2024-03-29T00:21:46Z
https://zenodo.org/oai2d
oai:zenodo.org:1250425
2020-01-20T14:21:18Z
user-8-2-2018
Erin Knoche Laverick
2018-05-21
<p>Learning Communities (LCs) and First-Year Seminars (FYS) are common support systems for college students. This article explores the use of such systems with undergraduate international students in their first semester of study as a means to help them better acclimate to campus life and rigorous classroom expectations.</p>
https://doi.org/10.5281/zenodo.1250425
oai:zenodo.org:1250425
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250424
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Building a Community of Learners In and Outside the Classroom
info:eu-repo/semantics/article
oai:zenodo.org:1250417
2020-01-20T15:00:34Z
user-8-2-2018
Jeongyi Lee
Kathryn Negrelli
2018-05-21
<p>The number of students expanding their academic programs to include learning experiences abroad has been steadily increasing over the past two decades. This study investigates the cultural identification of short-term study abroad participants and its influence on their acculturation process. By means of a widely used acculturation scale, it was found that there were statistically significant effects of cultural experiences on cultural identification, specifically decreases in cultural identification scores. Implications from this study suggest a deeper understanding of students’ ethnic identifications can be helpful in developing study abroad programs that promote the goals of student awareness, cultural sensitivity, and global competence.</p>
https://doi.org/10.5281/zenodo.1250417
oai:zenodo.org:1250417
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250416
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Cultural Identification, Acculturation, and Academic Experience Abroad: A Case of a Joint Faculty-Led Short-Term Study Abroad Program
info:eu-repo/semantics/article
oai:zenodo.org:1250393
2020-01-20T16:20:01Z
user-8-2-2018
Xiushan Jiang
2018-05-21
<p>Based on neo-racism theory and human capital theory, this study examined whether international bachelor’s degree recipients who graduated from U.S. institutions have significant early career outcome differences compared to domestic bachelor’s degree recipients in terms of major-job match, annual earnings, and job satisfaction. Recognizing the significant differences in language, culture, and socio-economic conditions among immigrants from different countries of origin, this study further explored possible differences in career outcomes of international bachelor’s degree recipients by regions of origin. The findings of this study suggest that international degree recipients have gained labor market parity in major-job match as well as salary and job satisfaction with their domestic counterparts, all things being equal. Further, this study found evidence that region of origin plays an important role in shaping international bachelor’s degree recipients’ major-job match and annual earnings. The policy implications for postsecondary institutions and the U.S. as a society are discussed.</p>
https://doi.org/10.5281/zenodo.1250393
oai:zenodo.org:1250393
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250392
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Early Career Outcomes of International Bachelor's Degree Recipients from U.S. Institutions: The Role of International Status and Region of Origin
info:eu-repo/semantics/article
oai:zenodo.org:1250389
2020-01-20T17:33:35Z
user-8-2-2018
Dongwook Cho
Taryn Price
2018-05-21
<p>The continuous increase in enrollment of international collegiate students into higher education highlights the importance of assessing diverse leisure opportunities that meet the needs of a diverse student population. The current study assessed the influence of leisure constraints on intramural and competitive sport participation rates between domestic and international students. A total of 273 participants were included for analysis (196 domestic students & 77 international students. International students were observed to have significantly higher intrapersonal and structural leisure constraints to participate in intramural sports, while domestic students had significantly lower leisure constraints. Implications of the study’s findings are discussed to include unique programming strategies for recreation and university administrators.</p>
https://doi.org/10.5281/zenodo.1250389
oai:zenodo.org:1250389
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250388
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Leisure Constraints to Participation in Competitive Activities and Intramural Sports: Comparing International and Domestic Students
info:eu-repo/semantics/article
oai:zenodo.org:1250387
2020-01-20T14:41:01Z
user-8-2-2018
Titilola Adewale
Mark M. D'Amico
Spencer Salas
2018-05-21
<p>With benefits international students bring to campus, universities have adopted aggressive recruitment practices and increased institutional support for their retention and positive college engagement (Hegarty, 2014). Due to globalization, increasing numbers of international students enter college with multiple cultural/national affiliations (Gomes, Berry, Alzougool, & Chang, 2014). Yet, little is known about these complex identities and how they shape students’ experiences in U.S. higher education. Using Schlossberg’s Transition Theory, the article leverages interview data to theorize hybrid national/cultural identities of five “international” undergraduate students at a private university on the Eastern seaboard. Although the institution used passport information to categorize student nationality, participants chose to self-identify less categorically. Our discussion recommends dialogue around international students’ identity constructs to thoughtfully affirm hybridity.</p>
https://doi.org/10.5281/zenodo.1250387
oai:zenodo.org:1250387
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250386
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
"It's Kinda Weird": Hybrid Identities in the International Undergraduate Community
info:eu-repo/semantics/article
oai:zenodo.org:1250381
2020-01-20T16:18:34Z
user-8-2-2018
Bennett K. Tchoh
E. Biran Mertan
2018-05-21
<p>In this study, we explored the relationship between self-construals, self-esteem, social support, and the sociocultural adaptation of African students in Northern Cyprus. Based on the responses received from 112 students from Sub-Saharan Africa studying in Northern Cyprus, the results indicated that only the interdependent self-construal and social support predicted sociocultural adaptation. This study highlights the importance of social support and relatedness for international students from Sub-Saharan Africa studying in Northern Cyprus.</p>
https://doi.org/10.5281/zenodo.1250381
oai:zenodo.org:1250381
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250380
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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Understanding the Relationship between Self-Construals, Self-Esteem, Social Support, and the Sociocultural Adaptation of African Students in Northern Cyprus
info:eu-repo/semantics/article
oai:zenodo.org:1250391
2020-01-20T17:43:16Z
user-8-2-2018
Norah Fahad Aldawsari
Katharine S. Adams
Lee Edmondson Grimes
Steven Kohn
2018-05-21
<p>This study investigated relationships between cross-cultural competence, social support, and international students’ psychological adjustment. Participants included 94 international students studying in the United States. The researchers conducted a series of standard multiple regression analysis to predict autonomy and environmental mastery as measured by the Ryff Scales of Psychological Well-Being (Ryff & Keyes, 1995). They found significant positive relationships between autonomy and cross-cultural competence as measured by the Intercultural Competence Scale (ICCS; Fantini & Tirmizi, 2006), and environmental mastery and social support as measured by the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet, Dahlem, Zimet, & Farely, 1988). A significant negative relationship was also found between length of residency in the host country, autonomy, and environmental mastery.</p>
https://doi.org/10.5281/zenodo.1250391
oai:zenodo.org:1250391
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250390
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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The Effects of Cross-Cultural Competence and Social Support on International Students' Psychological Adjustment: Autonomy and Environmental Mastery
info:eu-repo/semantics/article
oai:zenodo.org:1253474
2020-01-20T14:21:27Z
user-8-2-2018
Teresa Chen
2018-05-26
<p>This qualitative case study sought to understand the experiences of</p>
<p>international college students who were involved in the acquisition of</p>
<p>academic literacies (via an English-as-a-Second-Language writing class).</p>
<p>Data sources included observation field notes; messages posted in an online</p>
<p>discussion forum; transcripts of interviews with five focal students and their</p>
<p>instructor; and student-level reflective journal entries. Findings were</p>
<p>validated via the triangulation of multiple data sources. Several themes</p>
<p>emerged from the analyses that are associated with academic adjustment</p>
<p>and intercultural communication, including an energetic class that highly</p>
<p>valued participation, conflicting student views on participation, and</p>
<p>unvalued collaboration. Implications included the provision of instructionrelated</p>
<p>opportunities that enable students to explore the cultures and</p>
<p>culturally diverse communication styles of their academic peers.</p>
https://doi.org/10.5281/zenodo.1253474
oai:zenodo.org:1253474
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1253473
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
"But I Learn More Bad Grammars When I Write to My Classmates": Acquiring Academic Literacies in a Multicultural Writing Class
info:eu-repo/semantics/article
oai:zenodo.org:1250397
2020-01-20T15:23:56Z
user-8-2-2018
William Danny Sullivan, Jr.
2018-05-21
<p>Higher education institutions continue to face increased scrutiny to better monitor student persistence rates and develop better strategies to retain more students through the attainment of a degree. Retention studies on international students are limited and often focused on large public universities. The researcher interviewed students and the international student officers at three small, private four-year colleges in the Southeast United States. The international students were found to be formally and informally engaged in academic and social activities on campus, and engagement was promoted by formal campus sponsored activities, international staff members’ personal involvement, and through faculty and staff interaction. The students became aware of campus resources through college programming, faculty and staff interaction, and peer interaction with other students.</p>
https://doi.org/10.5281/zenodo.1250397
oai:zenodo.org:1250397
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250396
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
A Case Study Exploring International Student Engagement at Three Small, Private Colleges
info:eu-repo/semantics/article
oai:zenodo.org:1250383
2020-01-20T17:08:15Z
user-8-2-2018
Yikang Wang
Ting Li
Amity Noltemeyer
Aimin Wang
Jinghua Zhang
Kevin Shaw
2018-05-21
<p>The number of international students attending U.S. colleges and universities has increased considerably over the past decade, and the adaptation of these students is an important concern in cross-cultural research. Using survey data collected from a sample of 169 international students attending a U.S. university, this study examines the temporal patterns of students’ psychological and socio-cultural adaptation. The results suggest a two-phase U-curved process of psychological adaptation, with the most obvious culture shock occurring during a student’s first nine to 24 months of residence. Socio-cultural adaptation is found to increase steadily over time, without significant retreat. Interpretations, implications, and limitations of the findings are provided.</p>
https://doi.org/10.5281/zenodo.1250383
oai:zenodo.org:1250383
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250382
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Cross-cultural Adaptation of International College Students in the United States
info:eu-repo/semantics/article
oai:zenodo.org:1253482
2020-01-20T15:21:19Z
user-8-2-2018
William Danny Sullivan, Jr.
2018-05-26
<p>Higher education institutions continue to face increased scrutiny to better</p>
<p>monitor student persistence rates and develop better strategies to retain</p>
<p>more students through the attainment of a degree. Retention studies on</p>
<p>international students are limited and often focused on large public</p>
<p>universities. The researcher interviewed students and the international</p>
<p>student officers at three small, private four-year colleges in the Southeast</p>
<p>United States. The international students were found to be formally and</p>
<p>informally engaged in academic and social activities on campus, and</p>
<p>engagement was promoted by formal campus sponsored activities,</p>
<p>international staff members’ personal involvement, and through faculty and</p>
<p>staff interaction. The students became aware of campus resources through</p>
<p>college programming, faculty and staff interaction, and peer interaction</p>
<p>with other students.</p>
https://doi.org/10.5281/zenodo.1253482
oai:zenodo.org:1253482
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1253481
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
A Case Study Exploring International Student Engagement at Three Small, Private Colleges
info:eu-repo/semantics/article
oai:zenodo.org:1249045
2020-01-20T14:23:08Z
user-8-2-2018
Michelle E. Bartlett
Wei Han
James E. Bartlett, II
2018-05-18
<p><em>Since 1978, when the first group of 50 mainland Chinese students came to the United States for education, increasing numbers of mainland Chinese students have come to the United States to get a degree (Lampton, Madancy & Williams, 1986). In 2009, China surpassed India, becoming the largest source country of international students in the United States, and since then, China has the most international students seeking education in the United States (Open Doors Data, 2015). The purpose of this Q methodology study is to explore personal perspectives of mainland Chinese students on the value of getting a degree in the United States. Data analysis grouped similar viewpoints. Based on data from ten mainland Chinese students, we categorized three different groups of mainland Chinese students: job and education group, education group, and migration group</em></p>
https://doi.org/10.5281/zenodo.1249045
oai:zenodo.org:1249045
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1249044
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Perceptions of Mainland Chinese Students Toward Obtaining Higher Education in the United States
info:eu-repo/semantics/article
oai:zenodo.org:1250415
2020-01-20T15:00:10Z
user-8-2-2018
Dan Li
Yanhong Liu
Injung Lee
2018-05-21
<p>This conceptual article presents an application of the integrative developmental model (IDM) as a framework for supervising Asian international counseling students in the United States. Asian international supervisees’ characteristics and needs on four developmental levels and corresponding supervision interventions are discussed. Implications for clinical supervision, counselor education, and research are provided.</p>
https://doi.org/10.5281/zenodo.1250415
oai:zenodo.org:1250415
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250414
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Supervising Asian International Counseling Students: Using the Integrative Developmental Model
info:eu-repo/semantics/article
oai:zenodo.org:1250395
2020-01-20T13:37:56Z
user-8-2-2018
Nicole C. Hudak
Heather J. Carmack
Ethan D. Smith
2018-05-21
<p>Cultural competency is an important skill for healthcare providers because it can adversely impact the outcomes of this service. Providers at university health centers interact with a variety of patients, given the diverse nature of university populations. The present study surveyed international and domestic U.S. students about their perceptions of university health care providers’ cultural competence, their own attitudes toward university health center providers, and overall satisfaction with university health center providers. Results demonstrated generally positive attitudes and satisfaction, but more negative perceptions of provider cultural competence were identified especially when students perceived problems with providers’ language competence and interest in learning about patients’ backgrounds. International students reported more positive attitudes concerning providers’ cultural competence than U.S. students. Implications of the findings are discussed, along with limitations of the study and suggestions for future research.</p>
https://doi.org/10.5281/zenodo.1250395
oai:zenodo.org:1250395
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250394
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Student Perceptions of Providers' Cultural Competence, Attitudes Towards Providers, and Patient Satisfaction at a University Health Center: International and U.S. Student Differences
info:eu-repo/semantics/article
oai:zenodo.org:1250370
2020-01-20T14:23:30Z
user-8-2-2018
Mehmet A. Karaman
Michael K. Schmit
Ihsan C. Ulus
Marvarene Oliver
2018-05-21
<p>International counseling students’ (ICS) perceptions regarding ethical counseling practice and education in the United States were examined using an online survey. The research sample consisted of ICSs who were enrolled in counseling programs throughout the United States. Findings indicated that even though ICSs came from different cultures with different ethical values, they were well aware of the different codes of ethics, reported engaging in ethical behaviors, and adapted themselves to the U.S. culture and education system. The results of this study may help counselor educators and counseling programs to promote and understand international students’ ethical behaviors from a diverse and multicultural standpoint.</p>
https://doi.org/10.5281/zenodo.1250370
oai:zenodo.org:1250370
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250369
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
International Counseling Students' Perception of Ethics
info:eu-repo/semantics/article
oai:zenodo.org:1250404
2020-01-20T14:20:22Z
user-8-2-2018
Linda Tsevi
2018-05-21
<p>In this qualitative study, I explored the strategies that international undergraduate students at a public research Midwestern university in the United States employ to persist and survive their educational transition to achieve academic excellence. Using Tinto’s (1987) theory of persistence as the theoretical framework, this paper employed a case study method. Five undergraduate international students were interviewed via semi-structured in-depth interviews. The findings indicated that students experienced both academic and non-academic challenges. Strategies adopted included involvement in out-of-classroom activities and dependence on family and friends. Recommendations include requiring academic counsellors and university administrators to devise curriculum and programs to assist international students. Further, the teaching faculty should reach out to students who have English language challenges.</p>
https://doi.org/10.5281/zenodo.1250404
oai:zenodo.org:1250404
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250403
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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Survival Strategies of International Undergraduate Students at a Public Research Midwestern University in the United States: A Case Study
info:eu-repo/semantics/article
oai:zenodo.org:1250379
2020-01-20T17:23:48Z
user-8-2-2018
Yiying Xiong
Yuchun Zhou
2018-05-21
<p>In this study, we explore East Asian graduate students’ socio-cultural and psychological adjustment in a U.S. Midwestern University. Eight participants were interviewed about their acculturation challenges as well as their effective coping strategies. Data were analyzed using open-coding techniques and five themes emerged: three themes summarized the challenges, including challenges due to cultural differences, lack of support in a foreign environment, and financial stress; and the other two themes that described the coping strategies were utilizing external resources and developing self-adjustment strategies.</p>
https://doi.org/10.5281/zenodo.1250379
oai:zenodo.org:1250379
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250378
info:eu-repo/semantics/openAccess
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Understanding East Asian Graduate Students' Socio-cultural and Psychological Adjustment in a U.S. Midwestern University
info:eu-repo/semantics/article
oai:zenodo.org:1252320
2020-01-20T13:34:50Z
user-8-2-2018
Gaulee, Uttam
2018-05-24
<p><strong>Are international students needy? Are they intractable? Do they plagiarize? Are they inefficient in writing? Do they negotiate grades? Are these ontological questions? </strong></p>
<p> </p>
<p><strong>Is everything they do a manifestation of their being international students? Or is there a way to understand, first, the students as human beings? Perhaps what they do is not because they are international students. </strong></p>
<p> </p>
<p><strong>Let’s face it: Internationals are strong. They are not here to receive our tender love and care. What they do need from us, fairly, is one thing, and that is understanding. It is important for college and university officials who work with international students to try to understand their students. Recognizing the international students as human beings like local students is the first step, one that goes a long way. Ask this question to yourself: what would a domestic student do in a similar situation? If the domestic student would do the same, then do not say that the international student did such and such because he or she is an international student. It’s because he is a human being. </strong></p>
<p> </p>
<p><strong>In a recent workshop I facilitated on multicultural teaching, a participant expressed her frustration: Arab students negotiate grades. They are not happy with less than the best grades. They will say that it is a social stigma to have a lower grade, and they will try everything to up their grades. I asked what she does. She said, “I stand my ground.” I do not blame her for standing her ground because that’s how we are trained to teach, grade, and “remain professional.” But could we do something different, now that we are dealing with students who come from different cultures? </strong></p>
<p> </p>
<p><strong>I asked the participant if she sees any positive aspect to the grade-negotiating behavior of the Arab students. She did not have anything to say but another participant (who had never dealt with Arab students though) spoke up: “I think I would love to work with the Arab students.” Just coming to learn that they would not settle for a lower grade, she would design her syllabus in such a way that she could potentially leverage their commitment to excellence. I asked how she would do that. She answered, “I would have multiple small assignments based on each course objective. After each assignment, I would give them a chance to earn extra points or make up for the lower grade. I would give them multiple opportunities until they meet the objective satisfactorily. “After all, our objective is for them to learn.” Epiphany! </strong></p>
<p> </p>
<p><strong>Another teacher complained: international students plagiarize. I asked what she did when that happens. She said she reported it. Again, legitimately there could be no blaming the teacher because that’s what she is supposed to do according to the university rules. I then asked participants if they could list reasons why students would plagiarize. Many of them gave interesting reasons such as lack of sleep, lack of time, too much stress of deadline, or lack of proper training on writing. One of them gave a cultural reason that he had uncovered about his students. For his students, committing brilliant lines of text to memory was considered respect to God. So, the students in this teacher’s class would reproduce texts ditto as it appeared in the textbook. Now that’s plagiarism by our standards. However, is there something that we can do about it? What would happen if those students were to be appreciated for their skills to commit to memory but were then told that when they take exact words from the text, there is a legitimate way to do so. And next we could show the multiple ways: paraphrasing, quoting, and then gradually leading to condensing and only quoting the most important keywords, while also giving credit to the original author. </strong></p>
<p><strong>When dark forces seem to be plaguing the world, educators have a responsibility to advance humanity in the positive direction. Empirical studies on international students show that they contribute to the improvement of global human society while struggling to establish themselves in the foreign lands. The first step toward the right direction is understanding your international students and then capitalizing on what they bring to the table. </strong></p>
<p> </p>
https://doi.org/10.5281/zenodo.1252320
oai:zenodo.org:1252320
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1252319
info:eu-repo/semantics/openAccess
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How to Understand the International Students with Whom You Work
info:eu-repo/semantics/article
oai:zenodo.org:1250421
2020-01-20T16:36:12Z
user-8-2-2018
Gilberte Bastien
Tanja Seifen-Adkins
Laura R. Johnson
2018-05-21
<p>Few studies have provided an examination of the academic component of acculturation. This study sought to extend the work in this area by examining factors impacting academic adjustment of international students in the US and compare results to factors of psychological adjustment. Predictors of academic adjustment were investigated with a sample of 122 international students. Hierarchical regressions revealed length of stay in the U.S., English proficiency, and help-seeking predicted academic adjustment, whereas age and attachment to the university community predicted psychological adjustment. Psychological adjustment was associated with acculturation strategy and cultural distance. Results suggest the need for targeted support interventions to facilitate psychological and socio-cultural adjustment in each domain.</p>
https://doi.org/10.5281/zenodo.1250421
oai:zenodo.org:1250421
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250420
info:eu-repo/semantics/openAccess
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Striving for Success: Academic Adjustment of International Students in the U.S.
info:eu-repo/semantics/article
oai:zenodo.org:1253480
2020-01-20T14:23:14Z
user-8-2-2018
Gökçe Bulgan
Ayşe Çiftçi
2018-05-26
<p>The authors investigated how work-family balance mediated the</p>
<p>relationship between personality traits, gender roles, social support, and</p>
<p>psychosocial adjustment. Data were collected from 243 married</p>
<p>international graduate students (MIGSs) studying in the United States.</p>
<p>Results of structural equation modeling indicated that personality traits</p>
<p>influence the psychosocial adjustment process. In addition, being</p>
<p>extraverted, agreeable, and conscientious contributed to balancing</p>
<p>academic and family life, whereas having neurotic tendencies such as</p>
<p>experiencing depression and anxiety diminished work-family balance.</p>
<p>Work-family balance did not mediate the relationship between personality</p>
<p>traits, gender roles, social support, and psychosocial adjustment. The</p>
<p>authors discussed the findings by considering clinical implications and</p>
<p>making suggestions for future research.</p>
https://doi.org/10.5281/zenodo.1253480
oai:zenodo.org:1253480
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1253479
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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Work-Family Balance and Psychosocial Adjustment of Married International Students
info:eu-repo/semantics/article
oai:zenodo.org:1250427
2020-01-20T16:37:20Z
user-8-2-2018
Nara M. Martirosyan
2018-05-21
<p>As a former international student, I never thought of an American Community College as being a choice to start undergraduate education in the United States. This is also true for many prospective international students who explore study opportunities in the United States. American community colleges (also called 2-year colleges) offer diverse higher education opportunities with comparatively lower tuition costs. Moreover, unlike in many other foreign countries, American community colleges are often the best pathway to a bachelor’s degree through transfer agreements that exist between community colleges and 4-year institutions.</p>
https://doi.org/10.5281/zenodo.1250427
oai:zenodo.org:1250427
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250426
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
American Community Colleges: The International Student's Guide
info:eu-repo/semantics/article
oai:zenodo.org:1250375
2020-01-20T16:21:52Z
user-8-2-2018
Hong Shi
2018-05-21
<p>This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.</p>
https://doi.org/10.5281/zenodo.1250375
oai:zenodo.org:1250375
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250374
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
English Language Learners' Strategy Use and Self-Efficacy Beliefs in English Language Learning
info:eu-repo/semantics/article
oai:zenodo.org:1250377
2020-01-20T16:58:40Z
user-8-2-2018
Qingchun Wang
Steffanie Leen
Karin Hannes
2018-05-21
<p>to be added later</p>
https://doi.org/10.5281/zenodo.1250377
oai:zenodo.org:1250377
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250376
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
How Do South American International Students Experience Student Life in Flanders? A Photo Elicitation Project
info:eu-repo/semantics/article
oai:zenodo.org:1250408
2020-01-20T14:45:13Z
user-8-2-2018
Chen Wang
2018-05-21
<p>This research critically analyzes the introduction of the Express Entry system in Canada, requiring foreign nationals to submit an Expression of Interest (EOI) and wait for an invitation before being allowed to apply for permanent residence. Drawing on available empirical data, I argue that this reform jeopardized international students’ chance to become permanent residents. Despite recent modifications that intended to improve their situation, the pathways to permanent residence of international students are still restricted. Particularly, international PhD students are negatively impacted as the previously existing PhD stream under the Federal Skilled Worker Program covertly disappeared from the current regime. This research concludes with suggestions on how to further modify the current immigration system to facilitate international students’ transitions into Canada.</p>
https://doi.org/10.5281/zenodo.1250408
oai:zenodo.org:1250408
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250407
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Immigration Gridlock: Assessing Whether Canada's Express Entry is an Effective Immigration System for International Students' Transition into Permanent Residency?
info:eu-repo/semantics/article
oai:zenodo.org:1250413
2020-01-20T17:12:12Z
user-8-2-2018
Kelly A. Pengelly
2018-05-21
<p>Universities focus significant attention on internationalization to prepare globally minded graduates by engaging students in study abroad programs and expanding international student enrollment. However, scholarship has not yet considered the role returned study abroad students play in meeting friendship needs of international students. This research aimed to determine if such experiences impact friendships between participants and internationals. Four basic themes emerged: isolated application of intercultural competencies, differences in empathy experiences, friendships between study abroad and international students, and institutional contributions. Key findings revealed institutions do not teach study abroad students to utilize their experience in fostering empathetic friendships with international students and should consider how the experience can more effectively impact intercultural friendships rather than focusing solely on domestic students’ reverse culture shock</p>
https://doi.org/10.5281/zenodo.1250413
oai:zenodo.org:1250413
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250412
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Loving Neighbor as Self: Translating the Study Abroad Experience into Intercultural Friendships on the Home Campus
info:eu-repo/semantics/article
oai:zenodo.org:1250368
2020-01-20T14:23:32Z
user-8-2-2018
Jasper Kun-Ting Hsieh
2018-05-21
<p>Previous studies on international students have helped identify issues that explain these students’ intercultural identities in relation to the learning in English-medium contexts. Scholarly attention has attached importance to the ‘results’ or the ‘process’ of the identity movements in the context of international education. Little attention has been paid to the conversations on the epistemology and theoretical framework that educational researchers have been using. This study is a response to Dervin’s plea (2011) for a change for the qualitative studies on international students’ interculturality. With a Post-structuralist Bourdieuian thinking, I demonstrated how analyzing and providing the researcher’s positionality enhance the understanding towards the unspoken data and its analysis especially for the studies on international students’ identities.</p>
https://doi.org/10.5281/zenodo.1250368
oai:zenodo.org:1250368
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250367
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Positioning the Researcher in the Studies of International Student Identities
info:eu-repo/semantics/article
oai:zenodo.org:1250372
2020-01-20T15:03:50Z
user-8-2-2018
Takahiro Sato
Samuel R. Hodge
Kevin Eckert
2018-05-21
<p>The purpose of the study was to scrutinize and explain the academic, social, and athletic experiences of international student-athletes attending a historically Black university. Participants were six international student-athletes (five men and one woman). Situated in position theory, the research design was explanatory multiple case study. The primary data collection method was semi-structured interviews. The interviews were analyzed using a constant comparative approach and revealed that the participants were positioned by language differences and academic difficulties, were disengaged from some teammates, and endured athletic disadvantages in resources and training. To amply support international student-athletes, we assert that athletic departments, coaches, faculty, and students should respect and value the identities, as well as the linguistic and cultural backgrounds of international student-athletes.</p>
https://doi.org/10.5281/zenodo.1250372
oai:zenodo.org:1250372
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250371
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Experiences of International Student-Athletes at a Historically Black University
info:eu-repo/semantics/article
oai:zenodo.org:1250419
2020-01-20T14:48:52Z
user-8-2-2018
Qianqian Zhang-Wu
2018-05-21
<p>Using database searches in ProQuest Sociology, Education Research Complete, ERIC, and Google Scholar, this landscape literature review provides research synthesis and analysis on research designs, underlying assumptions and findings of 21 recent peer-reviewed scholarly articles focusing on Chinese international students’ experiences in American higher education institutes. Patterns observed across studies regarding colorblind racism are presented in the discussion. Towards the end, this review closes with implications and directions for future research.</p>
https://doi.org/10.5281/zenodo.1250419
oai:zenodo.org:1250419
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250418
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Chinese International Students' Experiences in American Higher Education Institutes: A Critical Review of the Literature
info:eu-repo/semantics/article
oai:zenodo.org:1250423
2020-01-20T16:37:24Z
user-8-2-2018
Rohan Thompson
2018-05-21
<p>This phenomenological study examined the role of emotional and cultural intelligence in the social integration of international students. The study included nine participants who were selected using purposeful sampling. The researcher used five main interview questions to guide the data-collection process. The questions were designed to help determine both whether the participant appeared to be competent in cultural and emotional intelligence, and how that competence then contributed to his or her social integration. The study findings revealed that emotional and cultural intelligence played an important role in enabling international students to integrate socially. This article seeks to offer a deeper understanding of the social integration challenges of international students, contribute to the existing knowledge, and offer suggestions for future research.</p>
https://doi.org/10.5281/zenodo.1250423
oai:zenodo.org:1250423
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250422
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
A Qualitative Phenomenological study of Emotional and Cultural Intelligence of International Students in the United States of America
info:eu-repo/semantics/article
oai:zenodo.org:1250402
2020-01-20T17:07:43Z
user-8-2-2018
Rong Wang
Allison BrckaLorenz
2018-05-21
<p>An increasing number of faculty have brought up questions and concerns about supporting international students’ academic engagement and success. However, little is known about faculty’s approaches to international student engagement and how they may differ from international students’ self-reported engagement at four-year institutions. Using data from the National Survey of Student Engagement and Faculty Survey of Student Engagement, both large-scale and multi-institutional datasets, this study explores international student engagement in learning strategies, collaborative learning, and student-faculty interaction as well as international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed.</p>
https://doi.org/10.5281/zenodo.1250402
oai:zenodo.org:1250402
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250401
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
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International Student Engagement: An Exploration of Student and Faculty Perceptions
info:eu-repo/semantics/article
oai:zenodo.org:1250385
2020-01-20T16:26:08Z
user-8-2-2018
Meltem Acar Güvendir
2018-05-21
<p>The purpose of the research is to examine the relation of orientation training sessions with integration and achievement of the international students. The study used the Institutional Integration Scales, developed by Pascarella and Terenzini (1980), to examine the integration level of the international students. 181 freshmen undergraduate and graduate international students who study at an American university filled out the scales in June 2015. According to the results, the scale’s factor scores vary depending on the frequency of using the center. The students’ GPA scores did not vary with regard to whether the students benefited from the center frequently or not. The study findings show that the frequency of using the center is important on integration to university.</p>
https://doi.org/10.5281/zenodo.1250385
oai:zenodo.org:1250385
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1250384
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
The Relation of an International Student Center's Orientation Training Sessions with International Students' Achievement and Integration to University
info:eu-repo/semantics/article
oai:zenodo.org:1249043
2020-01-20T17:45:48Z
user-8-2-2018
Sarah Nicholls
2018-05-18
<p><em>Competition to attract international students continues to grow and understanding the factors that influence study destination choice is critical to the marketing efforts of nations, states, and institutions. This survey-based study of international students at Michigan State University demonstrates that they appear to choose the country in which to study, and/or the specific school, with less regard for school location. The most critical influences on their choices were expected quality of education, reputation/ranking of the university and individual departments/programs, safety/security, and cost/affordability. Differences in relative importance by nationality, gender, and level of education sought were also identified. Implications of these findings, for the marketing, promotion, and recruitment efforts of universities and national/regional economic development agencies, are discussed. </em></p>
ISSN: 2162-3104 Print/ ISSN: 2166-3750 Online
Volume 8, Issue 2 (2018), pp. XXX-XXX
© Journal of International Students
http://jistudents.org/
doi: 10.5281/zenodo.1249043
Influences on International Student Choice of
Study Destination: Evidence from the United States
Sarah Nicholls
Michigan State University, USA
ABSTRACT
Competition to attract international students continues to grow and understanding the factors that influence study destination choice is critical to the marketing efforts of nations, states, and institutions. This survey-based study of international students at Michigan State University demonstrates that they appear to choose the country in which to study, and/or the specific school, with less regard for school location. The most critical influences on their choices were expected quality of education, reputation/ranking of the university and individual departments/programs, safety/security, and cost/affordability. Differences in relative importance by nationality, gender, and level of education sought were also identified. Implications of these findings, for the marketing, promotion, and recruitment efforts of universities and national/regional economic development agencies, are discussed.
https://doi.org/10.5281/zenodo.1249043
oai:zenodo.org:1249043
Zenodo
https://zenodo.org/communities/8-2-2018
https://doi.org/10.5281/zenodo.1249042
info:eu-repo/semantics/openAccess
Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/legalcode
Influences on International Student Choice of Study Destination: Evidence from the United States
info:eu-repo/semantics/article