Tracking International Students in Higher Education: A Progress Report. Hearing before the Subcommittee on 21st Century Competitiveness and the Subcommittee on Select Education of the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Ninth Congress, First Session (March 17, 2005). Serial Number 109-5

·        From which database did you find this document? What keywords did you use? Please provide a link to both documents or attach them on your website.

I found this document on the ERIC – Institute of Education Science website. Using the advanced search, I used keywords such as “international students” in the title in the Mildred F. Saywer Library resource search. After that I made sure to check the “primary sources” filter, so that I have relevant documents pop up. 

·        Who wrote the document?

The author is the Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

·        When was the document written?

This is a hearing, published in 2002. 

·        What prompted the document written? (optional) Were there social, political, economic or historical reasons that may have influenced the writer and the contents?

The reason why this document was created is the September 11th, 2001 attacks on the United States.

As stated in the hearing, “concerns were raised about the conditions under which individuals enter the country using a student visa.” (page 2)

·        What audience was this written for? Does this document set a particular agenda?

This was meant for the general public, more specifically the international students (F visas), immigrants, non-permanent residents, everyone who is planning on obtaining a non-working visa for the United States, as well as the colleges and universities admitting the international students, along with the consulates, deciding if the students should get a visa or not. The agenda is “not to talk about the value of exchange programs or having foreign students participate in U.S. education, but to consider what needs to be done to track foreign students in the aftermath of September 11, 2001 in order to maintain a strong international student program while assuring national security.”

·        What are the contents, the language and terms used and the key message(s)? What is the ideological position of the author?

The language is a monologue (speech) that sounds a little sophisticated. Some of the critical terms are international/foreign student, SEVIS, post-secondary school, student visa, safety, non-immigrant. The representatives believe that the balance between safety and permitting international students is very important. According to the one of the speakers, “The potential impact on our institutions and our economy is huge if international students choose to attend institutions in their own country and not come [in the U.S.].” (page 4) But on the other hand, tightening up the visa process would result in a lot of students losing interest in studying in the U.S., and staying in their home countries or choosing another of the well developed countries.

·        What other public policy documents do you need to locate in order to further your analysis?

SUBCOMMITTEE ON 21st CENTURY COMPETITIVENESS AND THE SUBCOMMITTEE ON SELECT EDUCATION OF THE COMMITTEE ON EDUCATION AND THE WORKFORCE U.S. HOUSE OF REPRESENTATIVES would be proper documents to read so that the analysis can be expanded even more.

·        How does this document relate to your revised topic? How may it answer your research question?

I am in the U.S. with a non-immigrant student visa. This hearing discusses the international students’ difficulties and the importance of their physical and mental health for the country. I never thought of the ways I am contributing to the economy, but now I can see how that is relevant. Not only does the U.S. influence the international students, but the international students also influence the country.

·        What does this document add to your personal document analysis?

It touches on some of the documents needed to come in the country, as well as the reasons why international students would instead get a U.S. education, than an education from their home country. Gives insight into why international students are vital and what they bring to their universities and campuses. It touches upon how they impact the economy and institutions in the U.S. and it shows how the U.S. cultures impacts them as individuals. It discusses how SEVIS used to work in the past, how it functions in the present, as well as why tracking the international students is crucial. It adds examples of struggles that other international students are experiencing, it gives a more in-depth analysis of the legal status of the students, and the importance of their impact on the country.

Restoring America’s Leadership through Scholarships for Undergraduates from Developing Countries: The Uniting Students in America (USA) Proposal. Joint Hearing before the Subcommittee on International Organizations, Human Rights, and Oversight of the Committee on Foreign Affairs and the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness of the Committee on Education and Labor, House of Representatives, One Hundred Tenth Congress, Second Session (June 19, 2008). Serial Number 110-189 (Committee on Foreign Affairs). Serial Number 110-96 (Committee on the Education and Labor)

• From which database did you find this document? What keywords did you use? Please provide a link to both documents or attach them on your website.

I found this document on the ERIC – Institute of Education Science website. Using the advanced search, I used keywords such as “international students” in the title in the Mildred F. Saywer Library resource search. After that I made sure to check the “primary sources” filter, so that I have relevant documents pop up

• Who wrote the document?

The author is the Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.

• When was the document written?

This is a hearing, published in 2008. 

• What prompted the document written? (optional) Were there social, political, economic or historical reasons that may have influenced the writer and the contents?

In the aftermath of September 11th, the United States tightened its immigration policy and made it more difficult for foreign nationals, including international students, to apply for a visa. In the years immediately following September 11th, the U.S. experience a slight drop in international student enrollment for the first time in over 30 years. (page 16-17)

• What audience was this written for? Does this document set a particular agenda?

This was meant for the general public, more specifically the international students (F visas), immigrants, non-permanent residents, everyone who is planning on obtaining a non-working visa for the United States, as well as the colleges and universities admitting the international students, along with the consulates, deciding if the students should get a visa or not. The agenda is ” to do something about the decline in America’s reputation and to restore our ability to provide global leadership.” (page 2)

• What are the contents, the language and terms used and the key message(s)? What is the ideological position of the author?

The language is a monologue (speech) that sounds a little sophisticated. Some of the critical terms are international/foreign student, post-secondary school, student visa, safety, leadership, pride, non-immigrant. The representatives are arguing whether it is a good idea to attract international students to follow up their education in the U.S. On one hand “We have a country that represents every race and religion and culture that is a source of pride for us, and we have more and more people of every race and religion and culture coming into our country and living here.” (page 6) But on the other hand, attracting more international students means that these same students would take the Americans’ jobs.

• What other public policy documents do you need to locate in order to further your analysis?

SUBCOMMITTEE ON INTERNATIONAL ORGANIZATIONS, HUMAN RIGHTS, AND OVERSIGHT OF THE COMMITTEE ON FOREIGN AFFAIRS AND THE SUBCOMMITTEE ON HIGHER EDUCATION, LIFELONG LEARNING, AND COMPETITIVENESS OF THE COMMITTEE ON EDUCATION AND LABOR HOUSE OF REPRESENTATIVES would be proper documents to read so that the analysis can be expanded even more.

• How does this document relate to your revised topic? How may it answer your research question?

I am in the U.S. with a non-immigrant student visa. This hearing discusses why attracting students like me is important for the country. The U.S. educational system does bring out world leaders, hard-working, passionate young professionals and overall quality people, that every country needs, but not a lot of countries provide. By completing their education in the U.S., these students might either go back to their home countries and become lead figures, or settle in the U.S. permanently, helping the economy grow.

• What does this document add to your personal document analysis?

This is a good document to get you thinking. It gives the two opposing points of view behind the idea of attracting international students (like myself) in the country. Both points of view are very well defended by the representatives and that gives one a chance to form their personal opinion on the topic. The speakers used good reasoning to persuade their audiences, which gives them plenty of angles to look at the problem from. As an international student, who does not plan on going back to their home country after graduating, the U.S. gives me an opportunity to have a better life, than the one I would have in my country. I do not see an issue in getting an “American’s job” if I prove that I have qualities that make me a better fit for a certain position.