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Studying abroad, which has become a common phenomenon, can be a fun and meaningful experience. Many university students are interested in studying abroad because it gives them an opportunity to explore different cultures and broaden their horizons. As Mark Sherry, Peter Thomas and Wing Hong Chui argue in “International Students: a Vulnerable Student Population,” the goals that students pursue international study are often to acquire different ways of learning and to improve cross-cultural understanding, which helps them gain self-confidence as well as maturity (33). This experience turns out to be beneficial to those who study abroad. Nevertheless, when students are surrounded by a wholly new environment, many problems that hinder their passion inevitably emerge in this process, which makes them a vulnerable group. To resolve these problems, international students should change their habits and pay attention to self-regulation; while local community is supposed to offer them proper and considerate accommodation.
Very often international students cannot adapt to the new cultural environment well and confront a number of difficulties, including problems with “language, cultural issues, social exclusion, finance, homesickness, and other issues” (Sherry, Thomas and Chui 34). These problems are further classified by David Lackland Sam into four main types in an article called “Satisfaction with Life among International Student and American Student Engagement in Effective Education.” Sam states these problems as “culture shock,” “the ambassador role,” “adolescent emancipation,” and “academic stresses,” which are related to language proficiency, academic situation as well as social intercourse (318). Sam specifically refers to the proble...
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...Hong Chui. “International students: a vulnerable student population.” Higher Education 60.1 (2010): 33-46. Web. 21 March. 2014.
Lee, Jenny J. and Charles Rice. “Welcome to America? International Student Perceptions of Discrimination.” Higher Education 53. 3 (2007): 381-409. Web. 21 March. 2014.
Sam, David Lackland. “Satisfaction with Life among International Students: An Exploratory Study.” Social Indicators Research 53.3 (2001): 315-337. Web. 21 March. 2014.
Zhao, Chun-Mei, George D. Kuh and Robert M. Carini. “A Comparison of International Student and American Student Engagement in Effective Educational Practices.” The Journal of Higher Education 76. 2 (2005): 209-231. Web. 21 March. 2014.
Russell, Jean, Doreen Rosenthal and Garry Thomson. “The international Student Experience: Three Styles of Adaptation.” Higher Education 60.2 (2010): 235-249. Web. 25 April. 2014.
Barber, Benjamin. The Educated Student: Global Citizen or Global Consumer ?. New York, New York: Longman,2007. Print.
My ideologies, upbringing and identity play a huge role in setting me apart as an international student in a predominantly large college, consisting of a majority of Americans. Thinking about what led me to actually be here at Syracuse University, away from my home, half way across the globe and combing Mill’s theory, it all comes together and makes sense. A few members of my family received an education abroad in the United States. My family history of people going abroad to study, eventually led my parents and I to decide that I wanted to study in the United States as well. Besides this, several social structures also influenced this decision.
American students have been such a question mark for the international students, their way of living and thinking is way different than any international student and this is noticeable. Students from all over the world notice a difficulty in dealing with the Americans and mentally understand them. Therefore, Rebekah Nathan argues that in her article “As Other See Us” and discusses the differences between the American and the international students. Moreover, she uses different evidence based on students from different backgrounds and cultures. Nathan goes over opinions and stories that happens with the international students in the US and what they think about these situation, which they considers weird in the eyes of the international students.
Klomegah, Roger Yao. "Social Factors Relating to Alienation Experienced by International Students in the United States." College Student Journal 40.2 (2006): 303-315. ERIC. EBSCO. Web. 6 Apr. 2011.
Study abroad has facilitated a personal, transformational experience. Gaining a new perspective of the world and an insight to different culture has allowed for a new sense of self, which I have sustained since being home, and in turn have become more resilient to change. Exposure to a new cultural context created challenges that threatened aspects of my existing identity and created possibilities to discover parts of a new identity that I had previously not been in touch with.
As the number of Chinese students studying abroad increases, researchers pay attention to how Chinese students respond to their life in foreign countries, mainly in US, UK and Australia. Although the situations in different countries vary a numbr of accounts indicate Chinese students face common problems which make them feel stressed.
The increased rate of demand for globalization has enhanced the growth for cross-border mobility of students. Universities across the globe experience influx of international students. International students contribute to cultural diversity in institutions. They contribute to cultural exchange, a source of financial revenue, academic prestige and several other positive impacts on the welfare of any state (Knight). However, the rate of isolation and loneliness experienced by the international learners in foreign nations has exuberated.
Coming to the United States for college can introduce cultural differences that even the most prepared students might not anticipate. From campus life to classroom etiquette, US school can be quite a different experience from learning in other countries around the world. It is rather natural for students from other countries to join communities that somehow remind them of home and give them the opportunity to remain connected with their roots and at the same time bring the world a little closer to fellow classmates. By raising collective cultural awareness, organized expressions of diversity which create a cultural spillover from which we all benefit.
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 ...
Studying abroad is a dream for many people especially, who live in a country that has lacks education. It is possible that a dream realized for those who they want. However, it has many consequences, causing lack of livelihood to adapt to the different languages and cultures. Eva Hoffman, author of “Lost in Translation” wrote about her experience when she moved from Poland to Canada as a teenager. She felt as a “felt persona” when she merged with Canadians with different culture and language. Also, she felt as a woman who has two different figures, causing a lack of acclimatization. My own experience is similar Hoffman’s experience but, the most different thing that made me a little comfortable is trying to convince myself that
Going to study in a new country can be a stressful experience, from learning the culture norms to new foods. Culture shock is common with international students. Culture shock can include, meeting new people, language barriers, social behaviors, and a sense of community. A students comfortability with the culture of their new home can determine their learning experience. It can be an emotional rollercoaster, being so far away from family and friends. American culture is difficult to understand. International students find Americans to be confusing. Social norms vary depending on the part of the country a person is in.
The U.S. has been the top destination for international students with its stellar academic resources and opportunities, yet other nations are strong competitors as well. In order to retain this advantage, the U.S. policies need to be more favorable so that talented students will continue to come. It is true that the influx of international students brings significant economic benefits to the U.S. According to the Open Doors report published by the Institute of International Education, , on average, 81% of undergraduate international students rely primarily on personal and family funds from their home countries to pay for their studies. Recruiting international students have become a priority at many institutions as a way of economic relief.
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
The world-class infrastructure and facilities at Wilmington University gives international students ample resources to learn well and have an overall development of their personality. Apart from improved academic life, one also leads a different kind of personal life in a developed country. One overcomes the initial culture shock to develop acceptance for all cultures and races. One learns so much about cultures and life of people from other countries when one lives in a diverse population as in the United States. Looking at the possible benefits, coming to the United States for higher education can be a good alternative to solve the problem of lack of opportunities in a small city in a developing country. Setting goals can help a person decide what course of action he needs to take to accomplish his
Firstly, university students will meet others from a wide variety of backgrounds and broaden their understanding of other cultures. Students who reside in halls will most likely encounter an international student; in 2013/14 they