Predictors of Success for Saudi Arabian Students Enrolled in an Accelerated Baccalaureate Degree Program in Nursing in the United States

2007 ◽  
Vol 23 (5) ◽  
pp. 301-308 ◽  
Author(s):  
Rita M. Carty ◽  
Margaret M. Moss ◽  
Wael Al-zayyer ◽  
Yanika Kowitlawakul ◽  
Lesley Arietti
Keyword(s):  
United States ◽  
Saudi Arabian ◽  
Baccalaureate Degree ◽  
The United States ◽  
Degree Program ◽  
Predictors Of Success ◽  
Saudi Arabian Students

A Cross-Cultural Examination of Fears of Death among Saudi Arabians

1986 ◽  
Vol 16 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Dennis D. Long
Keyword(s):  
United States ◽  
New Zealand ◽  
Factor Structure ◽  
Death And Dying ◽  
Saudi Arabian ◽  
The United States ◽  
Cross Cultural ◽  
Fear Of Death ◽  
Saudi Arabian Students ◽  
Saudi Arabians

This article examines the factor structure of an eight-dimensional fear of death scale (Hoelter's multidimensional fear of death scale), which was translated into Arabic and administered to a sample of Saudi Arabian students temporarily living in the United States. The factor structure obtained in the present study only partially supports the factor structure first obtained by Hoelter (1979) for a United States sample, which was later replicated by Walkey (1982) for a New Zealand sample. The usefulness of Hoelter's eight fears of death and dying subscales in relation to Arabic populations is discussed.

Promoting divergent leadership philosophies to improve student success outcomes for black and brown students in higher education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Nicholas Petty ◽  
Dakota King-White ◽  
Tachelle Banks
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Baccalaureate Degree ◽  
The United States ◽  
Retention Rates ◽  
Completion Rates ◽  
Marginalized Groups ◽  
Support Students

Abstract Throughout the United States there are millions of Black and Brown students starting the process of attending college. However, research indicates that students from traditionally marginalized groups are less likely than their counterparts to complete the process and graduate college (Shapiro et al., 2017). While retention rates for students from traditionally marginalized backgrounds continue to decline, universities are beginning to pay attention to the needs of this population in search of ways of better supporting them. The examination of these factors may also inform programmatic adjustments, leadership philosophies, and future practices to help retain students and lead to eventual completion of a baccalaureate degree. In this article, the authors review the literature to explore factors that can affect Black and Brown students’ completion rates in higher education. By reviewing the literature and the factors impacting Black and Brown students, the authors share with readers initiatives at one university that are being used to support students from a strengths-based approach.

scholarly journals Sojourner Culture Shock: Assessing the Role of Exposure in Intrapersonal Identity Conflict

2017 ◽  
Vol 9 (3) ◽  
pp. 12
Author(s):  
Ahmed M. Asfahani
Keyword(s):  
United States ◽  
Cultural Identity ◽  
Pearson Correlation ◽  
Culture Shock ◽  
The United States ◽  
Identity Conflict ◽  
Saudi Arabian Students ◽  
Pearson Correlation Test ◽  
The Relationship

This research assesses the relationship between intercultural exposure variables—the length of time spent in the United States, the length of previous experience outside Saudi Arabia, the length of time studying English as a second language, and the frequency and nature of interactions with Americans—and intrapersonal identity conflict. To assess this relationship, the researcher conducted a survey of Saudi Arabian students studying in the United States, which collected information on exposure variables, as well as employing Leong and Ward’s (2000) Ethno-Cultural Identity Conflict Scale (EICS). A Pearson correlation test was conducted to examine the relationship between the Saudi sojourners’ intercultural exposure and their identity conflict scores to conclude that there is not a relationship between exposure and identity conflict.

scholarly journals Survey of Masters Degree Program

10.28945/2717 ◽  
2003 ◽  
Author(s):  
Sudesh Duggal ◽  
Charles Mastruserio
Keyword(s):  
United States ◽  
Information Systems ◽  
The United States ◽  
Self Esteem ◽  
Degree Program ◽  
Degree Programs ◽  
Current Position ◽  
The Past ◽  
The People ◽  
Phd Program

The need of professional master’s degree program in Information systems (MSIS) has been in great demand during the past few years. There may be several reasons for the people to pursue this particular degree. May be that obtaining MSIS degree help the people to climb to the next level of their current position, or as a source to networking with other people for future jobs, or for self esteem and their satisfaction, or as a graceful exit from the long road to a PhD program. Whatever the reason may be there is increase in demand for MSIS program. The purpose of this paper is to survey the MSIS degree programs and their curriculums from twenty colleges and universities across the United States. The information gathered from this survey as well as information gathered in previous such surveys is evaluated and used to create a suggested program curriculum, which provides useful information for academic heads and faculty who are interested in starting a new MSIS program, or revising an existing program.

scholarly journals Writing and Identity: A Narrative Inquiry on Two Saudi Arabian ESL Females

2021 ◽  
Vol 14 (9) ◽  
pp. 48
Author(s):  
Mustafa A. Hersi
Keyword(s):  
United States ◽  
Second Language ◽  
English Language ◽  
Second Language Learners ◽  
Saudi Arabian ◽  
The United States ◽  
Sociocultural Factors ◽  
Esl Students ◽  
Cultural Issues ◽  
Structured Interviews

Writing in a second language is considered extremely challenging for several reasons. Concerns that perplex second-language learners include cognitive complications, the composing process, building arguments, and constructing an identity as a writer. Cultural issues related to writing also pose problems for second-language writers This paper focuses exclusively on how international students, female Saudi ESL students, construct their writing identity in the ESL milieu and navigate critical issues in cross-cultural writing. This paper explores how two ESL Saudi Arabian female students in an English program in the United States negotiate and construct their identities while writing in English. The study will also investigate challenges faced by those students in acquiring English writing skills and how those challenges inform their thinking and shape or reshape their identities as writers.  The study involves two female Saudi students who are studying the English language at a mid-size diverse Southwest public university in the United States. The researcher collected the data through semi-structured interviews with the participants and then performed a textual analysis of their responses. The researcher transcribed and analyzed the data and describes the results thematically herein. The findings of this study augment our understanding in how female Saudi ESL students construct their identities as writers. The analysis covers some sociocultural factors that shape their writing. The paper concludes with pedagogical implications for ESL teachers and suggestions for future study. 

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