International college athletes (ICAs) represent a unique and rapidly growing subpopulation within National Collegiate Athletic Association (NCAA) member institutions, especially at the Division I (DI) level. These athletes bring a diverse range of national, cultural, religious, racial, and ethnic identities to United States (U.S.) higher education institutions (HEIs). Their numbers have risen significantly in recent decades, with over 25,000 ICAs currently enrolled in U.S. HEIs (NCAA, 2023). Despite this growth, research on the experiences of ICAs, particularly their career readiness, and transition out of athletics and into the workforce, remains scarce.

This dissertation addresses this critical gap in the existing literature by exploring and investigating the following research questions:

1. What are former DI ICAs’ career readiness and job search experiences as they prepare to transition out of sport and enter the workforce?

1. What kind of resources and support systems are available to ICAs prior to graduation as they prepare to enter the workforce?

1. What roles do stakeholders within athletic departments, U.S. HEIs, and national/federal organizations play in ICA experiences during their career preparation and transition out of sport journey?

To address these questions, this qualitative study employed in-depth, semi-structured interviews with 25 former DI ICAs currently employed in the U.S. or another country. The research and analysis were guided by the theoretical framework of sport labor migration.

Findings from the study revealed concerning trends in the treatment of ICAs. Most ICAs were exploited for their athletic abilities and left unprepared for successful careers beyond athletics. They were treated inequitably by NCAA member institutions, often viewed primarily as sources of athletic capital, economic gain, and global reputation (Bale, 1991). Many ICAs reported a lack of awareness regarding career preparation strategies within the U.S. context. They received limited to no career readiness support at various structural levels, from the NCAA, conference offices, college campuses, and athletic departments either integrating them into existing programs (which may not fully address their unique needs) or failing to provide any specialized programs at all. Additionally, excessive athletic demands and strict time constraints were identified as significant barriers, limiting ICAs' opportunities to engage in academic and professional development programs and workshops. Social capital, in the form of relationships built with other international students, teammates, and networks established during their time in the U.S., emerged as a crucial source of support for ICAs navigating career transitions and workforce entry.

The lack of career readiness support translated into significant challenges during the job search process. Findings revealed that ICAs often faced personal and financial difficulties while navigating outdated and discriminatory visa laws and immigration policies impacting employment opportunities in the U.S. Exclusionary employer practices and anti-immigrant sentiment within U.S. based organizations further complicated their job search experiences. Additionally, ICAs reported challenges with degree applicability in the U.S. based on their nationality and choice of major, and difficulties with degree transferability upon returning to their home countries. For ICAs who remained in the U.S. and pursued graduate degrees, particularly in STEM fields, a supportive social and professional network proved beneficial in securing employment upon transitioning out of athletics.

Based on these findings, I offer recommendations and suggestions for various stakeholders. These include the NCAA, its member institutions, conference offices, organizations across the U.S., the U.S. federal government as well as ICAs themselves. Overall, the study’s aim remains to raise awareness and demand for a more holistic approach that propels ICA career readiness and professional development based on their individual identities and needs, ensuring they are well-equipped for successful careers beyond athletics and empowered to take charge of their own transition out of sport into the workforce journeys. This shift is crucial to move away from a sport and education system that often views and treats ICAs primarily as sport labor migrants, and towards one that provides impactful, useful, integrative, and individualized career readiness and job search support and prepare to ICAs.