This book discusses how culture influences the classroom and learning experiences of international college students within the United States. As a young enthusiastic learner when I came to the US to pursue my bachelors, getting enrolled in a class was a daunting task as back home we were simply told which classes to take and usually the professors rotate and the students stay in the same classroom.

Here I was asked to choose between variety of professors, subjects and had to find the building names based on the abbreviations that were printed on my class schedule. Graduate studies were a another ball game where there are some unspoken rules and commitments between your mentors and peers. By the time you get a grasp and situate yourself in the new environment, you are almost graduating as this journey lasts approximately 2 years. 

This examines the academic, psychological, and cultural experiences of international students within U.S. higher education. Drawing on interdisciplinary research and lived experience, Dr. Chaliawala explores how cultural norms, mental health, social integration, and institutional structures shape international students’ academic journeys.

Grounded in public health and educational research, the book highlights key challenges faced by international students, including acculturative stress, mental health concerns, and systemic barriers to support. It also offers evidence‑informed insights for educators, administrators, and policymakers seeking to foster more inclusive, supportive, and culturally responsive learning environments.

This work contributes to ongoing conversations about global education, student well‑being, and equity in higher education by centering international student voices and emphasizing the importance of culturally informed institutional practices.

This book volume explores sexual health knowledge, attitudes, and behaviors among international student populations through interdisciplinary and culturally informed perspectives. Bringing together research that spans public health, psychology, and education, the book examines how cultural norms, migration experiences, and institutional contexts shape sexual health outcomes.

The volume addresses critical topics including sexual health education, risk and protective factors, stigma, and access to culturally responsive resources. By centering international students’ lived experiences, this book contributes to a deeper understanding of sexual health equity in higher education and offers valuable insights for researchers, educators, and health practitioners.