Assessing Acculturative Stress of International Students at a US Community College

2021 ◽  
pp. 118-132
Author(s):  
Hardaye R. Hansen ◽  
Yuliya Shneyderman ◽  
Gloria S. McNamara ◽  
Lisa Grace
Keyword(s):  
Community College ◽  
International Students ◽  
Acculturative Stress

scholarly journals Acculturative stress and native and U.S. culture immersion of international students at a community college

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Hardaye R. Hansen ◽  
Yuliya Shneyderman ◽  
Gloria S. McNamara ◽  
Lisa Grace
Keyword(s):  
Community College ◽  
International Students ◽  
Acculturative Stress ◽  
First Language ◽  
The United States ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Native Culture ◽  
International College ◽  
The U.S

Research shows that international college students experience high levels of acculturative stress, which can adversely impact their health and college success. The levels of immersion in one’s native culture and the culture of the U.S. may impact levels of acculturative stress in international students. This cross-sectional study examined community college international students (n = 243). Immersion in a student’s native culture was positively associated with acculturative stress, while immersion in the U.S. culture was negatively associated with acculturative stress. Students who spoke English as their first language and whose families moved to the United States experienced lower levels of acculturative stress. The results of the study imply that some international students may require more support in order to succeed in their college environment.

Effectiveness of an Educational Intervention in Reducing New International Postgraduates’ Acculturative Stress in Malaysian Public Universities: Protocol for a Cluster Randomized Controlled Trial (Preprint)

2018 ◽  
Author(s):  
Musheer Abdulwahid Al-Jaberi ◽  
Muhamad Hanafiah Juni ◽  
Hayati Kadir Shahar ◽  
Siti Irma Fadhilah Ismail ◽  
Murad Abdu Saeed ◽  
...  
Keyword(s):  
International Students ◽  
Acculturative Stress ◽  
Educational Program ◽  
Public Universities ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Policy Makers ◽  
Randomized Controlled ◽  
Cluster Randomized

BACKGROUND Universities around the world, including Malaysia, have attracted many international students from different countries. Research has reported that acculturative stress resulting from international students’ attempts to adjust to the cultures of host countries is one of the most challenging issues that affects their lives in general and academic lives in particular. OBJECTIVE This study aims to examine the effectiveness of an educational intervention on acculturative stress among new postgraduate international students joining Malaysian public universities. METHODS A cluster randomized controlled trial design with Malaysian public universities as the unit of randomization will be used in this study. Public universities will be randomized in a 1:1 ratio to be either in the intervention (educational program) or control group (waiting list). Participants in the intervention group will receive 7 sessions in 9 hours delivered by an expert in psychology and the researcher. The control group will receive the intervention once the 3-month follow-up evaluation is completed. RESULTS The data will be analyzed using the generalized estimation equation with a confidence interval value of 95%; significant differences between and within groups are determined as <i>P</i>&lt;.05. The results of the study underlie the effectiveness of educational program in decreasing acculturative stress of new international students and enabling them to cope with a new environment. The results of this study will contribute to previous knowledge of acculturative stress, acculturation, and adjustment of international students. Furthermore, such results are expected to play a role in raising university policy makers’ awareness of their postgraduate international students’ acculturative stress issues and how they can help them avoid such stress and perform well in their academic life. CONCLUSIONS We expect that the intervention group will score significantly lower than the wait-list group on the immediate and 3-month postintervention evaluation of acculturative stress and achieve a higher level of adjustment. Results will have implications for international students, policy makers at universities, the Malaysian Ministry of Higher Education, and future research. CLINICALTRIAL Clinical Trials Registry India CTRI/2018/01/011223; http://ctri.nic.in/Clinicaltrials/showallp.php?mid1= 21978&amp;amp;EncHid=&amp;amp;userName=Muhamad%20Hanafiah%20Juni INTERNATIONAL REGISTERED REPORT PRR1-10.2196/12950

scholarly journals International Student Experience at US Community Colleges at the Onset of the COVID-19 Pandemic

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Melissa Whatley
Keyword(s):  
Community College ◽  
Community Colleges ◽  
International Students ◽  
Mixed Methods Research ◽  
International Student ◽  
Research Approach ◽  
Health Crisis ◽  
College Leaders ◽  
Residency Status ◽  
The Impact

This study’s purpose is to explore the impact of the COVID-19 pandemic on international students who were studying at US community colleges at the onset of this public health crisis. While previous work has explored the impact of the pandemic on international students generally, we argue that community college international students deserve focused attention due to their potentially marginalized status on their campuses. Using a mixed-methods research approach, we analyze survey and focus group data provided by 17 randomly-selected community college educators. Our results speak to two overarching themes: the supports provided to students at the onset of the pandemic (and educators reasons for providing these specific supports) and the unique impact of the pandemic on community college international students due to their citizenship or residency status. These findings have important implications for community college leaders and international educators as they work with international students during future times of crisis.

scholarly journals Behavioral Health Risk and Resilience among International Students in the United States: A Study of Socio-demographic Differences

2019 ◽  
Vol 9 (1) ◽  
pp. 282-305
Author(s):  
Youn Kyoung Kim ◽  
Arati Maleku ◽  
Catherine M Lemieux ◽  
Xi Du ◽  
Zibei Chen
Keyword(s):  
Academic Success ◽  
International Students ◽  
Health Risk ◽  
Behavioral Health ◽  
Acculturative Stress ◽  
Well Being ◽  
The United States ◽  
Cross Sectional Study ◽  
Risk And Resilience ◽  
Cross Sectional

Using a resilience framework, the current cross-sectional study examined indicators of behavioral health risk and resilience among U.S. international students (N=322) across key socio-demographic characteristics. A multimethod approach was used to collect data with both an online platform and paper-based survey instrument. Results showed that higher levels of acculturative stress were reported by older students, females, undergraduates, students who lived with their families, and those who had resided in the US longer than 2 years. Findings underscore the importance of culturally-relevant screening and prevention strategies that target resilience and other protective factors to reduce health risk and encourage well-being and academic success among international students.

Coping, multicultural personality, acculturative stress and psychological adjustment among Chinese international students

2015 ◽  
Author(s):  
◽  
Ran Zhao
Keyword(s):  
International Students ◽  
Psychological Adjustment ◽  
Acculturative Stress ◽  
Structural Equation ◽  
Coping Styles ◽  
Chinese International Students ◽  
Equation Modeling ◽  
Personality Factors ◽  
Multicultural Personality ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The present study examined coping appraisal as a mediator, collectivistic coping styles, and multicultural personality as moderators, between perceived acculturative stress and psychological adjustment among a sample of 178 Chinese international students in United States. Structural Equation Modeling analyses indicated that coping appraisal partially mediated the relationship between acculturative stress and psychological adjustment, and multicultural personality moderated the relationship between acculturative stress and psychological adjustment. Hierarchical regression analyses cross-verified the moderating effects and specifically indicated that the association between acculturative stress and psychological adjustment was weaker as Emotional Stability (one of the multicultural personality factors) increased. None of the collectivist coping styles serve as significant moderators for acculturative stress and psychological adjustment. Implications of this study's findings among Chinese international students were discussed.

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