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.
Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers (Ralabate, & Klotz, 2007).
The life of a college student is really amazing and diverse. In fact, a person can expect to live with people from different cultures, background, and histories that it is a mix of diverse multicultural experience. Even more when a student can talk with another student from a different part of the world with totally different culture, this was my case when I interview my friend from Nigeria.
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.
A sojourner is often described as a short term visitor to a new place or culture, where permanent settlement is not the eventual purpose of the trip or sojourn. Bearing this in mind the term sojourner has been applied to many different groups throughout the years; military personnel, aid workers and students or scholars all fall under this broad umbrella term. In the literature concerning students there is some confusion, as various researchers have failed to make the distinction between ‘International Students’ and ‘Student Sojourners’. The term ‘International Student’ , particularly with respect to American, Australian and Asian research,is often used to describe students that have roots in a minority group (such as Asians or Latino Americans) but have actually been born in the ‘host country’. These students are usually resident in the host country for the duration on their academic program and longer. ‘Student Sojourner’ on the other hand is a term that describes students who may move to a new place or culture for the purpose of academic ad...
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...
The Common Core has been a highly debated educational initiative based in the United States that provides children of all race, religious denomination, and socioeconomic background the same educational path from kindergarten through senior year of high school or the 12th grade. The Common Core provides six standards on its website that serve as its oath. “The standards are: 1. Research- and evidence-based. 2. Clear, understandable, and consistent. 3. Aligned with college and career expectations. 4. Based on rigorous content and application of knowledge through higher-order thinking skills. 5. Built upon the
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.
Sociocultural adaptation can be understood as a process of social learning and is associated with the length of time, the existing cultural distance and the amount of contact with members of the host culture. These could make it more or less difficult to adapt to a new culture (Zlobina, Paez 2004). Foreigners who leave their culture of origin and are immersed in a new culture with norms, values and customs that they do not recognize as their own, have to make an effort to adapt. The above process of adaptation or adjustment involves three basic aspects: 1) Psychological adaptation, including acceptance and the degree of satisfaction in the new cultural environment. 2) Cultural learning, which is the acquisition of social skills that enable the sojourner to adapt the host culture, and establish links with members of the host culture and, finally, 3) Learning behavior appropriate for the resolution of social tasks. Sociocultural adaptation involves social and cultural learning. The three dimensions are linked, but have some independence between them (Moghaddam, Taylor , Wright, 1993). Ward ( 2004) showed that international students, who were culturally adapted, adopted elements of both cultures and tried to achieve a bicultural identity. It is important to note that any sojourner has gone through a series of grieving process after migration due to the loss of two important elements such as: firstly, the extended family and friends, who constitute the soc...
Recent years have witnessed more and more international students study in the United States. From my personal experience as an international student, I recognized the differences in culture between the international students and the American students. Likewise, a Rebekah Nathan’s chapter, “As Others See Us,” demonstrates that how an international student as minorities see American students. Nathan, a professor who goes undercover as a student in her university, conducts an ethnographic study to examine the interaction between American students and international students. Nathan shows how international students have problems with American students because American students tend to form superficial relationship. This is because American students do not express the close relationship within family and friends. Moreover, international students have a difficult time making friends because American only seems care about themselves, they do not seem to care about the rest of the world. Nathan claims that international students usually stay within their own ethnic group is valid. However, Nathan claims that Americans do not make the effort to make friends with international
The first problem Delpit identifies is the culture clash that often exists between students and the school. According to Delpit (1995) this cultural clash is manifested in two ways, through teachers misreading students intents, and abilities as a result of a difference in language and interaction styles, and al...
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.
Carroll J. Ryan J. (2008) ‘Teaching International Students : Improving learning for all’, Routledge Taylor and Francis Group.
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.
Students from Belgium, Denmark, Ireland, Holland, The United States, Germany, Spain, and other countries all came together to learn about each other, and international education. We all learned not only from experts in their fields about innovative education strategies, but we also learned firsthand what it means to encounter diversity and how international interaction can benefit students. We all came with our own cultures and ideas about education, but through interacting with each other, and hearing from various lecturers, the empty pieces of our mind, where we had not encountered or pondered diversity among different cultures were replaced with curiosity and understanding.
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