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The Impact On Grades

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The Impact on Grades
Perhaps considering all this afore mentioned information, it should come as no surprise that the grades of newly arrived international students tend to suffer, at least initially. As Kelly and Moogan (2012) found, “the lack of improvement (between the first two semesters) is worrying… as is the significantly large difference between internationally mobile students and home country students’ performance” (p. 32). This seems to be caused by a variety of factors. As Kelly and Moogan (2012) explained previously, “ under the traditional higher education institution approach, the student is viewed as the problem and must adapt and take on board their new educational system…it is assumed that the internationally mobile student will integrate effectively” (p. 29). However, that is often easier said than done. Zhou, Jindal-Snape, Topping, and Todman (2008) explain that the view of Chinese students is that “a good teacher should be a knowledge model who teaches students what and how to learn with clear guidance” (p. 71). They go on to contrast this with the British view, which is that “a good teacher should be a facilitator and an organizer, helping students to develop creativity and independence” (p. 71). This is just one example of the many differences between two cultures that will make it particularly difficult for the international student to adapt.
There are several ways to overcome these differences. Baba and Hosoda (2014) say, “professors and instructors need to understand the different styles of learning interaction styles of international students in and outside the classroom” (p. 16). This understanding could be gained through what Kelly and Moogan (2012) suggest, “educators should seek to make the first s...

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...ized the need to seek friendships with American students to acculturate, they described friendships in their cultures as developing sooner and more spontaneously” (p. 30). This is not uncommon and is why several studies suggest the need for the university itself to intervene. As Baba and Hosoda (2014) explain, “universities should educate international students on American culture and train them in culture-specific social skills” (p. 16). This type of cultural social training could help the students attending school in any county, not just the United States, and enable them to understand the process of making friends in the new culture. Also, as Brown and Holloway (2007) argue, “sojourners suffer most stress at the beginning of their stay, it follows that this is when the most support should be made available” (p. 45). This support can help the students enormously.
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