As the work of student affairs unfolded in the history of American colleges and universities, deans of students were active participants in the educational mission, charged first with campus discipline as an extension of the office of the president, then later with overcoming the damaging separation of nineteenth-century student life from the educational enterprise of the campus (Jackson, 2011). With the increasing prevalence of international students, it is necessary for student affairs professionals to be aware of the needs of these students. This requires that programming activities and policies be created to make sure the students are served. My goal with this paper is to make students and professionals aware of the differences between international Chinese students and Chinese American students. This subtle difference will aid professionals in assisting this population of students. In order to successfully create these programs, understanding of the differences and thinking from a multicultural perspective becomes integral and necessary. Gargeis (2012) states that there is a global demand for higher education to increase internationally mobile students. While the United States has more international students than most countries that population only makes up 3.4 percent of the total population while in Australia international students comprise 20.6 percent. Arguing that international students increase cultural experience for domestic students, Gargeis (2012) believes that study abroad programs not only help those students traveling but those in the host country as well.
A 2012 USA Today report stated that he number of international students enrolled in U.S. colleges jumped 6% to about 764,495 in 2011 (). They attributed this...
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...st of American and their unwillingness t engage in friendships were in contrast to Chinese students’ cultural values (Gargeis, 2012). Because East Asian students are from cultures that value close relationships with friends, not doing so creates feelings of isolation (Gargeis, 2012).
At a curricular level, the authors suggest small, interactive group interactions, stating that Chinese students prefer small groups as these groups encourage friendships based on completing course work (Longerbeam, DeStefano, & Lixin, believe faculty should look at strategies to effectively assist Chinese students in class these strategies can be learned through staff development opportunities. Yan & Berliner (2011) state that many U.S. colleges and universities are not prepared to satisfy the needs of international Chinese students few have focused on understanding their differences.
Weighing the contribution international students give and the value it adds to their life by allowing them to work in United States, there is every reason to grant them the right. Under good regulation and monitoring channels it can be a very effective strategy to integrate in all institutions of learning that is of importance to the government, beneficial to individuals and society.
The world is always changing which forces people to modify their ways of life. Some people label changes in society, politics, economics, technology, and fashion as modernization. One might say it is only natural for cultures to also go through modernization. The Chinese culture is very resilient to change because of the values they hold for their traditions and customs (Li & Mengyan, 2013). According to Guan, LÜ, and Yu (2012), Chinese culture is deeply rooted in respect for elders, social relationships, and overall harmony and honor. I think what many people do not take into account is the pressures many adolescent immigrants or Chinese-American offspring endure. In a case study of essays, many adolescents felt the stress of “struggling with high parental expectations and intergenerational conflicts at home and suffered acculturative stresses and ethnic peer divides at school” (Li, J., 2009). These children are very adaptive as are their families. What many people do not realize is that there are many ways in which one could accidentally disrespect the Chinese culture. Baldwin explains the key rules of simple dinner etiquette: “do not r...
Family loyalty is a strong Asian value. Family members are encouraged to do their best because failure would bring shame and embarrassment not only to them personally but to their whole family. Guilt and shame are the main techniques used to control behavior within the family. Americans emphasize personal goals, but the Asian culture encourages family harmony and success as a group. This can cause difficulties for Asian-American children who must fit in both at school and abide by the social rules at home as well.
(1) A student raised with the Culturalcentric lens may have difficulty adopting some of the traditional classroom norms of group behavior.
His research also focuses on what factors contribute to success of Asian American students from different racial backgrounds. Moreover, a third objective of this study is to describe the effect of institutional context on educational experiences of APA students from different ethnic backgrounds and immigration statuses. Finally, the research examines how APA student’s ethnic identities impact their social relationships with teachers and other professionals. Understanding the racial climate of the school is also an important part in this study. Racial climate is determined by whether the school includes or excludes other ethnic groups in the past and by the racial perception of different groups towards one another. The results from this research study indicated that the Chinese people are viewed as overachievers while Filipinos are perceived as delinquents and failures. These results mean that the Chinese people are more motivated to succeed and have more positive self-image because of the positive stereotypes. Unlike the Chinese, the Filipinos believed have limited educational opportunities. As a result, it was hard for them to maintain a positive self-image and they felt let down because
However, Asians are rapidly becoming a greater force in American culture as the proportion of educated Asian-Americans rises. Despite small numbers, they begin to have more and more influence in the business and professional worlds as well as academics. They are an interesting group, however, caught between two extremely different cultures as they seek to strike a balance between the ideals of their parents and the world they live in.
In an earlier study, Sue and Morishma (1982) found that East Asian American students showed higher level of anxiety than non-Asian students. The authors concluded that there are increasing rates of depression, school dropout, substance abuse, and juvenile delinquency among East Asian American adolescents. Also, according to Aldwin and Greenberger (1987), Korean students were significantly more depressed than European American students, as well as the participants’ perceived parental traditionalism was related to higher levels of depression among the Korean participated students. Okazaki (1997) measured differences in depression and social anxiety among East Asian American and European American college students. The author found that East Asian students were significantly higher on both measures of depression and anxiety than European American students. In addition, in a current study, Young and his colleagues (2010) concluded that Korean American students are more depressed than Chinese American, other Asian American, and Caucasian students. Also, the authors suggested that cultural norms and intergenerational conflict may contribute Asian American children have more depressive symptoms (Young et al., 2010). Thus, adapting Young et al.’s perspective, I consider perceived cultural norms and
However, demographic data can be tricky. “In 2004, less than 10 percent of Hmong, Laotian, or Cambodian adults in the US had college degrees”, while the number in all Chinese and Pakistani is a half (Golash-Boza). In addition, while Asian Americans consist of 6.2 percent of American higher education faculty, only 2.4 percent of them are in important positions, stated by the Committee of 100 in Higher Education Report Card (qtd. in Ruttiman).
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.
...tely. Some people believe that the two worlds are mutually exclusive, whereas they should find the western culture and Oriental cultures to be compatible when these two cultures are examined equally, they contribute to the progress or growth of many of the same values, such as hard work and perseverance. Unfortunately, there are still some people who cannot see past the Asian features and consider Chinese Americans foreigners, but there are also Chinese who feel that 'Chinese Americans' are 'sell-outs.' For some, both of these camps represent views that are too uncompromising and narrow. Ultimately, if a person decides to celebrate one culture and exclude the other, they should understand that they are denying a part of who they really are. So, wake up, the lost ones!
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.
International students face many different challenges when studying abroad. This is due to many factors. First they are living in a country very far away from their own. The country they are studying in also has a very different way of life than theirs. Also the laws in foreign country are much different than the laws in their own country. Due to that they face a lot of problems trying to adapt to this new culture. Me personally as an international student in the US studying in ASU have faced three particularly difficult challenges that I was able to overcome through time. In this essay I will explain how international students can overcome tough challenges and situations.
Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd Ed.). New York, NY: Houghton Mifflin Company.
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
I always want to be an international student because I believe that learning in different surroundings will offer me a chance to explore the world. In order to become one, I have been preparing myself for this upcoming challenge. Long years of studying and paying most of my attention to school work made me wonder whether it is worthwhile to spend so much time on textbooks and became curious about what it is like to study in another country. In 2011, I seized the opportunity provided by my senior high school and became an exchange student in the U.S. . I didn’t fit in perfectly in the beginning, but throughout my exchange year, I had learned to adapt m...