Domestic And International Asian Students

In the article, “Colleges Adapt to New Kinds of Students from Abroad,” Karin Fischer (2011) explains the increase of foreign students in U.S. universities leads to make more problems in campus and how universities are trying to overcome those problems and help foreign students to adapt to campus. Fischer explains the increase of the foreign undergraduate students due to the support from foreign governments. Fischer quotes Wesley Young, the director of services for international students and scholars at the University of California at Davis, to discuss that the increase of foreign undergraduate students especially requires more care and help than graduate students. While older students know what they need to do and what to do in U.S. university,

I believe that Australian students do not realize to a full extent how difficult it can be for those coming from different cultural environment. One of the symptoms Oberg described was a sense of loss. Conversation with Ben demonstrated that this is one of the first confusion an international student goes through – the world he used to live in and felt comfortable is no longer the same and there is no one to guide him. No wonder that at the beginning the majority feels depressed. The universities do not analyze social aspect of the international students’ problems. Without finding their place first, they are not able to succeed in their learning process. In most cases, culture shock is difficult to avoid especially if these are not just two different countries but two different continents. Each student needs an introduction to this new world, but he faces too make challenges to cope with them on his own. This is often one of the major explanations why they fail courses or even semesters. It should be reminded that social adaptation is vital for further curriculum progress. Otherwise, they feel detached from the environment. Thus, any further studies considering the experience of international students should be devoted to psychological and social aspects of adaptation as these are the key factors of their acculturation. I can select three of the leading trends that require deeper analysis. Firstly, the study of acculturation changes in the behavior of international students. Secondly, the study of acculturation stress - emotional changes the international students go through. And finally, the third area is the study of acculturation attitudes, i.e. attitudes and values that the individual form under the influence of new cultural environment. Thus it can be seen that student’s adaptation is a much more complex issue that it might

Why does international students tend to group themselves away from American students? What are some possible aspects that cause difficulties for international students to make American friends? In Karin Fischer’s article, she used the online questionnaire that professor Elisabeth Gareis conducted on international students in America to answer those questions proposed above. This survey’s result claims that cultural and regional differences affect international students to have difficulties when trying to make American friends. This research was conducted on various non-American students with different genders, cultural backgrounds and circumstances. Not even half of the participants responded that they have a good friendship with American students. Karin argues that students’ home region, university’s location and language differences took critical roles which made a barrier between international

John does not socialize with his classmates but he will communicate academically with one student. The seating arrangement was modified to allow these two students to sit adjacent to each other. These changes could foster social communication for John.

This article explains and discusses how good Asian students do in high academic levels. At the same time, refutes four different myths about Asian American academic achievements. The article has a brief introduction including some background information before focusing, explaining and discusses the four myths: Asian American has superior academic achievement; Asian-American students are born smart; Asian-American students are trouble-free kids, and Asian-American students are good at

Maureen Andrade article, “International students face academic and social transition issues in their first year of university” (P.135), so, students will face hard times at the beginning because they came from different countries which have different traditions and believes so, they will need time to adjust with the new environment depends on the student’s personality if he or she is extroverted or introverted. Accordingly, social adjustment issues present an obstacle for the international student; they face new life style, and sometimes the social support they get is less than what the domestic students get. Language proficiency can be the biggest obstacle for the international students, sometimes they feel shy speaking to native speakers because

Race, gender and education are status determinants in today’s society. Asian Americans’ academic success comes from a combination of helpful parents, a motivation to succeed, a supportive academic space, a supportive community and economic resources. In this paper, I will argue that Asian Americans attend college due to their cultural roots and familial expectations. Along the way to success are some hardships like stereotypes, gender differences and economic difficulties, but there is also prosperity in means of cultural and familial involvement.

Participants GPA is one of the main instruments used to gauge the performance of international students. However, participants GPA could be influenced by factors that over time triggered changes in GPA. Therefore, one of the approaches to minimize regression is maintaining that eligible participants have completed at least 2 full-time semesters and no more than 4 semesters of schooling in the U.S. Moreover, participants GPA could also be influenced by psychological, emotional and being in a new environment factor. In order to control such threat to internal validity, the survey will be constituted of open-ended and close-ended questions that will help analyze the degree to which these factors may influence data and possibly cause

There are at least three reasons why international students are unmotivated to study in the USA that can bring about many objectionable effects. In fact, students do not want to study in the USA due to different causes which could be related. These causes can be categorized into intrinsic and extrinsic. First, students’ expectations have a role in their motivation. In particularly, since an education system of American universities is different from many other systems, sometimes students could not see their progress straightway. For example, some IEI students study hard, do all assignments on time, so they have good grades; however, they still do not feel that they improve their English skills highly. As a result, they are unmotivated to continue

One of the immigration policies I believe the United States should pursue in the future is allowing more international students come to study in the United States and have more chances to contribute to this country after their graduation. According to Groden, “more than two-thirds of international students primarily paid tuition with personal funds” and they also “can’t participate in federal work-study programs and their visas severely limit off-campus work opportunities” (Groden), which means international students have somehow contributed the US economy while not taking job opportunities from the US citizens while being a student. Thus, an easier process for students around the world to come and study will benefit both the country and those

The international students tend to perform well in examinations, achieve high grades, be more competitive, and generally achieve highly in their studies. In other words, they are basically more “intrinsically involved” in the pursuit of their studies. For Asian students, the impact of socio-cultural and environmental factors could include prior learning experiences in home countries, fewer distractions while studying away from home, family pressure and expectations, and the costs and short time-spans for studying abroad. On the other hand, influential factors could be busy social schedules, family commitments, heavy workloads, study-related activities and the need to balance all of these for Australian students. Differences identified on the constructs of group and individual learning suggest that cultural values relating to collectivism and individualism might be important elements in influencing students’ learning style

International students are often the racial majority in their country of origin, and have never faced being a minority before. As such, many international students have not yet developed coping mechanisms for being a member of a minority group (Yang, Maddux, & Smaby, 2006).

In the article “Academic culture shock” author Godwin A. Kara discuss about the American academic institutions and the culture shock faced by the international students and scholars in the academic system. In the opening lines the author states “There is a gradual increase in the number of international students and scholars every year in United States”. The author also points out the differences in the academic traditions. He highlights the adjustments and challenges the international students face in American institutions. The issues faced by the international teaching faculty are also discussed. The author tries to point out that the cultural shock faced by the international students affects their academic success and that the American academic institutions should recognize and support the international students.

With a growing demand for international schools worldwide, is there really that much of a difference in the character outcomes of students studying there? Many perceive international school students to be bratty, rebellious students. This stereotype, however, is clearly false. International school students are simply foreign or local students sent to international schools to receive education for various reasons. There is no solid evidence that all of them are spoilt brats. It is inevitable that there are students with poor attitudes, but this is represented by the minority. Thus, the title should not be given to the whole cohort.

What are the factors that are affecting the Overall Academic Performance of International Students of Otago Polytechnic (OPIAC)?