Supporting International Students at U.S. Universities - Literature review Example

Supporting International Students at U.S. Universities

Introduction

The united states have experienced a surge in the number of international students in the recent past. According to the Institute of international students, there has been a 50% increase in international students exceeding one million students (Yao & Mwangi, 2017). There is a high preference for American education globally attributed to quality education and promising career opportunities. International learners face a myriad of challenges, and most universities are not well equipped to address these challenges (Choudaha, 2016). Cultural diversity and language barriers are among the significant challenges. With most students from Asia and Africa, American universities need proper support services to ensure a smooth transition into the education system. The literature review seeks to address how U.S. universities can increase their support for international students.

Texts in The Literature Review

Identity Fusion

Identity fusion is the process where a person feels aligned with a particular group. Research done by (6) illustrates how international students (IS) connect with a group and identify themselves as one with the group. The study shows the likelihood of a fused person's identity is like the character of the group. There are high levels of homesickness, boredom, and vulnerability associated with IS. High levels of resilience have been witnessed when IS connect with domestic students (DS) in social groups. IS expressed contentment when they felt accepted by the community members, which alienated homesick and boredom. The research further studied the impact of identity fusion on students' belonging, loneliness, and wellbeing. There was a high sense of belonging and wellbeing in belonging toa group that when IS do not belong to a group. Additionally, there is more benefit when IS fuss with multiple groups compared to when they connect with one group of a fellow IS. The research found a low level of belonging and high levels of loneliness in IS who failed to join a group.

Critiques

The study focused on the relations of IS with DS in the campus setting alone and ignored other aspects of the society, such as churches, mosques, and other places. The study fails to consider the impact of campus orientation on the fusion of IS. The study encourages IS to fuse with other IS but fails to include the effects of maladaptation caused in the process.

Leadership self-efficacy and Student Success

Self-efficacy is the ability of a person to believe they have the ability to lead. A study done by Choudaha (2016) stipulates that cultural and environmental factors play a vital role in determining leadership positions of IS students. Further research advocates for IS engagement in co-curriculum activities in school to enable the students to interact freely with DS. There is a high correlation between culture and leadership (Choudaha, 2016). Studies further show that countries that share the same culture have a common leadership style. Universities may perceive that IS cultures may invoke different leadership styles in their institution. Cultural difference hinders IS ability to lead in universities. The research further alludes that IS develop more leadership skills after campus compared to DS. The development of leadership-efficacy in IS remains slower as compared to that of DS in college.

Critiques

This study was developed to measure leadership, particularly among the DS. The IS misinterpreted some of the questions in the questionnaire. Most of the items were phrased in a domestic setting that some IS were not familiar with. Additionally, the research involves a small number of international students. The small number did not bring the majority views of the IS. The study also focuses on culture as the primary influence of leadership, creating a biasness in the findings.

Role of University Libraries in Supporting International Students

The transition phase of IS remains cumbersome, especially when it comes to accessing information. Research by Hughes et al. (2018) highlights that the IS face a lot of struggles in searching for academic articles, especially in research-based articles. Most IS relied on google and peer guidance in completing assignments. Social conditions affected the student’s perception of learning. Different cultures between learners and librarians placed barriers in IS comprehension of how library materials are accessed. However, some IS found the library to be a conducive area to complete their assignments as they lacked other places to do the work. Another group of IS found the library environment to be a place of refuge. The students identified the availability of information as the primary cause of refuge as their home countries lacked such infrastructure. The interview found the conflicting emotions in the responses as some students found the library experience as bad and others as good.

Critiques

The findings of the study were constrained to only four universities. The four universities were a small sample size to determine the role that the library plays in transitioning of IS. The research also used the first years as their sample. Foregoing other years produced biased results because it assumed the other years had a smooth transition. Finally, different data sets were used in the four universities, which could produce biased results.

Role of Student Affair in IS Transition

The study used the Chinese students to review how student affair in their transition. The students highlighted the challenges they encountered in their transition in to campus. Social isolation dominates among the Chinese students. Discrimination based on race continues to dominate in the USA campuses. Lack of institutional support also affected the smooth transition. Most students who were first years did not receive enough support from the university. Language barrier and financial constraints caused more difficulties to the learners (Yao & George Mwangi, 2017). The Chinese culture believes in group success. In the USA, individualism is dominant which causes discomfort among the foreign students. The USA curriculum is more advanced as compared to the Chinese curriculum. Adopting to the new curriculum with minimal support often made the students feel left out and isolated in a new environment.

Critiques

Ethnic differences between the researcher and the students limited the amount of information shared. The Chinese people are often secretive and sharing their personal experiences and origin is often difficult. Another limitation was that some of the Chinese students did not start their first year in the USA. The students had better coping capabilities compared to the first years. The scope of the research was also narrow focusing on the Chinese students only leaving out other IS.

Recommendations for Supporting IS Transition

The surge in number of IS in the USA leaves room for addressing the psychological health issues of the students. Cultural difference creates an uneven ground for the IS to disclose mental issues especially the culturally rich Chinese scholars. Universities need to adopt community and social based campaigns targeting IS with psychological problems. The campaigns should include at least counselors who are Chinese or those that are conversant with the IS. Having therapist that IS identify with will create room for them to share out their grievances (Lértora, Sullivan, & Croffie, 2017). However, this approach should also be managed effectively to avoid all IS going to one psychiatrist. Additionally, the research identifies the need of campuses to train staff on how to deal with IS. Training of staff will create a smooth transition of the students and allow the IS to openly relate with the school fraternity.

Critiques

The research majorly focuses on the Chinese students which is biased. The scope should include all the IS. Additionally, the theory fails to address the transition of students from university to work.

IS University to Work Transition

Research by Popadiuk & Arthur, (2013) alludes that mentoring of IS by campus alumni who were IS provided role models for the learners. In the study, IS easily followed the advice advanced by graduates who were international students. The research further highlights a close relationship between IS who maintained strong friendships with DS and their ability to stay in the USA. Students who did not have strong connections with domestic students went back to home countries after graduation. The relationship between IS and mentors lead to career opportunities. Mentorship contributed to better career decision making especially among IS who consulted mentors. Additionally, IS who networked well in campus had a greater chance of landing their first job fast and in the USA. The study points out the importance of IS socialization and networking in getting their first job.

Critiques

The research targeted a selected group of successful IS. The study did not reach out to students who never secured employment opportunities due to various personal, economic, or social reasons.

Overlaps and Differences

Overlapping occurs when social differences contradict in the campus setting. Overlapping is further explained in the leadership self-efficacy research. In the study, leadership is influenced by cultural practices. The researcher further discovers that IS face leadership challenges in school as the DS and administration feel their leadership style may differ with the existing one (Choudaha, 2016). The discriminations prompt many international students to shy away from campus leadership and politics. Many IS come from different cultural backgrounds such as Chinese, Arab, African among others. Failure to get their leadership aspirations nurtured in USA universities limits their potential and illustrates social imbalance in Campus settings.

Additionally, the overlap occurs in psychiatric treatment of IS especially the Chinese. The Chinese are generally secretive particularly with people from different racial backgrounds. The race difference is explained in the Recommendation for Supporting IS Transformation study. The research suggests that the US institution should adopt mechanisms that include the IS in their operations (Lértora, Sullivan, & Croffie, 2017). Universities adopt school based mental health campaigns to encourage IS to open-up on their mental issues. In the role if institutional library in supporting IS, racial differences accounted for most misunderstanding between library attendants and IS. Therefore, culture and race brings about overlaps and differences in campuses across the US which should be eliminated for smooth transition of students.

Conclusion

Notably, the literature review highlights the various challenges international students face in the US. There has been an increase in the number of students enrolling for campus education necessitating researchers to find ways their transitions can get simplified. Cultural barriers consist of the biggest barrier to the transition. International students come with differentiated cultures that differ from those adopted in the US. The cultural difference makes some students feel reserved and uncomfortable is associating with their peers. Discrimination of IS has been on the rise. Discrimination based on race affects the esteem of international learners making their experience in the US more difficult. Therefore, universities must gang up to ensure the welfare of IS stands protected by eliminating all barriers to their transition.

Critiques

This study was developed to measure leadership, particularly among the DS. The IS misinterpreted some of the questions in the questionnaire. Most of the items were phrased in a domestic setting that some IS were not familiar with. Additionally, the research involves a small number of international students. The small number did not bring the majority views of the IS. The study also focuses on culture as the primary influence of leadership, creating a biasness in the findings.

Role of University Libraries in Supporting International Students

The transition phase of IS remains cumbersome, especially when it comes to accessing information. Research by Hughes et al. (2018) highlights that the IS face a lot of struggles in searching for academic articles, especially in research-based articles. Most IS relied on google and peer guidance in completing assignments. Social conditions affected the student’s perception of learning. Different cultures between learners and librarians placed barriers in IS comprehension of how library materials are accessed. However, some IS found the library to be a conducive area to complete their assignments as they lacked other places to do the work. Another group of IS found the library environment to be a place of refuge. The students identified the availability of information as the primary cause of refuge as their home countries lacked such infrastructure. The interview found the conflicting emotions in the responses as some students found the library experience as bad and others as good.

Critiques

The findings of the study were constrained to only four universities. The four universities were a small sample size to determine the role that the library plays in transitioning of IS. The research also used the first years as their sample. Foregoing other years produced biased results because it assumed the other years had a smooth transition. Finally, different data sets were used in the four universities, which could produce biased results.

Role of Student Affair in IS Transition

The study used the Chinese students to review how student affair in their transition. The students highlighted the challenges they encountered in their transition in to campus. Social isolation dominates among the Chinese students. Discrimination based on race continues to dominate in the USA campuses. Lack of institutional support also affected the smooth transition. Most students who were first years did not receive enough support from the university. Language barrier and financial constraints caused more difficulties to the learners (Yao & George Mwangi, 2017). The Chinese culture believes in group success. In the USA, individualism is dominant which causes discomfort among the foreign students. The USA curriculum is more advanced as compared to the Chinese curriculum. Adopting to the new curriculum with minimal support often made the students feel left out and isolated in a new environment.

Critiques

Ethnic differences between the researcher and the students limited the amount of information shared. The Chinese people are often secretive and sharing their personal experiences and origin is often difficult. Another limitation was that some of the Chinese students did not start their first year in the USA. Read More