Acculturation experiences of student-athletes from the United Kingdom

In this study, British student-athletes’ transition experiences to life in the United States and collegiate sport were examined. Through Schlossberg’s transition theory lens, this study examined the acculturation experiences of first-year British student-athletes, while additionally drawing on Berry’s Integration Hypothesis. Little research has explored international students’ first-year experiences and their impact on acculturative stress, revealing a gap between expectations and the realities of studying in the United States (Koo et al., 2021; Urban & Palmer, 2016). This study addressed this gap by exploring the experiences of British student-athletes pursing NCAA athletics. Participants included British student-athletes who have come to the United States to pursue NCAA Division I athletics. Data were collected using semi-structured interviews to allow participants to share their experiences transitioning to life in the United States. A narrative thematic analysis was used to identify, analyze, and report on how participants navigated institutional and cultural differences, negotiated and maintained British identity, navigated the U.S. political climate, and navigated acculturation through sport. Participants described how differences in academic systems, sport structures, and everyday cultural norms shaped their early adjustment to life in the U.S. At the same time, sport environments, including relationships with teammates and coaches, served as important sources that facilitated participants’ broader acculturation experiences. The findings highlight the importance of targeted, culturally responsive support for international student-athletes, particularly through structured onboarding, intentional team integration, and increased awareness of identity and contextual influences. Athletic departments and practitioners may use these insights to better support international student-athletes’ adjustment and overall well-being.