Perceptions and experiences of Mexican graduate learners studying in the United States: A basic interpretive qualitative study

Abstract

The present study explores the language, cultural and social perceptions and experiences of eight Mexican instructors pursuing graduate degrees in the southwestern U.S. Identity and power relations in academia are also explored. The main research questions are: (1) How do Mexican, Spanish-speaking university instructors pursuing graduate degrees in English in the U.S. perceive their language, academic, social and cultural experiences? (2) How do they cope with the linguistic, social, and cultural demands of their new environment? (3) How do they perceive their identity(ies)? (4) In what ways does their relationship with their advisor, professors, peers, impact their life in academia and in the U.S.? The findings of this basic interpretive qualitative study revealed that the participants' identities as multiple, dynamic, diverse, and changing guided them in their adaptation to their new environment. Finally, the author highlights the need for the development of English for Academic Purposes curriculum.