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Author: John R. Jenkins
Publisher:
ISBN:
Category : Culture shock
Languages : en
Pages : 205
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Book Description
The influx of international students studying at United States colleges and universities during the past five decades has presented many challenges related to accommodating the needs of these “special” students. In the early 1950s, fewer than 40,000 international students were enrolled within the higher education system of the U.S.; today that number has grown to more than 490,000 students. The problems confronted by these students are both numerous and complex. University personnel often address these problems by developing specific programs designed to meet the needs of the international students at their university. However, the perceptions of these problems by international students, faculty, and staff differ in important ways. To explore these problems in more detail, this study first collected data from 215 international students and 44 university personnel at one liberal arts university and a doctoral comprehensive university in the United States, both religiously affiliated, through the use of a well-established survey instrument. The responses from these two groups were then compared and analyzed through the use of paired sample t-tests in 11 possible areas of concern, ranging from health services to financial aid. After their responses were compared and analyzed, multiple regression analysis was then used to examine the extent to which the variation in their responses could be explained by a number of demographic factors. The findings of the study revealed that the university personnel on both campuses significantly overstated the problems of international students, although both groups considered the problems to be relatively minor. Since it was thought that the students would consider their problems more serious than the university personnel, this suggests that the two universities are responding appropriately to a large majority of the problems faced by international students on their campuses. When the student responses were examined in detail, country of origin time at the university, and the particular university attended proved to be significant factors in explaining the variance in the student responses, while gender, marital status, and major field of study did not.
Author: John R. Jenkins
Publisher:
ISBN:
Category : Culture shock
Languages : en
Pages : 205
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Book Description
The influx of international students studying at United States colleges and universities during the past five decades has presented many challenges related to accommodating the needs of these “special” students. In the early 1950s, fewer than 40,000 international students were enrolled within the higher education system of the U.S.; today that number has grown to more than 490,000 students. The problems confronted by these students are both numerous and complex. University personnel often address these problems by developing specific programs designed to meet the needs of the international students at their university. However, the perceptions of these problems by international students, faculty, and staff differ in important ways. To explore these problems in more detail, this study first collected data from 215 international students and 44 university personnel at one liberal arts university and a doctoral comprehensive university in the United States, both religiously affiliated, through the use of a well-established survey instrument. The responses from these two groups were then compared and analyzed through the use of paired sample t-tests in 11 possible areas of concern, ranging from health services to financial aid. After their responses were compared and analyzed, multiple regression analysis was then used to examine the extent to which the variation in their responses could be explained by a number of demographic factors. The findings of the study revealed that the university personnel on both campuses significantly overstated the problems of international students, although both groups considered the problems to be relatively minor. Since it was thought that the students would consider their problems more serious than the university personnel, this suggests that the two universities are responding appropriately to a large majority of the problems faced by international students on their campuses. When the student responses were examined in detail, country of origin time at the university, and the particular university attended proved to be significant factors in explaining the variance in the student responses, while gender, marital status, and major field of study did not.
Author: Walter R. Heinecke
Publisher:
ISBN:
Category : American students
Languages : en
Pages : 98
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Book Description
In a world that is increasingly integrated by economics, communications, and politics, higher education is asked to deliver graduates who can function professionally in the international arena. One way to do this is through study abroad programs, which have skyrocketed in popularity among American students over the last 15 years, increasing by 83% to more than 205,000 students in 2007. Despite the obvious benefits associated with such programs, there are challenges to living abroad as well—especially for young adults. To get some sense of these challenges, during the 2005-2006 academic year 114 study abroad students from 2 Southern California universities (1 public, 1 private) completed 2 modified versions of the Michigan International Student Problem Inventory containing more than 100 questions—once prior to departure when they were asked to rate their level of expected problems in 9 general areas, and then again when they returned to the United States at the completion of their study abroad experience. By comparing the actual level of problems experienced in these areas to predeparture expectations, students were found to have both expected and largely experienced nothing more than minor problems, although their expectations in all 9 areas consistently exceeded the reality of their experience. Specifically, predeparture expectations suggested that in 7 of the areas students only expected minor problems while in the other 2 areas—religious services and student activities—students anticipated no problems at all. Upon their return, students consistently reported fewer problems than expected; 6 areas were classified as no problem and 3 as minor (led by social-personal). Additionally, in 8 of the problem areas the expectations of students at the public university were closer to reality than those at the private university. Taken together, these results suggest that while the problems experienced during the study abroad experience may have only been minor, administrators can still do a better job of helping to align expectations with reality. Based on focus group interviews this can be done in at least 3 ways: expanded orientation activities, better tracking of country-specific student problems, and through the matching of returning students with similar experiences.
Author: Sarah E. Ebinger
Publisher:
ISBN:
Category : Student adjustment
Languages : en
Pages : 63
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Book Description
Social support has been found to contribute to an overall positive adjustment for International students in U.S. colleges. This study addressed the relationship between International students' perceptions of university assistance in adjusting to campus life and their social adjustment levels. Questionnaires were divided into two sections: 1) university helpfulness in connecting with others - collegiate personnel and students - in the campus community and through the various campus events offered; and 2) assessing social adjustment through The Student Adaptation to College Questionnaire (SACQ). The questionnaire was distributed to undergraduate students attending a private Midwestern university with 62 usable responses gathered from 31 American and 31 International students representing eight international countries. The university had 68 undergraduate International students and 45.4% participated in the current study. Statistical analyses revealed that Americans were more socially adjusted to university life when compared with International students (p.001). The data also disclosed that there was no relationship between level of adjustment to campus life and student perception of being respected by peers and faculty (p.05). However, International students with relatively lower social adjustment were observed as more likely to perceive campus activities as less useful than their more well-adjusted International peers, though no significance was found (p>.05). All the International students reported being treated well by faculty and students, yet improvements were suggested for social events to include opportunities for multicultural relations. Implications of this study suggest that well-developed campus events that connect International and American students could have a positive impact on social adjustment for International students.
Author: Jiashi Zhao
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 242
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Book Description
Author: Stefanie Theresia Baier
Publisher:
ISBN:
Category : Culture shock
Languages : en
Pages : 134
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Book Description
Annually thousands of international students attend US colleges and universities which requires them to adjust to a new environment, often accompanied by a culture shock experience. This study analyzes to what degree cultural background, gender differences, language proficiency, self-confidence/self-efficacy, and social support networks impact the adjustment process of international students to the US culture. Forty-five international students attending a Michigan community college were surveyed and interviewed to assess the relationship among self-confidence/self-efficacy, cultural background, gender and social support networks. Western students reported more positive cultural adjustment (M=29.0) than non-western students (M=29.0). Males adjusted better (M=29.4) than their female peers (M=25.4). A significant positive correlation was found between cultural adjustment and the experience of culture shock symptoms. English usage of English as a primary language in the students' home countries accounted for a stronger social support network. These results have implications for college and university personnel in working with international students.
Author:
Publisher: GRIN Verlag
ISBN: 3640377028
Category : Education
Languages : en
Pages : 26
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Book Description
Bachelor Thesis from the year 2009 in the subject Pedagogy - Theory of Science, Anthropology, grade: A (1), The University of Southern Mississippi , language: English, abstract: All students studying in a foreign country will face culture shock at some point during their stay. The students at the University of Southern Mississippi are no exception. A survey demonstrated that a language barrier and a poor public transportation system are among the main causes of culture shock among the international students at USM.
Author: Bista, Krishna
Publisher: IGI Global
ISBN: 1466697504
Category : Education
Languages : en
Pages : 390
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Book Description
Cross-cultural experiences in university settings have a significant impact on students’ lives by enriching the learning process and promoting cultural awareness and tolerance. While studying abroad offers students unique learning opportunities, educators must be able to effectively address the specific social and academic needs of multicultural learners. Exploring the Social and Academic Experiences of International Students in Higher Education Institutions is a pivotal reference source for the latest research on the issues surrounding study abroad students in culturally diverse educational environments. Featuring various perspectives from a global context on ensuring the educational, structural, and social needs of international students are met, this book is ideally designed for university faculty, researchers, graduate students, policy makers, and academicians working with transnational students.
Author: Mark Hayes
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 85
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Book Description
Author: Blummer, Barbara
Publisher: IGI Global
ISBN: 1522540989
Category : Education
Languages : en
Pages : 334
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Book Description
As the world becomes more navigable, opportunities arise for people to live in different countries and for students to study internationally. Such capabilities require universities and other institutions of higher learning to accommodate cultural diversity. Promoting Ethnic Diversity and Multiculturalism in Higher Education is an essential scholarly publication that examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Featuring coverage on a wide range of topics including intercultural competence, microaggressions, and student diversity, this book is geared towards educators, professionals, school administrators, researchers, and practitioners in the field of education.
Author: Akbar Zarghouni
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 192
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Book Description
The purpose of this study was to examine the perceptions of international students attending a predominantly black urban university and a predominantly white urban university toward the adjustment problems that they experience in their universities. Also, the study was designed to determine the significant differences between the academic success of international students attending a predominantly black urban university and of those attending a predominantly white urban university. The population consisted of 3,079 international students enrolled at Texas Southern University and The University of Houston during the summer session of 1986. A sample size of 621 students was randomly selected from the population of international students. From the problems stated, eight null hypotheses were stated and tested. To analyze the data, the researcher utilized the t-test to determine whether there was a significant difference between the mean academic success (GPA) of international students attending a predominantly black urban university and of those attending a predominantly white urban university. The.05 level of significance was preestablished as a criterion of statistical significance. The findings of study were: There was no significant difference between the academic success of international students attending Texas Southern University and of those attending the University of Houston as affected by sex or age. However, there was a significant difference between the academic success of graduate subjects attending Texas Southern and of those attending The University of Houston with regard to their academic status. Five recommendations were made for future studies: Future studies should be conducted on similar groups of students to obtain future evidence of the effects of various variables on academic success (GPA). Further studies should be conducted to ascertain the influence of the academic environment on the academic success of international students. Future studies should be conducted in rural institutions of higher learning with fairly large enrollment of international students. There should be continuing studies regarding international students' adjustment problems and the most effective ways for university authorities to deal with them. Further studies should be conducted to deal with the problems of international students in making friends and socially interacting with members of their University.
