Change In Personality of International Students - Essay Example

Personality change of international after studying in North American schools" Every year individuals from different countries of the world migrate to North America for various reasons whether to seek new opportunities, advanced studies, or for better life styles. Migration of people comprises individuals belonging to different age groups, some seek job prospects while most of the adolescents and children are sent by their parents to pursue their studies to enhance their skills and understanding in all aspects of life, to keep abreast with pace of the globalization and procure better opportunities, connection, exposure and hands on technology. Depending upon the geographical location, individuals are fluent with their native languages but with the advent of globalization, English has become an international language of communication in every career option. The motive to have education in the English-speaking nations is to acquire knowledge, develop understanding for latest technologies, as well as the experience to be ahead and be informed about the trends. Such students reap the benefits of getting education in America, when they move back to their own nations with better knowledge as compared to their peers who procured education in their own nations, these international students are competent enough to have better career prospects. Adolescent is the critical period of life and enormous physical and emotional changes start occurring as a child hits puberty. All these transformations are attributed to the hormones secreted from their reproductive organs. These hormones have direct implications on the physical appearance, cognitive and mental development. Apart from these physical changes which are natural and bound to happen, children have to adjust as well as cope with an unfamiliar environment such as new school, new housing, new friends, etc. A kind of cultural shock may be witnessed by these children (Winkelman, 1994). This is a phase where majority of the children face an emotional turmoil and amalgamation of diverse thoughts takes place; encompassing anxiety, feelings of frustration, alienation and anger which are accredited to numerous stressors when a person is exposed to a new culture. Things may diverge from their expectations and impression they apprehended before coming to a foreign land. The practical adjustment is different as compared to the understanding about the foreign country that is developed by a child through media, movies, television, newspapers, magazines etc. Staying for a prolonged interval, for studies or for job is entirely different when compared with the short visits or trips to a foreign land when children go to spend vacations with their families. High schools have a vast impact on adolescents’ development. As young migrants start high school, they face several life-changing experiences. These experiences vary depending on the school as well as domestic environment. In this essay, I would like to address why personality of the students changes after joining and studying in North American schools as compared to their personalities they had when they were studying in their own nations. I am considering public school environment, private school environment and North American culture. Even though public and private schools have similar teaching systems in US and Canada, students who attend these schools are quite different in terms of socioeconomic status and their upbringing. Students in public schools usually know each other since childhood. They already form groups and cliques. Often, they judge fellow students with a bias, usually based on the appearance. It is difficult for an international students to fit in, especially if they are not Caucasians. In the beginning of the school, it may be fun to get to know new people and do new things. However, many students have serious issues like language barrier and an unfamiliar North American educational system. Only a few schools provide support suited to the needs of students. Moreover, students may feel the pressure of academic requirements and school’s social life due to inadequate support from peers, faculties and school authorities. As the excitement recedes, students may feel isolation, alienation, and discrimination from peers as well as teachers. Such an uncongenial environment germinates the seeds of stress and frustration to a greater extent in the international students and the repercussions could be observed in the form of altered personalities of these students. With the need to adapt in order to survive in the public school settings, these teenagers try to blend with their maximum capabilities keeping in mind the saying, “when in Rome, do as Romans do”. They may join sports, clubs, and wear outfits of similar style and fashion as the inhabitants in order to intermingle with their peers (Stodolska et al., 2003). Without parental support, they become more candid, honest, outspoken and more responsible as they have to be self-reliant. They also have to amplify their awareness about the surroundings to safeguard themselves, as they are in foreign land and probably no one would help them if they get into dangerous situation. This act of caution may result in pessimism and selfishness. In fact, these traits may prevent other students from approaching them. Public school is a double-edge sword to foreign students, it may ignite the survival instincts from the individuals so that they become more confident and mature. However, even if they try their best to cope with the situation, discrimination persists; exceedingly self-monitoring individuals may develop depression and low self-esteem. These individuals tend to become homesick, most likely leave their course without finishing it and go back to their own country to accomplish their education. On the contrary, private schools may provide international students with better support and care for smooth transition into high school life. The facilities are designed to sustain the requirements of students for higher academic achievements and extracurricular activities. Every teacher encourages students to ask questions, clarify their queries and offers extra help after classroom hours. This is plausible due to more expensive tuition private school collects when compared with the public schools. Students in a private schools are also different from those in the public schools. Many of them have higher socioeconomic status. Some of them may have travelled abroad which broaden their outlook for the world. These students tend to be more open-minded and accept individuals belonging to different race and culture, which not only minimizes the prejudice and group segregation that one may experience in public schools but also enhance their self-confidence. Parents of private school students often pay attention towards their wards studies as well as in their school matters as they themselves are highly educated. Their children are exposed to a different levels of perception about the world, their thoughts are motivated and they want to lead a life full of triumphs and success. The parents of private school students possess a broad viewpoint towards international students. Furthermore, private schools tend to be more competitive in contrast to public schools. Therefore, private school students read more books and watch less television shows. Reading enhances their thoughtful approach to analyze diverse situations with a constructive attitude, this results in lending a helping hand to others by putting self in their shoes. Such students are more analytical and logical and do not adhere to the stereotypes shows on television. With this kind of supportive environment, foreign students will adapt in a healthier manner and mingle with their peer more efficiently. As private school environment does not put much pressure on international students, students tend to acclimatize gradually and they feel contented in the new environment. Support provided to the students enable them to develop many enviable characteristics which boost their personality development (Berry, 1990). According to Oppedal, et al (2004), teachers support, influences and correlates considerably with modifications in mental health. Enhanced social support from the class, family, and friends in ethnic and host culture competence were related to increased self-esteem and diminution of distress symptoms. Inculcating confidence as well as a sense of responsibility, to thrive well in the foreign nation, at the first place. Secondly, they will appreciate the new culture and new experiences more, as adaptation is a constant process and seek support from teachers and peers. Thirdly, such students become more tolerant and develop wisdom to tackle adverse situations because they have faced and have conquered tough circumstances, and now they are highly compassionate towards others. Lastly, they become more mature. These experiences will leave an effect on them and shape them to become capable adults who will contribute their best for the progress and development of the society. Outside the schools, the influence of North American Culture will shape their personalities. Students who study in the United States will be captivated by American Dream, which is the idea that hard-working people will be successful. People tend to be more active and more motivated to try as hard as they can to achieve their goals. Whereas Canada relies on a self-sustained policy, where everyone can live comfortably with whatever career they choose because the government provides many social services for them such as free health care, returned tax, and child benefits. Therefore, many students in Canada seem to be more easy-going and less assertive than those in the United States. Thus, living in different culture does affect the way people think and behave. All in all, the influence of school types and North American culture affects each individual differently. People who have strong sense of self-efficacy and a solid purpose in their lives will not be swayed by social influence easily (Bandura et al, 1996). However, no matter what type of school international students attend across the continent of North America, everyone develops a sense of responsibility and independence. New experiences in foreign countries may be very fascinating; nevertheless the adolescents will miss their home. They will probably have more appreciation for their parents and their home country than they had earlier. These experiences whether good or bad will become a part of their personalities, in which they will continue to develop throughout their lives. References Bandura, A., Barbaranelli, C., Caprara, G. V., Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222. Berry, J.W. (1990). Psychology of acculturation. In J. Berman (Eds.), Nebraska Symposium on Motivation. Cross-cultural perspectives (pp. 201–234). Lincoln, NE: Nebraska University Press. Oppedal, B., Røysamb, E., & Sam, D. L. (2004). The effect of acculturation and social support on change in mental health among young immigrants. International Journal of Behavioral Development, 28(6), 481-494. Stodolska, M. & Jouyeon, Y. (2003). Impacts of immigration on ethnic identity and leisure behavior of adolescent immigrants from Korean, Mexico, and Poland. Journal of Leisure Research, 35(1), 49-79. Winkelman, M. (1994). Cultural shock and adaptation. Journal of Counseling & Development, 73(2), 121-126. Read More