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Multiculturalism and diversity in higher education
Multiculturalism and diversity in higher education
University cultural diversity
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In the last few years, studying abroad has become an increasingly popular choice for higher education among international students (Accessibility Navigation, 2014). An average of 10% of students in universities all across the UK are international students from countries all over the world. (Accessibility Navigation, 2014). Although the experience is different for each individual student, there are many common problems that international students face. Those problems include: culture shock to varying degrees coupled with emotional issues(Bailey, 2005), Language barriers along with other communication problems (Sherry et al, 2009), and academic problems due to a change in school curriculum (Ramachandran, 2011). This essay will expand on the common problems faced by international students in the UK, offer solutions for handling the problems, and making the process of acclimating to a new environment easier for students. One of the first and most common problems most, if not all international students face when they first arrive in the UK for study is culture shock. culture shock is defined by the Oxford English Dictionary(2014) as the feeling of disorientation experienced by someone when they are suddenly subjected to an unfamiliar culture, way of life, or set of attitudes. When students first move to the UK they observe and experience several things for the first time and it tends to overwhelm them. New international students often find themselves feeling powerless and unimportant which often forces them into self-isolation(Bailey, 2005). The culture shock also tends to result in the students being unable to make friends in their new community because they are unsure of what is customary and regarded in good light (Bailey, 2005). ... ... middle of paper ... ...Bailey, Carol. "Supporting International Students in UK Higher Education: Key Issues, and Recommendations for Further Research." University of Wolverhampton, 2005. Web. 2 Mar. 2014. Ramachandran, Narayanan T. "Enhancing International Students' Experiences: An Imperative Agenda for Universities in the UK." Journal of Research in International Education (2011): 202-20. Sage Publications. Web. 2 Mar. 2014. Sherry, Mark, Peter Thomas, and Wing H. Chui. "International Students: A Vulnerable Student Population." (2009): 32-46. Springer Science+Business Media B.V., 3 Nov. 2009. Web. 2 Mar. 2014. Turner, Yvonne. "''Knowing Me, Knowing You,'' Is There Nothing We Can Do?: Pedagogic Challenges in Using Group Work to Create an Intercultural Learning Space." Journal of Studies in International Education (2009): 240-55. Sage Publications. Web. 2 Mar. 2014.
A sudden change in one’s surroundings can result in culture shock. Culture shock refers to the anxiety and surprise a person feels when he or she is discontented with an unfamiliar setting. The majority of practices or customs are different from what a person is used to. One may experience withdrawal, homesickness, or a desire for old friends. For example, when a person goes to live in a different place with unfamiliar surroundings, they may experience culture shock. Sometimes it is the result of losing their identity. In the article “The Phases of Culture Shock”, Pamela J. Brink and Judith Saunders describe four phases of culture shock. They are: Honeymoon Phase, Disenchantment Phase, Beginning Resolution Phase, and Effective Function Phase. These phases denote some of the stages that exemplify culture shock. The four phases are illustrated in the articles “New Immigrants: Portraits in Passage” by Thomas Bentz, “Immigrant America: A Portrait” by Alejandro Portes and Ruben G. Rumbaut, “When I Was Puerto Rican” by Esmeralda Santiago, “Today’s Immigrants, Their Stories” by Thomas Kessner and Betty Boyd Caroli, and lastly, “The New Americans: Immigrant Life in Southern California” by Ulli Steltzer, and are about the experiences of some immigrants. This essay will examine the four phases of culture shock and classify the experiences of these immigrants by the different phases of culture shock identified.
Every year, more and more International students are coming to the U.S. for pursuing higher education. According to the Open Doors report published annually by the Institute of International Education (IIE), the number of intern...
Australia is one of the most popular destinations study among overseas students. The numberof international students increased drastically these past few years. In fact, there were around 685,000 international students studying in Australia in 2017, with approximately half this number studying at a tertiary level (1). Alongside problems such accommodation, financial restraints and culture shock, many overseas students struggle the most with social isolation (2) while transitioning into an Australian university.
Standing out of the crowd is a great way to get attention for a good job or acceptance into a university. Taking a gap year to study abroad can open many doors and help teens become better equipped to identify and interact with people from other cultures. “With so many international experiences available, more than 80% of gap year students say their experiences make them more globally aware” (Salisbury). In an expanding business world, increased cultural awareness and even language skills will help future teens of the workforce be more successful in their careers.
Moving into a new environment is a huge transition in a person’s life. Throughout the process of initial adjustment, the person may feel confused and anxious about new culture until they form an understanding of their environment and the social constructs associated with the new surroundings. During the summer courses, I felt anxious and uncertain about the new academic expectations imposed on me. My fellow classmates seemed quite superior in their English proficiency and as a mature, married student, and I felt depressed and frustrated.
This study looked at the growth in ICC and acculturation, the degree one adapts to a different culture, in international students attending a university in China. This study was conducted by surveying 302 international students that attending Central China Normal University. Key findings include that Asian international students were less motivated to adapt to the ...
Students who do not adjust well to university may struggle academically and are less likely to engage in university life (Gibney, Moore, Murphy & O’Sullivan, 2010). This essay is about the factors that contribute to a successful transition to university. This is when a student is able to meet academic requirements and are committed to completing their course. They also engage in university life beyond academics. They are not overwhelmed but instead are healthy and able to manage the challenges that university presents (Chemers, Hu & Garcia, 2001). The factors that will be focused on are self-esteem, stress, background and social support. Social support is the factor that universities should focus on. Reasons for this will be explained and ways
Pedersen, Paul. The Five Stages of Culture Shock: Critical Incidents Around the World. Westport, Connectcut: Greenwood Press, 1995.
Everyone deals with culture shock differently. People can often have preconceived notions of a specific culture that can cause them to be pleasantly surprised or disappointed (Ting-Toomey & Chung, 2012). Some cultures are also more different than other cultures. Someone moving from the United States to Canada is not going to have as much of an adjustment as someone moving from the United States to India, especially if they do not speak the language. The adjustment also can relate to certain personality attributes, like how open minded or stubborn someone is.
Bouchaud, Andrea. "Transitioning Into Life Abroad." Weblog post. The Study Abroad Blog. N.p., n.d. Web. 26 Feb. 2014.
Cultural sensitivity occurs when people recognize and are aware that each country or various ethnic groups of people have their own set of experiences, beliefs, values, and language that affect their perceptions toward life. Addressing Cultural sensitivity permits people to comprehend that there are differences between cultures. Furthermore, having awareness in the differences between cultures permits a culturally competent person to communicate effectively with others that are outside of one’s realm. Some of the differences of Cultural sensitivity can be discovered while traveling outside of the country, such as through Cross-cultural sensitivity experiences. Likewise, a culture has its own norms and beliefs to how one should dress; how one should greet others, such as by referring to a significant individual by his or her first name or surname (comprehending which name should be stated first in foreign names); and/or what foods are permitted to eat or forbidden to eat or understanding what may offend a person (e.g. not accepting a home cooked meal). There are norms, taboos, cultural cues, and cultural etiquette standards that are significant to learning about one’s culture before exploring another country or while working with people who are from your country but who are part of another racial group. It takes time and patience to build a high level of Cultural sensitivity. Educating oneself with a culture’s psychology and its norms is significant toward achieving an increasing awareness toward Cultural sensitivity.
According to Dutton’s (2011) implication, culture shock is a broadly tested model of expatriates react under a brand-new cultural condition. He pointed the birth of Oberg’s Four Stages Model explicitly illustrates the expatriates’ “honeymoon stage” to “adaptation stage”.
For newly arrived international students who are in their late adolescence developmental stage, the sources of acculturative stress often include academic pressures, language difficulties, feelings of inferiority, difficulties in adjusting to new food or cultural values, lack of support, perceived discrimination, and homesickness (Andrade, 2006). In addition, international students may experience little acceptance, tolerance, and understanding of their cultural practices by members of the host country, and in some cases, racial discrimination (Poyrazli & Lopez, 2007). It is also possible that international students themselves may be intolerant or discriminatory towards other international students or members of the host culture. These difficulties can contribute to international students’ loneliness, alienation, mistrust, powerlessness, and depression. Although members (e.g., new college students) of the host culture may be affected by such difficulties, the combination of acculturation stressors has been found to weigh more heavily on international students who have limited access to resources (Poyrazli & Lopez, 2007). Specifically, when experiencing acculturative stress, they may
Re-entry is the process of returning home to the native country after spending time abroad. This process elicits a mix of emotions from every student following their study abroad experience. Many students feel relief at having completed the journey, depression and/or anxiety that it is over, and nostalgia over the amazing things that they have experienced. Study abroad has a range of positive effects on students’ personalities, emotional states, and future plans. However, the re-emergence process can also be the root of depression and anxiety. This paper will analyze the common psychological and emotional effects that both the study abroad experience and the re-entry period have on students. It is important to note that many of these effects
I always want to be an international student because I believe that learning in different surroundings will offer me a chance to explore the world. In order to become one, I have been preparing myself for this upcoming challenge. Long years of studying and paying most of my attention to school work made me wonder whether it is worthwhile to spend so much time on textbooks and became curious about what it is like to study in another country. In 2011, I seized the opportunity provided by my senior high school and became an exchange student in the U.S. . I didn’t fit in perfectly in the beginning, but throughout my exchange year, I had learned to adapt m...