Culture Shock Essay

Admissions rates at Crisis University have reached an all-time high and are only expected to rise. Hara Estroff Marano, editor of Psychology Today addresses the issues that college students face today from a generational stand point in her article Crisis U. Accordingly, she draws her audience into the allusion of generational differences by using facts and research studies that correspond with her opinion and presents the reader with relatable anecdotes. Current college students lack the ability to regulate every aspect of life resulting in an era of disappointment and disarray once they enter the ‘real world’. The fragility of the overwhelmed mind then drives residents of Crisis University to disturbing extremes. Marano supports her opinion

Family infrastructure and values have changed drastically from the traditional family of years ago; many students attending college arrive ill prepared to navigate the high demands of college expectations. College is more accessible to a mass of diverse individuals with many more first generation college students entering higher education institutions. While students are often times facing identity anxiety, academic stress, and social acceptance challenges, they are also caught up in family home problems such as divorce, family health, first time dealing with relative deaths, and economic strain. So many potential stressors and triggers cause anxiety in many students on their own for the first time. USE Article on the 6 factors for mental health.

Seniors have a tendency of taking their last year of high school for granted. They do not realize that the relaxed classes and fun filled weekends with their best friends will all soon come to a devastating end. They have applied for college, bought miniature refrigerators, and sent in their housing applications, but none of them have really thought about college in the way that they should. When asked about college most high school seniors image the huge parties, attractive people, and freedom; however, college is much more than that and, in a way, much less. College and high school are completely different when it comes to a student’s actual lifestyle, but they have many of the same traits that most high school seniors do not see coming.

Therefore, division of moral labor creates a different structure of moral thought in males and females and the cultural expectation of men and women to “exhibit moral dichotomy” (p.96) gives rise to different primary moral commitments in both genders. Due to this, Friedman argues that men are more inclined towards the moral commitment of rules and principles and females are inclined towards moral commitments of responsiveness and care. Friedman’s views about the origin of moral dichotomy resonate with Weeks.

Anthropologists have always had their discrepancies with the word culture and its background significance. There have been numerous definitions that have filtered through the field, yet not one that everyone can accept or agree with. Franz Boas, an anthropologist in the early 20th Century, and his students, had a difficult time figuring out the objective of what culture is. Culture is about learning and shared ideas about behaviour. Although Boas and his students had a slightly different idea in mind. They ultimately reached a conclusion, a definition of culture in their view that is a contradiction in terms. Boas sates that, “ culture was expressed through the medium of language but was not reducible to it;

According to Gary Colombo “Beginning college can be disconcerting experience.” (Gary Colombo, p. 1). Colombo also writes about how it might be stressful for students being it’s their first time away from home and has to deal with the stress from the real world and having independence. Colombo also explains that students will have to use their brains when thinking Critically and thinking outside the box. Colombo mentions that “Culture shapes the way we think; it tells us what “makes sense” “(Colombo, p. 3).

The shift from high school to college involves a change in identity from a simple high school student to a professional college undergraduate. According to Stephen et al (2012) the school system focuses on “independent” variables, while first generation students need a more “interdependent” environment to thrive. These two variables will be explained in more depth further in the paper. Also, other research articles found that first-generation college student (FGCS) cannot benefit from their parents’ experiences in preparing for and applying to college (Sanez et al, 2007). As a result, FGCS are less exposed to the support and other contributing aspects that provide preparation to their peers, continuing-generation student (CGS), as they go through college (Mehta et al, 2011).

The study examines First Year Generation College students in Colleges and Universities. The majority of the research focuses on the challenges on what first year generation college students must go through to maintain a high level of academic performance and retention. First Year Generation College Students continue to make adjustments to survive college and must achieve academic success. When reviewing additional information regarding the study it involves talking to First Year Generation College Student filling out questionnaires and discussion their experiences on campus. The survey questions allows researchers to gain knowledge about how first year generation college adjusts to college. The study explores the challenges of first generation

College life is an exciting time for young adults coming out of high school. The students find themselves with so many new experiences to face; many of these changes, from new found freedom to the unexpected responsibilities, are frequently underestimated by the newly promoted freshman.

In contrast to researching adjustment to college life for traditional and nontraditional students, the article by Shankland, R., Genolini, C., Riou França, L., Guelfi, J., & Ionescu, S., compared students from a traditional school system to that of an alternative school. In this article, it was noted that alternative schools differ from traditional schools in their teaching methods and philosophy. For this study, 130 students from both types of schools in similar regions were assessed during their final year in high school, the beginning of college, and finally at the end of their first year in college using the State- Trait Anxiety Inventory,

The world has millions of people of diverse cultural backgrounds. They have their own beliefs, food habits, art forms, and dressing styles. Since ancient times, these people are coming across each other and are exchanging their ideas. However, sometimes people turn hostile because of their cultural prejudices. This tendency to judge the other people based on the standards of his or her own culture is cultural bias. It is a major hindrance in performing a cross-cultural research. A person who is culturally biased ignores the differences that exist between his own culture and other cultures. Cultural bias can stereotype a culture. When a person says his cultures superior to others, he is undoubtedly culturally biased. Such a person never appreciates

In 2010, as my sisters-in-law and their families prepared to immigrate to the United States (U.S.), my husband and I did all we can to advise and assist them in getting ready for their long journey from Nigeria to the U.S. To our surprise, contrary to every advice we gave them, in preparation for life in the US, they started out with trying American fast foods of different kinds. Culture shock is expected for anyone who immigrates to the US, regardless of where they come from. The type(s) of help the person(s) gets on how to overcome it and their adherence, most often, determines the future outcome of life in their new country of residence.

Culture Shock has played a tremendous role in the growth of cultural ecology because it is an issue that is constantly growing all over the world. In the United States, it may not seem like things are changing involving culture shock, but it is not any different then the changes in places like Africa and China for example. It is developing equally across the world because there are now more ways to travel. So, what exactly is culture shock anyways? Well, it is known as going to a foreign or unfamiliar territory that one is not used to, so they may feel symptoms of anxiety such as nervousness or shock because the customs, actions, beliefs, etc of those people may not seem familiar to them, so one may feel ill-prepared for the changing environment. Also, for example, if one was to go to school in the U.S. but came from China, they would feel culture shock because the rules in China are not the same as rules in the U.S. and so it may make one feel uneasy about the situation because they are not use to change and maybe the move was to quick for them to adjust properly. The United States is very different from foreign areas because the culture is very different. Where have people of Africa seen movie productions, music, sports, universities, iPhones, computers, etc? The answer is not where they live but in the United States if they traveled there before. This is exactly the issue with culture shock in ecology. Culture is what people behave like, feel, and do. Shock is a symptom

In western society, the most fundamentally significant experience is the transition from high school to higher education. This marks the beginning of young adulthood.

College students are a unique population of people who have a variety of different stressors than people who do not attend college (Holinka, 2015). Post-secondary education is a stressful time for both traditional and nontraditional students (Yarbrough & Schaffer, 1990). Regardless of student status whether it may be traditional, nontraditional, freshman- senior, all students experience stress at one time or another. Trenz, Ecklund-Flores, and Rapoza (2015), illustrate those traditional and nontraditional students both face life stress, anxiety, and depression but manage stress, anxiety-provoking events, and negative situations quite differently. Navigating through a new chapter in life increases the amount of stress on an individual. Interestingly, research shows that traditional and nontraditional student sample score similarly when tested on their emotional satisfaction with their support system—suggesting that differences in support are unlikely to explain differences in stress levels between these two groups (Carney-Crompton & Tan, 2002).