The International Student ExperienceThe International Student ExperienceHanju Kang

Dave Nguyen

Leigh Viscomi

Hanju Kang

Dave Nguyen

Leigh Viscomi

Presentation OverviewPresentation Overview

Learning Objectives What is an international student? Theory Previous Research Support Services Model Application of Theory & Model Learning Reconsidered

Learning Objectives What is an international student? Theory Previous Research Support Services Model Application of Theory & Model Learning Reconsidered

Learning ObjectivesLearning Objectives

At the end of this presentation, participants will be able to:

Understand how international students are classified. Identify the different needs that international students

may have compared to American students. Recognize the numerous support services that are

integral to helping international students adjust and succeed.

Apply previous research regarding international students in order to improve campus support services & program offerings.

At the end of this presentation, participants will be able to:

Understand how international students are classified. Identify the different needs that international students

may have compared to American students. Recognize the numerous support services that are

integral to helping international students adjust and succeed.

Apply previous research regarding international students in order to improve campus support services & program offerings.

International StudentInternational Student

A college student, typically in early adulthood who: Is not a citizen or permanent resident of the

United States but is enrolled in an American higher education institution.

Is required to be authorized for study in the United States by holding a valid Study Permit/F-1 Visa.

A college student, typically in early adulthood who: Is not a citizen or permanent resident of the

United States but is enrolled in an American higher education institution.

Is required to be authorized for study in the United States by holding a valid Study Permit/F-1 Visa.

TheoryTheory

International students are likely to have a positive college experience if they are able to balance their own ethnic identity with American culture through assistance from college support services.

International students are likely to have a positive college experience if they are able to balance their own ethnic identity with American culture through assistance from college support services.

Previous ResearchPrevious Research

Phinney’s Model of Ethnic Identity Development

Schossberg’s Transition Theory Oberg’s Theory of Cultural Adjustment

Phinney’s Model of Ethnic Identity Development

Schossberg’s Transition Theory Oberg’s Theory of Cultural Adjustment

Jean Phinney (1990)Jean Phinney (1990)

2 Major Conflicts Conflict 1: Stereotypes and prejudice Conflict 2: Clash of values

2 Major Conflicts Conflict 1: Stereotypes and prejudice Conflict 2: Clash of values

3 Stages3 Stages

Diffusion-Foreclosure Ethnicity not explored

Moratorium Increasingly aware of ethnicity and seeks more

information Identity Achievement:

Healthy and secure sense of ethnic identity

Diffusion-Foreclosure Ethnicity not explored

Moratorium Increasingly aware of ethnicity and seeks more

information Identity Achievement:

Healthy and secure sense of ethnic identity

Nancy Schlossberg (1984)Nancy Schlossberg (1984)

3 Types of Transitions Anticipated Unanticipated Non-events

4 S’s Situation Self Support Strategies

3 Types of Transitions Anticipated Unanticipated Non-events

4 S’s Situation Self Support Strategies

Kalervo Oberg (1960)Kalervo Oberg (1960)

Four stages of emotional reactions related to cross-cultural adjustment: Honeymoon stage Crisis Stage Recovery Stage Adjustment Stage

Four stages of emotional reactions related to cross-cultural adjustment: Honeymoon stage Crisis Stage Recovery Stage Adjustment Stage

Support ServicesSupport Services

Counseling Center Residential Life Academic Advising Language Center Health & Wellness Writing/Tutoring Center Spiritual Life Career Center

Counseling Center Residential Life Academic Advising Language Center Health & Wellness Writing/Tutoring Center Spiritual Life Career Center

Support ServicesSupport Services

Since foreign students are often overlooked, employees at a university writing center need to be aware of the special needs of non-native English Speakers (Hall, 2001).

Since foreign students are often overlooked, employees at a university writing center need to be aware of the special needs of non-native English Speakers (Hall, 2001).

Support Services

Academic RigorAcademic Rigor

This is often a key consideration for international students when selecting an institution.

This is often a key consideration for international students when selecting an institution.

Academic Rigor

Office of International StudentsOffice of International Students

Financial pressure is one of the most significant issues facing international students.

Students do not frequently use this resource.

Financial pressure is one of the most significant issues facing international students.

Students do not frequently use this resource.

Office of International

Students

OrientationOrientation

According to the study of the Center for Teaching and Learning, international students don’t have an understanding of what will be required in American academic courses.

According to the study of the Center for Teaching and Learning, international students don’t have an understanding of what will be required in American academic courses.

Orientation

Establishment of Meaningful RelationshipsEstablishment of Meaningful Relationships

It was found that international students who spent more leisure time with Americans were significantly better adapted than those who spent more time with non-Americans (Surdan & Collins, 1984).

It was found that international students who spent more leisure time with Americans were significantly better adapted than those who spent more time with non-Americans (Surdan & Collins, 1984).

Establishment of Meaningful

Relationships

Connection to Ethnic ValuesConnection to Ethnic Values

Maintaining a sense of self and a connection to their home country.

Enriching the college campus.

Maintaining a sense of self and a connection to their home country.

Enriching the college campus.

Connection to Ethnic Values

Student ExperienceStudent Experience

Series of events and relationships that make up the college experience. Positive student experiences often lead to beneficial student

development and retention.

Series of events and relationships that make up the college experience. Positive student experiences often lead to beneficial student

development and retention.

Student Experience

International Student ModelInternational Student Model

Office of International

Students

Academic Rigor

Support Services

Connection to Ethnic

Values

Student Experience

OrientationEstablishment of Meaningful Relationships

Adapted From: Bradley (2000); Hall (2001); Valdiriz (1982)

International Student ModelInternational Student Model

Office of International

Students

Academic Rigor

Support Services

Connectio

n to E

thnic

Values

Student

Experience

Establishment of Meaningful Relationships

Stu

den

t

Exp

erie

nce

International Student ModelInternational Student Model

Office of International

Students

Support Services

Connection to Ethnic Values

Student

Experience

Orientation

Establishment

of Meaningful

Relationships

Application of Theory/ModelApplication of Theory/Model

Faculty/Staff Training Knowledge of support services

Student Peers Understanding & open-mindedness Community expectations

Institution Commitment to diversity

Faculty/Staff Training Knowledge of support services

Student Peers Understanding & open-mindedness Community expectations

Institution Commitment to diversity

Learning ReconsideredLearning Reconsidered

Relationships make the “map” come alive. Student Outcomes Focus on student learning outside of the

classroom

Relationships make the “map” come alive. Student Outcomes Focus on student learning outside of the

classroom

Review and ApplicationReview and Application

International students have different needs and dilemmas that traditional US-based students do not.

Universities should provide numerous support services that help international students adjust, succeed, and stay.

The University community should encourage and promote the diversity and cultural richness that international students bring to campus.

Utilize previously performed research to better integrate international students into the community.

International students have different needs and dilemmas that traditional US-based students do not.

Universities should provide numerous support services that help international students adjust, succeed, and stay.

The University community should encourage and promote the diversity and cultural richness that international students bring to campus.

Utilize previously performed research to better integrate international students into the community.

ReferencesReferences

ACPA/NASPA (2004). Learning Reconsidered: A campus-wide focus on the student experience.

Bradley, G. (2000). Responding Effectively to the Mental Health Needs of International Students, Higher Education, 39(4), 417-433.

Evans, N., Forney, D., & Guido-DiBrito, F. (1998). Student Development in College: Theory, Research, and Practice. San Francisco, CA: Jossey-Bass.

Hall, H. (2001). When background matter: three writing center employees' views on ESL students, paper presented at the annual meeting of the conference on college composition and communication in Denver, CO, March, 14-17, 2001.

Surdan, J. C. & Collins, J. R.(1984). Adaptation of international students: a cause

for concern, Journal of College Student Personnel, 25(3), 240-245.

Valdiriz, J. E. (1982). Foreign Students' Language Proficiency, Their Perceptions of

Language Adequacy and Their Performance at the Graduate level, Doctoral

dissertation, The University of Michigan.

ACPA/NASPA (2004). Learning Reconsidered: A campus-wide focus on the student experience.

Bradley, G. (2000). Responding Effectively to the Mental Health Needs of International Students, Higher Education, 39(4), 417-433.

Evans, N., Forney, D., & Guido-DiBrito, F. (1998). Student Development in College: Theory, Research, and Practice. San Francisco, CA: Jossey-Bass.

Hall, H. (2001). When background matter: three writing center employees' views on ESL students, paper presented at the annual meeting of the conference on college composition and communication in Denver, CO, March, 14-17, 2001.

Surdan, J. C. & Collins, J. R.(1984). Adaptation of international students: a cause

for concern, Journal of College Student Personnel, 25(3), 240-245.

Valdiriz, J. E. (1982). Foreign Students' Language Proficiency, Their Perceptions of

Language Adequacy and Their Performance at the Graduate level, Doctoral

dissertation, The University of Michigan.

Thank YouThank You

Any Questions?Any Questions?