scholarly journals Unfulfilled Expectations: Influence of Chinese International Students’ Roommate Relationships on Sense of Belonging

2016 ◽  
Vol 6 (3) ◽  
pp. 762-778
Author(s):  
Christina W. Yao
Keyword(s):  
International Students ◽  
Interpersonal Relationships ◽  
Sense Of Belonging ◽  
Cross Cultural ◽  
Social Connections ◽  
Domestic Students ◽  
American Students ◽  
Residential Living ◽  
Meaningful Connections

Findings from this study indicate that more attention must be given to Chinese students’ interpersonal relationships with domestic students, particularly when considering the role of daily cross-cultural interactions in residential living. Participants who wanted American roommates anticipated an easier transition to U.S. culture. However, making meaningful connections with American students proved to be more challenging than anticipated. Participants reported that cultural differences within their residence hall room led to difficulty with communication and social connections.

Suicidal Ideation Among International Students: The Role of Cultural, Academic, and Interpersonal Factors

2021 ◽  
pp. 001100002110024
Author(s):  
Andrés E. Pérez Rojas ◽  
Na-Yeun Choi ◽  
Minji Yang ◽  
Theodore T. Bartholomew ◽  
Giovanna M. Pérez
Keyword(s):  
International Students ◽  
Suicidal Ideation ◽  
Structural Equation ◽  
Structural Equation Models ◽  
The United States ◽  
Cross Cultural ◽  
Thwarted Belongingness ◽  
Perceived Burdensomeness ◽  
Using Data

We examined two structural equation models of international students’ suicidal ideation using data from 595 international students in two public universities in the United States. The models represented competing hypotheses about the relationships among discrimination, cross-cultural loss, academic distress, thwarted belongingness, perceived burdensomeness, and suicidal ideation. The findings indicated there were direct, positive links between discrimination, cross-cultural loss, and academic distress to perceived burdensomeness; a direct, positive link between perceived burdensomeness and suicidal ideation; and indirect, positive links between discrimination, cross-cultural loss, and academic distress to suicidal ideation via perceived burdensomeness. The only predictors that related to thwarted belongingness were cross-cultural loss and academic distress, and there were no indirect links to suicidal ideation via thwarted belongingness. In fact, with all other variables in the model, thwarted belongingness was unrelated to suicidal ideation. Finally, academic distress was directly related to suicidal ideation. We discuss implications of the findings.

scholarly journals ‘A Source of Sanity’: The Role of Social Support for Doctoral Candidates’ Belonging and Becoming

10.28945/4275 ◽  
2019 ◽  
Vol 14 ◽  
pp. 367-382 ◽  
Author(s):  
Lilia Mantai
Keyword(s):  
Social Support ◽  
Identity Development ◽  
Sense Of Belonging ◽  
Well Being ◽  
Student Diversity ◽  
Social Connections ◽  
Future Research ◽  
Doctoral Candidates ◽  
Researcher Identity

Aim/Purpose: This paper investigates the role of social support in the PhD. Despite universities’ efforts to provide a collegial PhD experience, candidates report isolation and loneliness in doctoral education – a factor contributing to attrition. Background: Previous research (Mantai & Dowling, 2015) defined social support in four categories: moral, emotional, guiding and mentoring, companionship, and collegiality. Social support is facilitated in various formal and informal groupings. Socialisation into scholarly communities promotes researcher identities through a sense of belonging. Developing a strong researcher identity through social connections benefits a student’s physical and emotional well-being, PhD progress, and investment in researcher careers. Methodology: This paper is based on thematic analysis of focus groups and one-on-one interviews with 64 PhD candidates from two Australian metropolitan universities. Contribution: Students’ perspectives on social support during PhD study are largely missing in the literature, as more importance is placed on academic support. This paper provides rich empirical evidence to show that support afforded by candidates’ personal, social, and professional relationships is critical in doctoral candidates’ identity development. Findings: First, investigating social support from the student perspective shows that it promotes students’ researcher identity development, sense of belonging, and community. Second, the paper extends our understanding of what social support means as it examines this concept in the context of student diversity. This paper confirms social support in the PhD extends beyond the institutional higher degree research environment and includes outside support by family, friends as well as online communities. Recommendations for Practitioners: Promote and improve support services, networking opportunities, and social connections within academia and beyond. Invest in understanding students’ diverse backgrounds and individual circumstances as well as goals. Recommendation for Researchers: Evaluate existing social support structures in place and identify social support needs of doctoral candidates at your particular institution. Impact on Society: Institutions, governments, and individuals heavily invest in PhD degrees financially and psychologically. This research aims to improve outcomes for society by developing skilled and confident graduates. Future Research: Future research ought to focus on the issues experienced by students of particular demographic backgrounds and on how to best support them.

scholarly journals Building Bridges to Better Bonds?: Differential On-Campus Participation between International and Domestic Students

2020 ◽  
pp. 72-86
Author(s):  
Nicole Malette ◽  
Emily Ismailzai
Keyword(s):  
International Students ◽  
White Students ◽  
Sense Of Belonging ◽  
Asian Students ◽  
Structured Interviews ◽  
Domestic Students ◽  
Student Groups ◽  
Campus Organizations ◽  
Bridging Capital ◽  
Bonding Capital

Helping international students create meaningful on-campus connections is a major part of higher education’s internationalization efforts. By focusing on the efforts made by both international and domestic students to develop a sense of belonging through on-campus organizations like clubs and sports, we have the opportunity to consider their active creation of bridging and bonding capital. Through structured interviews with 150 international Asian and domestic White and Asian students enrolled at one of the largest universities in Canada, this research demonstrates that ethnicity-based on-campus organizations play a key role in helping international students build bonding capital on campus. However, findings from this research also demonstrate that international and domestic student groups do not take part in the same on-campus organizations. Differences in participation and discriminatory attitudes held by domestic White students have the potential to inhibit bridging capital, limiting integration between student groups

Chinese international students and American domestic students’ intercultural communication in response to group criticism: collective face and discomfort feelings

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yi Zhu ◽  
Mary Jiang Bresnahan
Keyword(s):  
International Students ◽  
Intercultural Communication ◽  
Chinese International Students ◽  
Analysis Of Covariance ◽  
Country Image ◽  
Domestic Students ◽  
Content Type ◽  
American Students ◽  
The Usa ◽  
Face Concern

Purpose Group criticism plays an important role in intergroup relations and conflicts, but few studies have related group criticism to intercultural communication contexts. This study aims to explore two cultural groups’ (Chinese international students in the USA and American domestic students) collective face concern as a unique experience in intercultural communication and other psychological responses while encountering group criticism targeting their country image. Design/methodology/approach A laboratory experiment was conducted assessing Chinese international students (n = 115) and American domestic students’ (n = 100) responses to a research-confederate critic (whose group membership was manipulated) criticizing participants’ country image such as blaming China and the USA for air pollution or using drugs in the Olympics. analysis of covariance, correlational analysis and regression analysis were adopted to analyze the data. Findings Chinese international students reported higher collective face concerns and lower liking toward the critic compared with American students. When criticism specifically targeted participants’ country image, Chinese international students reported more discomfort feelings than American students; and while responding to the critic who identified as participants’ ingroup member, Chinese international students’ discomfort feelings were more susceptible to their collective face than American students in the same condition. Originality/value This study illustrates cultural differences in collective face concerns and psychological reactions in responding to criticism targeting a country image in intercultural communication contexts.

scholarly journals Exploring Sense of Belonging among Black International Students at an HBCU

2016 ◽  
Vol 6 (4) ◽  
pp. 1015-1037
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
International Students ◽  
Historically Black ◽  
Sense Of Belonging ◽  
Black Colleges ◽  
Cross Cultural ◽  
Historically Black Colleges ◽  
Individual Interviews ◽  
Analytic Process ◽  
University Experiences ◽  
Black Colleges And Universities

This study elucidates the experiences of HBCU (historically Black colleges and universities) students who are racially Black, but differ in nativity and nationality from their Black American peers. The purpose is to examine Black HBCU international students’ sense of belonging on campus. This study engages qualitative individual interviews with ten Black international HBCU students and utilizes the constant comparative analytic process. Findings revealed Black international HBCU students’ perceptions of race and nativity shape their university experiences as they sought to maintain national identity while adjusting to the HBCU environment and engaging in cross-cultural interactions with Black Americans. Recommendations include embracing a heterogeneous perspective when developing services, programs, and research studies related to the experiences of Black students.

scholarly journals “It Would Be Better If You Can Hang Out With Different People”: An Examination of Cross-National Interaction in Postsecondary Classrooms

2018 ◽  
Vol 12 (2) ◽  
pp. 23-37 ◽  
Author(s):  
Christopher J. Johnstone ◽  
Diana Yefanova ◽  
Gayle Woodruff ◽  
Mary Lynn Montgomery ◽  
Barbara J. Kappler
Keyword(s):  
International Students ◽  
Real World ◽  
Domestic Students ◽  
Student Interactions ◽  
Course Content ◽  
Global Perspectives ◽  
The Us ◽  
Group Interviews ◽  
Cross National

This study examines the motivations and experiences of international and domestic students on three U.S. campuses related to cross-national interactions within classroom settings. The study also examines the role of instructors in facilitating such interactions through individual and group interviews. Findings indicate that domestic students appreciate the global perspectives of international students related to course content. International students, in turn, appreciate the “real world” perspectives that domestic students provide about the US (but do not necessarily find value in their content-related comments). The implications of this study are that cross-national interactions have different meanings for different stakeholders (i.e., some perceive to benefit academically while others perceive to benefit culturally). The implications of this study relate to how instructors structure student interactions and what might be reasonable outcomes for students in international groups in postsecondary classrooms. 

Beyond Curriculum Internationalization

2018 ◽  
pp. 216-231
Author(s):  
Funwi Ayuninjam
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Curriculum Planning ◽  
Quality Enhancement ◽  
Campus Community ◽  
Education Abroad ◽  
Faculty Mobility ◽  
American Students ◽  
Campus Internationalization

Curriculum internationalization (CI) has shifted from U.S. student and faculty mobility, foreign language offerings, and interdisciplinary programming to the delivery of content and the role of international students in the method of delivery. Although CI is still about developing students' international and intercultural perspectives, it is not only about teaching or students. Broadly speaking, it is about learning and involves every member of the campus community through purposeful curriculum planning and campus programming. Curriculum internationalization is also about exposing American students, scholars, faculty, staff, and administrators to their overseas counterparts as well as to international settings and perspectives through co-curricular programs. This chapter discusses Georgia Gwinnett College's path towards campus internationalization through a quality enhancement program, education abroad programming, international students and partnerships, and campus programming—a purposeful blend of an internationalized curriculum and a co-curriculum.

scholarly journals Let All Voices Be Heard!: Exploring International Students’ Communication Challenges in the Internationalized Classroom

2019 ◽  
Vol 8 (1) ◽  
pp. 107-116
Author(s):  
Xi Yu ◽  
Bethany Peters
Keyword(s):  
International Students ◽  
Learning Experience ◽  
Cross Cultural ◽  
Learning Needs ◽  
Cultural Transition ◽  
Cultural Interaction ◽  
Domestic Students ◽  
Focus Group Study ◽  
Communication Challenges ◽  
Faculty And Staff

In many cases, faculty and staff are unaware of the unique challenges that international students experience in classrooms, and teaching priorities may not be aligned with the learning needs.  To address the gap in perspectives between students and faculty/staff, this focus group study involved international students, staff, faculty and instructors.  The purpose is to identify barriers that international students face in cross-cultural interaction, and develop strategies that faculty and staff can use to provide effective support.  The study reveals multi-layered challenges that cross-cultural transition and language barriers can create for international students, and roles of domestic students in cross-cultural interactions.  The resulting discussion highlights teaching and advising strategies that faculty/staff can employ to enhance the learning experience for international students.

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