scholarly journals The Forgotten Half: Understanding the Unique Needs of International Student Partners

2015 ◽  
Vol 5 (4) ◽  
pp. 447-458
Author(s):  
Danni Lei ◽  
Jon D. Woodend ◽  
Sarah K. Nutter ◽  
Alyssa R. Ryan ◽  
Sharon L. Cairns
Keyword(s):  
International Students ◽  
International Student ◽  
Strong Support ◽  
Support Network ◽  
Student Adjustment ◽  
Potential Barriers ◽  
Familial Support ◽  
Successful Student ◽  
Mainstream Culture ◽  
Access Services

With the increasing enrollment of international students in North American universities, the need to support the adjustment of international students has also increased. One factor consistently identified as essential to successful student adjustment is having a strong support network, including familial support. Previous research investigating the needs of international students’ partners is limited and has suggested that partners may face greater barriers to adjustment than international students. The current study was conducted to better understand the needs of partners as well as potential barriers they face when attempting to access services. Although limited by sample size, the results suggested that partners are interested in increased support in helping their transition to local living and mainstream culture.

It's a Long Way Home: International Student Adjustment to Living in the United States

2002 ◽  
Vol 4 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Sushama Rajapaksa ◽  
Lauren Dundes
Keyword(s):  
United States ◽  
College Students ◽  
Social Network ◽  
International Students ◽  
International Student ◽  
The United States ◽  
Student Adjustment ◽  
College Life ◽  
American Students ◽  
International College

This study addresses the need for information helpful in retaining international college students studying in the United States. This research compares the adjustment of 182 international students to a comparison sample of American students to determine whether students coming to the United States from abroad have greater difficulty adjusting to college life. International students are more likely to feel lonely, homesick, and as if they had left part of themselves at home. In addition, this study confirms the importance of social network in the adjustment of international students (but not Americans) although the number of close friends does not predict whether an international student is satisfied with his or her social network. The implications for administrators working to retain international students are discussed.

Acculturation Motivation in International Student Adjustment and Permanent Residency Intentions

2016 ◽  
Vol 5 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Stella Dentakos ◽  
Maxine Wintre ◽  
Saeid Chavoshi ◽  
Lorna Wright
Keyword(s):  
International Students ◽  
Peer Relationships ◽  
International Student ◽  
Cultural Adjustment ◽  
Hierarchical Regression ◽  
Student Adjustment ◽  
Two Phase ◽  
Comparison Groups ◽  
English Competence ◽  
Permanent Residency

The present study uses a two-phase mixed-methods design to explore the role of motivation to acculturate within the international student experience. Hierarchical regression analyses were conducted to test acculturation motivation (AM) as a predictor of international student adjustment and permanent residency intentions, over and above age, gender, academic year, and English competence. Greater motivation to acculturate was indeed a significant predictor of international student adjustment and increased intentions of pursuing permanent host country residency. To better understand how international students’ experiences relate to levels of AM, qualitative analyses were employed. International students with low levels of AM were more likely to express negative feelings about cross-cultural adjustment, university perception, and peer relationships, compared to students with high levels of AM. Despite such differences, academic and developmental struggles as well as academic successes were similarly voiced across both comparison groups.

scholarly journals Troubling Metaphors and International Student Adjustment: Reflections from a Transnational Place

2017 ◽  
Vol 7 (4) ◽  
pp. 1126-1134
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Adjustment ◽  
Student Body ◽  
Perceived Needs

On many campuses, offices of International Student Affairs address the perceived needs of international students. However, a number of underlying assumptions and persistent metaphors shape these efforts and influence their outcomes. All students are uniquely different and face equally different challenges in adjusting to higher education. Labeling students “international” may make institutional sense, but it can potentially hinder their transition, adjustment, and ultimate success. Applying restrictive labels can perpetuate stereotypes, reinforce institutional silos, and potentially fracture international students from the rest of the student body. This article reflects on how students—irrespective of national origins—are viewed and assisted in a transnational setting that includes more than 70% of students who might, in other contexts, be classified as “international.”

scholarly journals Thriving in Graduate School as an International Student: How to Combat the Hidden Costs and Barriers

2022 ◽  
Author(s):  
Melanie Sayuri Dominguez ◽  
Seo-young Silvia Kim
Keyword(s):  
International Students ◽  
Cultural Differences ◽  
Graduate School ◽  
International Student ◽  
Potential Barriers ◽  
International Status

International students face various hidden costs that pose potential barriers to thriving in graduate school. In this chapter, we lay out several types of hidden costs: (1) higher expenses and time needed for the international status, (2) adjusting to living in a new country and its cultural differences, and (3) biases and racism. We emphasize that the success and happiness of international students depend on the department and the committee’s understanding of these hidden costs. We highlight strategies that international students can take as well as point-by-point advice for the supporters of international students.

scholarly journals International Students’ Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University

2019 ◽  
Vol 9 (4) ◽  
pp. 954-971 ◽  
Author(s):  
Zhengda Luo ◽  
Siyu Wu ◽  
Xuanyu Fang ◽  
Nelson Brunsting
Keyword(s):  
Social Support ◽  
International Students ◽  
International Student ◽  
Private University ◽  
Well Being ◽  
Student Adjustment ◽  
The Novel ◽  
Psychological Well Being ◽  
Language Competence ◽  
Domestic Student

To increase knowledge of international students’ psychological well-being at U.S. universities, we examined the degree to which demographic factors, perceived language competence, and domestic student social support were associated with Ryff’s (1989a, 1989b) six aspects of psychological well-being. Participants (n = 216) were undergraduate and graduate students from one mid-sized private university in the Southeast. Analyses revealed differential psychological well-being scores based on demographics. Perceived language competence and domestic student social support were associated positively with multiple aspects of psychological well-being. The novel findings of this case study provide initial evidence of a potentially useful new approach toward international student adjustment and well-being. The authors provide initial recommendations for researchers, practitioners, and international students.

scholarly journals Developing Culturally Responsive Programs to Promote International Student Adjustment: A Participatory Approach

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Laura R. Johnson ◽  
Tanja Seifen-Adkins ◽  
Daya Singh Sandhu ◽  
Nadezda Arbles ◽  
Hitomi Makino
Keyword(s):  
International Students ◽  
Acculturative Stress ◽  
Culturally Responsive ◽  
International Student ◽  
The United States ◽  
Participatory Approach ◽  
Student Leaders ◽  
Student Adjustment ◽  
Student Programming ◽  
Promising Avenue

International students in the United States face acculturative stress, yet few seek counseling. In this paper, we highlight a participatory approach to develop culturally and contextually competent programs to enhance international student adjustment and engagement. We combined findings from the Acculturative Stress Scale of International Students (ASSIS) with interviews eliciting international student concerns and ideas for programming. On the ASSIS, randomly selected international students (n=40) expressed high levels of acculturative stress. These students, along with key informants (n=5) and international student leaders (n=8) formed focus groups, and provided suggestions for programs. Based on these formative results, we developed and described a variety of programs. Our experiences with participatory approaches suggest a promising avenue for enhancing cultural and contextual competence in international student programming.

Picture This: A Photovoice Study Of International Students’ Food Experience in Canada

2014 ◽  
Vol 75 (2) ◽  
pp. 59-63 ◽  
Author(s):  
Stephanie Amos ◽  
Daphne Lordly
Keyword(s):  
International Students ◽  
University Students ◽  
Identity Formation ◽  
International Student ◽  
Culture Shock ◽  
Traditional Foods ◽  
Group Discussions ◽  
Canadian Universities ◽  
Food Experience ◽  
International University

Purpose: International student enrolment in Canadian universities is increasing. As international university students acculturate, they experience a culture shock in which food plays a major role. International university students’ Canadian food experiences therefore were explored. Methods: A Photovoice methodology was used with 15 international undergraduate and graduate university students, who were recruited to take pictures of their food experiences. They also participated in two focus group discussions that included an analysis of their photos. Results: Seven themes related to the significance of food in acculturation were revealed: the paradox of Canadian convenience, the equation of traditional foods with health, traditional food quality and accessibility, support networks, food consumption for comfort, ethnic restaurants, and the exploration of non-traditional foods. Maintaining cultural identity with traditional foods was an overarching theme related to acculturation. Conclusions: International students acculturating to Canada have emotional and physical needs, which can be met through food. Opportunities exist to improve their acculturation experiences. Canadian universities can incorporate food acculturation strategies into campus events and menus. Nutrition professionals on campus can facilitate a positive food environment and nurture culture identity formation.

scholarly journals International Students’ Perceptions of Workplace Experiences in Australian Study Programs: A Large-Scale Survey

2018 ◽  
Vol 23 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Georgina Barton ◽  
Kay Hartwig ◽  
Anh Hai Le
Keyword(s):  
International Students ◽  
Large Scale ◽  
International Student ◽  
Self Evaluation ◽  
Workplace Experiences ◽  
Workplace Experience ◽  
Foreign Countries ◽  
Study Programs ◽  
Large Scale Survey ◽  
Work Integrated Learning

Across the globe, there are increased numbers of students undertaking university-level study in foreign countries. Many of the programs they enroll in include a workplace experience (also known as work integrated learning, internship, and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students’ workplace experiences as well as develop resources to improve these experiences overall. This article focuses on an Australian large-scale survey ( n = 252) designed to explore international students perceptions of workplace experiences. Results showed that students rated overall workplace experience highly; however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability.

scholarly journals The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad

2019 ◽  
Vol 9 (3) ◽  
pp. 495-517
Author(s):  
Gianna Hessel
Keyword(s):  
International Students ◽  
Study Abroad ◽  
International Student ◽  
L2 Acquisition ◽  
Intercultural Learning ◽  
Lingua Franca ◽  
Student Interactions ◽  
European Universities ◽  
Intercultural Interactions ◽  
The Uk

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

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