Acculturative Stress and Disengagement: Learning from the Adjustment Challenges Faced by East Asian International Graduate Students

Autor/in	Lyken-Segosebe, D. E.
Titel	Acculturative Stress and Disengagement: Learning from the Adjustment Challenges Faced by East Asian International Graduate Students
Quelle	In: International Journal of Higher Education, 6 (2017) 6, S.66-77 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Students; Graduate Students; Stress Variables; Student Adjustment; Grounded Theory; Cultural Influences; Social Influences; Self Esteem; Barriers; English (Second Language); Language Proficiency; Teaching Styles; Educational Environment; Teacher Student Relationship; College Faculty; Cultural Awareness; School Counseling; Curriculum; Psychological Patterns; Foreign Countries; Coding; Interviews; China; Taiwan; South Korea; Japan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Adjustment; Schüler; Schülerin; Adaptation; Cultural influence; Kultureinfluss; Sozialer Einfluss; Self-esteem; Selbstaufmerksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Lehrstil; Unterrichtsstil; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Cultural identity; Kulturelle Identität; School counselling; Pädagogische Beratung; Curricula; Lehrplan; Rahmenplan; Ausland; Codierung; Programmierung; Interviewing; Interviewtechnik; Korea; Republik
Abstract	International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges and universities. During their stay in the USA, they provide educational and economic contributions for their host country. In contrast to their educational and economic potential, international students often demonstrate poor academic and social integration at their host institutions. Grounded theory methodology was used to investigate what accounts for the academic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an elite private not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence and acculturative stress as a result of challenges encountered during their first year, language barriers, different teaching styles and teaching environments, and their interactions with professors. Raising faculty sensitivity to cultural differences among international students, early adjustment counseling and obtaining regular feedback are recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01