Telling Their Stories: The Role of Documentary Theatre in Addressing International Graduate Student Challenges

Abstract

International graduate students often face challenges such as language barriers, financial limitations and cultural adjustment difficulties while pursuing higher education in the United States. This study examines how documentary theatre can be used as an arts-based research method to share these experiences and promote awareness, empathy, and institutional reflection. A devised documentary theatre performance incorporating multimodal storytelling and Theatre of the Oppressed techniques to engage audiences was presented at a northeastern liberal arts college. Audience responses were collected through post-performance surveys and a facilitated talkback session. Findings indicate that the performance increased audience understanding of international student challenges, evoked strong emotional responses and motivated attendees to consider actionable solutions. Audience-generated recommendations included pedagogical adjustments, expanded employment opportunities, improved administrative support, and greater institutional advocacy. Although limited by its sample size, the study demonstrates the transformative potential of documentary theatre as a tool for engaging audiences in dialogue and to inspire collective responsibility for structural change. This research contributes to applied theatre scholarship and international education by highlighting performance as a powerful tool for illuminating marginalized experiences and fostering institutionally meaningful conversations.