Strategizing Successful International Student Support Systems A Multidimensional Look at the Residential Experience
Welcome and Introductions Cullen Jackson, Residence Hall Director Michelle Kim, Assistant Residence Hall Director
Learning Outcomes • Identify and discuss barriers international students face during their study abroad experience and examine good practices to support these residents • Explore the advantages and disadvantages of international living-learning communities (LLCs) and the impact on both domestic and international students • Share strategies towards developing and maintaining successful communities that promote cross-cultural exchange, whether LLCs or international-domestic student integration
Pulse Check Who is in the room? • Locations • Position • Experience with international students
Expectations • What are you hoping to gain from this presentation? • Are their any discussion topics you would like to leave time for at the end?
Pop Quiz How many international students were enrolled in U.S. universities in 2008/2009 (to nearest 1,000)? • • • •
436,000 587,000 672,000 832,000 •
672,000 and the numbers on international students has been increasing since 2008/2009
What are the top five countries sending international students to the U.S.? •
India, China, South Korea, Canada, and Japan
Name one of the four U.S. states with the highest numbers of international students? •
California, New York, Texas, Massachusetts, and Florida
Which academic areas make up the most popular major programs? •
Business and Engineering
http://www.vistawide.com/studyabroad/study_abroad_statistics.htm
Why is International Student Support is a Timely Topic? • State funding for public institutions is dwindling and endowments for private institutions have also been impacted – international students bring in more money • Increasing pressure to develop students that are educated “global citizens” • Creating domestic opportunities for cross-cultural exchange • Importance of having a culturally diverse student body • Proliferation of college students with mental health issues and increasing levels of anxiety and stress
Issues Facing International Students • Cultural Adjustment – exploring the multiple challenging facets of cultural adjustment including creating relationships, adapting to the dominant and subcultures, bureaucracy, etc. • Clumping – examining ways to build a successful support network while at the same time encouraging international students to interact with domestic students • Language Confidence – students are all required to receive a passing score on the TOEFL test, but knowing a language and feeling comfortable using it poses unique challenges • Other – have there been other major issues you have seen?
Support and the Theory Behind It Psychosocial Development – consider the overall impact that studying abroad may have on one’s development • Chickering and Reisser’s Theory of Identity Development
Transition Theory – discuss the transitional and acclimation challenges of students studying abroad using the following theories • Schlossberg’s Transition Theory • Olberg’s W-Curve of Study Abroad
Identity Development – examine the differing needs international students considering where they are at in their identity development • Phinney’s Model of Ethnic Development • Berry’s Model of Acculturation
Theory of Identity Development Chickering and Reisser (1993) • Developing Competence – to develop competence with physical, intellectual, and interpersonal tasks
• Managing Emotions – being able to manage positive and negative emotions
• Moving Through Autonomy Towards Interdependence – developing emotional and instrumental independence and understanding as well as interdependence on others
• Developing Mature Interpersonal Relationships – developing a tolerance and appreciation for differences and a capacity for intimacy
• Establishing Identity – establishing a comfort with the multiple aspects of one’s identity
Schlossberg’s Transition Theory (1995) Three Stages: moving in, moving through, and moving out
Coping factors: strategies, support, self, and situation
Types of transitions: event, anticipated event, unanticipated event, and nonevent
The “W” of Study Abroad Based on Oberg (1960) and Gallahorn & Gallahorn (1963)
Image taken from: http://blog.jaoskam.com/
Phinney’s Model of Ethnic Identity Development (1990) Diffusion-Foreclosure • Students have not yet explored feelings and attitudes about their own ethnicity
Moratorium • Students become increasingly aware of their ethnic identity due to an abrupt or gradual series of events
Identity Achievement • Students are able to accept and feel secure in their ethnic identity while being comfortable with people of other cultures
Berry’s Model of Acculturation (1980) (2003) • ACCULTURATION: cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture; also : a merging of cultures as a result of prolonged contact - Merriam-Webster 2011
• Acculturation factors: language, beliefs, religion, social norms, work ethic, status, communication (eye contact, personal space, speed of speech…), gender roles, palate, etc. • Can result in: assimilation (join majority culture), integration (incorporate majority culture into one’s own), rejection (reject majority culture and maintain traditional culture), or marginalization (alienation from majority and traditional cultures)
Acculturation Continued • Acculturation Impact • Behavior impact – manner of speaking, dress, and cuisine • Acculturative Stress – depression, anxiety, uncertainty
• Adaptions • Psychological – increased sense of self-actualization, self-esteem, safety, etc. • Sociocultural – change in cultural behaviors: language, cuisine, etc. • Neither cultural group remains unchanged following prolonged contact with another culture as acculturation is a two-way process resulting in actions and reactions
Image taken from: http://www.idm-diversity.org/eng/infothek_matoba_glocaldialogue.html
Departmental Considerations Physical Space & Restrictions – from early arrival programs to break housing, it is important to realize what you can and cannot do to support international students who often times do not have flexible travel plans
Collaborations – it is essential to consider partnerships with the Office of International Education (or its equivalent) and ensure that dialogue is occurring on policies and expectations so that international students have a smooth transition
Staffing & Training – staff responsible for working with international students need to be aware of the unique needs of international students and the challenges domestic students can face with having an international roommate
Procedures and Processes – there are numerous departmental processes that can confuse even domestic students so it is important that there are methods in place to explain the procedures and help students through the processes
To International LLC or Not • Brief discussion of a mixed methods Master’s Capstone that examined international LLCs and the impact on both domestic and international students • Question: do freshmen international students’ living situations influence their patterns of socialization or levels of involvement on campus? • Answer: yes, students involved in the international LLC were found to be the most involved in organizations and activities and had the most friends.
• Stress common characteristics of successful international LLCs • Discuss possible support systems that could help prevent issues with student segregation from both the assignments and residence life sides of the house
What is an International LLC? “The purpose of an ILC (International Living Center or International House) is to provide an environment and programs that foster understanding, cooperation, and friendship among people from different nations, cultures, and backgrounds…” (NAFSA, 2002) and typically includes: • Programs that facilitate and enhance cross-cultural and crossnatural interaction • Strong sense of community • Programmatic links with the broader university • Governing group or program board made up of student and staff
ILC Considerations • Intentionality – themed housing versus intentional focus • Purpose – what are you trying to achieve?
• International Student Support – collaborations with other departments and community organizations • Residence Hall Culture – intended and actual
• Roommate Factor – placement and conflict mediation • English Fluency – who are the students and what do they need • Overcoming Ghettoization?
Good Practices Discussion Possible discussion topics • Share your successful strategies when working with international students
• Challenges and successes at Ohio State • Other discussion points/questions for the group
Resources • • • • • • •
•
Abe, J., Talbot, D. M., & Geelhoed, R. J. (1998). Effects of a peer program on international student adjustment. [Electronic version]. Journal of College Student Development, 39(6), 539. Retrieved 10/14/2006, from ERIC database. Berry J.W. (2003). Conceptual approaches to acculturation. In Chun K., Balls-Organista P., Marin G. (Eds.), Acculturation: Advances in theory, measurement and applied research (pp. 17–37). Washington, DC: American Psychological Association. Berry, John and Uichol Kim (1988): Acculturation and mental health. In. P. Dasen, J. W. Berry and N. Sartorius (eds.), Health and cross-cultural psychology. London: Sage. 207-236. Kagan, H., & Cohen, J. (1990). Cultural adjustment of international students. [Electronic version]. Psychological Science, 1(2), 133. Retrieved 10/14/2006, from Business Source Premier database. NAFSA. The distinctive characteristics of international houses/international living center. (2002). NAFSA International House Meeting, Chicago, IL. Pascarella, E. T., Terenzini, P. T., & Blimling, G. S. (1994). The impact of residential life on students. In C. C. Schroeder, P. Mable & and Associates (Eds.), The educational potential of residence halls (1st ed., pp. 22). San Francisco: Jossey-Bass Publishers. Schuette, R. (2007). Effects of types of housing on freshmen international students’ social patterns and involvement. Unpublished - School for International Training Capstone Paper Tinto, V. (1993). The dimensions of institutional action. Leaving college (2nd ed., pp. 139-203). Chicago, IL: The University of Chicago Press.
THANK YOU • Cullen Jackson -
[email protected] • Michelle Kim –
[email protected]