, female international students generally have positive opinions of peer support through group discussions. They see it as a chance to meet like-minded people, share encounters, and get psychological assistance as they face the obstacles of learning overseas. The data also reveals that participation in group discussions contributes substantially to students’ general feeling of identity and belonging within the UK academic environment. Participating in such conversations helps them form social relationships, improve their understanding of other cultures, and create a community of support from colleagues who have had similar situations. The findings emphasize the significance of good facilitation and inclusive group dynamics in encouraging meaningful interaction. Female international students highlight the need for respectful dialogue, active listening, and a safe space to voice differing viewpoints. They also indicate a desire for linguistic assistance and cultural awareness to promote equal participation and comprehension within the group. The data also reveals challenges and limitations for the involvement in group conversations.
The incorporation of varied perspectives is one of the study’s advantages. The research aims to get a complete understanding of female international students’ opinions and experiences with peer support through group talks by concentrating primarily on female international students aged 18-35 in the UK. This focused approach allows for a more in-depth examination of the specific issues. It benefits this demographic, giving valuable insights that may need to be addressed in more generic studies. Another strength is the use of qualitative data collection methods. Participants can share their experiences in their own words through interviews and focus groups, resulting in rich and detailed data. This qualitative method allows for improved comprehension of participants’ views and experiences, encompassing the breadth and richness of their encounters. Thematic analysis is used as a robust analytical approach in the study. The thematic analysis enables detecting and analyzing reoccurring themes in acquired data. This methodological strength guarantees that the data is explored in an organized and rigorous manner, allowing the researchers to find crucial patterns, articles, and meanings that emerge from the participants’ narratives. T The study’s probable lack of ability to be generalized is one of its limitations. The results may not indicate other demographics or circumstances due to the study’s focus on a specific demographic of female international learners aged 18-35 in the United Kingdom. Ethnic histories, systems of education, and individual characteristics may all substantially impact views and experiences of peer support, restricting the implications of the research to more oversized circumstances. Furthermore, dependence on qualitative methods to gather data could be a limitation. Despite interviews and focus groups giving greater comprehension of issues, they need to be improved by the subjective nature of responses from respondents (Sgier, L. (2012).
The findings of a study on the opinions and experiences of female international students aged 18-35 in the United Kingdom regarding peer support, with a particular focus on their participation in group discussions, have numerous future implications and potential repercussions. The findings will help educational institutions and support services design focused programs and activities to improve peer support for female overseas students. Universities and student organizations can design initiatives encouraging open and supportive group conversations and promoting a sense of identity and wellness among this community by recognizing their distinct issues, tastes, and wants. Policymakers and organizations involved in foreign student support will also be interested in the findings. Recognizing the value of peer support, authorities may prioritize resources and efforts that enable female overseas students to participate in meaningful group conversations. This could increase retention, academic success, and general satisfaction among international students. The findings also have ramifications for mental health practitioners and counselors interacting with female overseas students. Understanding their perceptions of peer support and the elements that influence their participation can help develop culturally relevant counseling approaches that use group talks as a therapeutic tool. This could improve female overseas students’ mental health and adjustment (Kiger et al.; L., 2020).
Moving forward, there are three critical paths for future research to further the topic of female international students’ peer support in group discussions. Longitudinal studies can be carried out to track the long-term impacts of peer support on these students’ well-being and academic results, providing insights into the sustainability and long-term effectiveness of such interventions. Cross-cultural comparisons can be used to investigate how cultural backgrounds influence views and participation in group talks, emphasizing the relevance of cultural elements in shaping peer support dynamics. Evaluating the efficacy of specific treatments using randomized controlled trials or quasi-experimental designs can assist in determining the most effective techniques for promoting peer support among female international students. In addition, using an intersectional lens in research can allow researchers to investigate how intersecting identities and social circumstances influence female international students’ experiences, providing a more comprehensive understanding of their participation in group discussions (Majumdar, A. 2022).
In summary, female international students aged 18-35 in the United Kingdom had generally positive impressions and experiences with peer support through group talks. They cherish the chance to share their experiences, receive emotional support, and obtain practical guidance from their peers. Group discussions create a sense of belonging, cultural exchange, and personal progress. Overall, the data suggest that peer support through group talks is essential in female international students’ well-being and academic path in the United Kingdom.
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