Designed for Isolation? Housing Unit Type, Socialization Opportunity and Academic Success among First-Year International Students in Toronto Public Institutions

This study examines the associations between student residence built environments, and the socialization and academic success of international students. This research focuses on how Housing Unit Classification (HUC) types and access to common dining spaces are associated with students’ academic outcomes. Results indicate that living units facilitating social interaction are linked to international students’ increased academic performance and social capital, while more private housing options, like Single Apartments, are associated with lower social interaction and lower academic performance. The study highlights international students’ particular preferences and needs and the associations between students’ living conditions (i.e., residence design) and student academic success, a relationship often overlooked in the immigration process. Findings have implications for housing administrators, planners, and policymakers aiming to support international students’ well-being and success through student residence design. This quantitative study draws on nearly 14,000 records from across three public universities in Toronto from 2007 to 2018.