Cultural Anxiety among International Students - Coursework Example

Cultural Anxiety among International Students Name Institution Date Cultural anxiety among international students Introduction Definition of Topic Cultural and social anxiety among international students is common due to changing environment. Anxiety involves feelings of inner turmoil, unrealistic feelings and at times fear that something will happen and might result to restlessness, lack of focus and limited concentration. Cultural anxiety is a feeling of discomfort when an individual is subjected to foreign cultures and need to adapt to the new culture. Schools and academic institutions are likely to impart social anxiety when the students are exposed to a different social environment in which they are judged or assessed by others of the new environment. According to Koenigstein (2012), some students might find it challenging to adapt to a new social norm and as a result cause cultural anxiety. Performance is the major element that is affected in students’ lives in such cases. Reason for Choosing the Topic The reason for selecting the topic is due to increasing rates of students’ non- performance as a result of cultural anxiety. Another reason is that less has been researched on the same. The study therefore seeks to investigate how such social and cultural anxiety impacts the lives of foreign students who do not share the same culture as the locals. China is one of the countries hosting international students in its universities like the Wuhan University. Akhtar and Bo (2010, p.1714) state that foreign students find it very challenging to adapt to the Chinese culture which they are not familiar with and other challenges in the foreign country like food. Other than the student’s age and attitudes towards their education, courses or learning institutions, students’ satisfaction with their academic environment plays a major role in their performance (Karemera, 2003). Students from other countries practicing Western culture and from other religions apart from Muslim also find it a great challenge to adapt to the UAE Islamic culture. Since majority of students are locals, the needs for foreign students in adapting to new cultures tends to be ignored or not taken care of. Increasing rates of depression cases among students has also increased the need to investigate the topic of anxiety as a cause of depression among international students. Relevance to Human Beings The topic of study has relevance to human beings. Understanding cultural anxiety and its causes will help device ways of minimizing or eradicating it thus prevent its effects. Cultural anxiety is caused by fear of being judged, not accepted or considered unfit in a given cultural setting. Anxiety propels human beings to act and protect them from getting hurt. Normal levels of anxiety common but extreme anxiety is harmful since it might affects people’s relationships, result to inability to sleep and even schooling or other parts of people’s lives. Students who are culturally anxious would tend to withdraw from others in the culture that’s new to them or depression. Oluwafunmilola (2012, p. 1) states that depression is likely to affect students as a result of internalizing problems of cultural anxiety. Financial problems, culture shocks and language barriers make students feel that they do not belong to new environments and this is likely to cause anxiety. Relation to the UAE social environment The topic of study is quite relevant to the United Emirates social environment since traditional Middle East Societies’ cultures vary from the Western culture that has been embraced by most countries. These differences are likely to influence performance of students. The United Arab Emirates is among the top developed countries globally. Education and economic growth are among the country’s most developed sectors. Most studies relating students’ performance to foreign social and cultural factors have been conducted in the United States, Europe and other countries. However, the western cultures vary from cultures in the Middle East countries. Difference in cultures shapes the factors which contribute to students’ performance (Harb & El-Shaarawi, 2006). The social environment of UAE is characterized by gender variations, dressing foods and roles. The western culture is characterized by a lot of freedom for both male and female students including equal opportunities and sharing of roles. According to (p.228), learning institutions in the UAE also partner with international organizations. A partnership like the one with German’s Max-Planck institute in Bremen with the biology department of UAE University gives students an opportunity to have exchange programs. The two institutions worked together in a project to study how microbiological organisms are likely to be affected by extreme environments. Students fom other countries studying in the UAE are forced to acclimate to the Islamic norms and practices in such societies. Such aspects include socialization and dressing like locals of UAE (Hills & Atkins, 2012, p. 4). The government is also strict with compliance to the Islamic rules and refers to it as practicing religion. However, there is willingness by the government of Dubai to accommodate the diversification of cultures from foreign students, indirectly expressed in the government website (Dubai government website, 2011). Dubai welcomes expatriates but provides modes of contact and expected levels of etiquette. Aim of the Topic The aim of this topic is to investigate the aspects of cultural anxiety. The study investigates the effects of the cultural aspect of anxiety on the well-being of students including their performance. The study will involve evaluation of factors that are likely to cause anxiety among students in foreign countries. Hypothesis for study: H0 = There exists no relationship between cultural anxiety and performance of international students H1= Cultural anxiety is negatively related to performance of international students. This means that, when there is cultural anxiety, performance of students drop. H2 = Cultural anxiety is positively related to performance of international students. This means that, when there is cultural anxiety, performance of students increase. Methodology The research will be conducted using survey method of study employing questionnaire and selection of sample size. Since the study focuses on international students from various countries, the sample size selected will be large so as to cover wide views and information. Questionnaires will be prepared and administered to selected sample that are reachable and interviews will also be conducted to get more views. The study will be best conducted in United States of America to get views of students from the United States, African countries, UAE and Australia too. A letter of consent will also be issued to get the participants’ consent in conducting the research so as to obtain ethical standards. Sample size The sample size included a total of 750 student participants from the university. Since they were students, majority of the students in the sample size were aged between 20 to 26 years. 65% of the sample was female students while 35% were male students. About 60% were international students and non-nationals. More international students were selected so as to get more information on their perceptions, attitudes and challenges facing them. 51% were post graduate students engaging in post graduate research studies. Students selected in the sample were regular students who were school attendants, open and distant learning students were exempted. The sample size will be students from Oxford University in the United States which accommodates international students from all over the world. Asians, Africans, Americans students from the United Arab Emirates countries are among the many students in the university. The sample will also be both undergraduate and postgraduate students in the university including both male and female. The sample also consisted of both American nationals and non-Americans including Africans and UAE nationals. Students without admission numbers or with underway registration were left out. The study employed alphabetical technic in selection to get the final sample. Every student appearing on third position of alphabetic listing was chosen. A balance was also arrived at for the years of study from first year to others taking post graduate courses. Reason for choosing the sample size was to attain wide range of international student information. The study covers views of student representatives from different countries; therefore, the sample size has to provide information that represents the total student population. Gender balance was also ensured in the sample size so that not only female or male students are considered. Nationals of the local country are also included in the sample size as a means of comparison to results attained from non-nationals. Class attending students were preferred to open and distant learning since the later could study from their own countries through internets and therefore were not appropriate for the study. The questionnaire The questionnaires were open ended with enough space for personal expression. This means that questions will be stated with a bigger space for explanation unlike closed end where by the participant is limited to a yes or No answer. Open ended questionnaire will provide a wide range of information since it allows space for participants to express themselves. However, it also involves a lot of time to analyze and evaluate the contents. Most of the data indicated by participants might also be irrelevant to the research question and analysis of the details to get appropriate points might consume a lot of time. It was divided into three parts, section one consisting of the students background details and personal information including high school information hours of their studies , education of their parents and any working experience they have. The second section of the questionnaire consists of details about students’ perceptions towards schools, professors, other students and education. There is also the third section of the questionnaire that entails details about social and economic characteristics in family studying situation of students. This includes how wealthy they are and to what extent is the family traditional or practicing traditional norm. Review of Literature New environment for students is likely to cause cultural anxiety among them. International students experience cultural stress which is a threat to their well-being most especially if the student’s culture is distant from that of the host country. Homesickness results from lack of familiarity with the environment, missing friends, family or things that are familiar. Male students tend to adopt more than the female students. Korean students that study in United States required more care and support to manage their anxiety due to unfamiliar environments. A Korean study indicates that about 25% of 1000 Korean citizens with balanced gender report cases of anxiety affecting their daily lives and need serious treatment with an age range of 20 to 69 years old (Kim, 2009). Language proficiency is another problem and aspect of cultural anxiety. Academic sojourners are affected with their inability to master new language used in the host country and their schools. Language barrier affects the communication ability of foreign students with others from the host country. As a result, they withdraw and isolate themselves from the rest. Asian students who are not well versed with English find it hard to interact with other students since most students understand English and is a basis of communication at schools. Students from African and Asian countries are the most affected with cultural stress in the host country. Cultural stress has had a large influence on the performance of student victims (Thomson et al, 2006, p. 3). Fear of being judged causes cultural anxiety. This is common among students of the UAE countries. Female students and male students from UAE countries are used to separate campuses in their home countries. In case of the host countries where they are allowed to share classes and campuses with opposite genders, an attempt to withdraw might be judged. This creates an uncomfortable environment amongst them which they might also fear to communicate. Concentration and focus on academic work can therefore be affected by the discomforts of non-Islamic religions’ practices. Islam students are culture bound with some practices that might not be appreciated by the non-Islamic students (Brown, 2004). Loneliness among foreign students causes them to be stressed or experience anxiety. Stress results to depression which interferes with students’ concentration and focus. First year students are the most affected lot since they are starting to adapt to leaving far from family and friends so as to study abroad. Psychological distress and loneliness among international students interferes with their functioning since it lowers it. It is common when cultural difference if extensive and students lose social networks as a result of failure to interact with their groups. During first three months in foreign school, first year students indicate extreme isolation and high levels of loneliness before adapting to the routines and new culture (Oluwafunmilola, 2012, p.6). Cultural shock involves a disorientation that international students experience when they are subjected to unacquainted surroundings. Cultural shock leads to depression of the students and as a result, the students lose interest in their studies and engagement in other activities while studying in the host country. Cultural shock results from being exposed to new things and knowledge of new ideas under circumstances that are unfriendly. This can be avoided by creating similarity and familiarity of environments. This involves introduction of all cultures represented in a given earning institution and developing an understanding of them to all foreign students (Koenigstein 2012). The performance of international students will be affected by culture anxiety. Cultural anxiety is significant I shaping factors that affect students’ performance such as their attitude, perspectives towards the professors, education and school and mode of behavior. Anxiety on cultural basis determines the social networking and interactions of a student. Foreign students are likely to interact less especially in the first few months of admission. International students in UAE University find it challenging to adapt to the UAE Islamic culture. These effects reflect on their studies where they underperform (Harb & El-Shaarawi, 2006). Data collection and report writing Data was collected using questionnaires and very few interviews. There is also the third section of the questionnaire that entails details about social and economic characteristics in family studying situation of students. This includes how wealthy they are and to what extent is the family traditional or practicing traditional norm. Students characterized by gender and nationality Surveyed factors ALL FEMALE MALE Nationals Non-nationals Both Nationals Non-nationals Both Nationals Non-nationals Both Performance (GPA) 2.95 2.47 2.58 3.16 2.51 2.61 2.77 2.41 2.53 New environment 40% 20% 20% Loneliness 70% 50% 20% Culture shock 90% 60% 30% Fear 60% 40% 20% Language 85% 40%% 45% Non-national performs poorly compared to the nationals. They are poorly performed regardless of their gender. It is also true that male students adapt faster than female students as indicated by percentage values of the effects illustrated by factors. Performance is the most affected aspect of international students. Analyses of the performance Expected course grade at the (beginning of term) 0.0835 Expected performance (final exam) 0.2040 Expected course grade (final grade) 0.1238 Performance exam 1 0.4045 Performance exam 2 0.5462 Students perform poorly during their first months in school since they are still adapting. First year students are the most affected. As indicated by results, the students adapt with time Linguistic progress summary Interviewee’s country of origin Investigator’s comment Jordan Has confidence, exhibit fast delivery. Currently has ability to communicate in all situations. Taiwan More fluent, better vocabulary. China Excellent vocabulary and aural ability. Thai Speaking more quickly now, but not confident. Russia Less understanding ability Indonesian Improved vocabulary and speed Iran Speed and vocabulary much improved Brazil Fluent : Better than when they first arrived Korea Less confident and improved speed Conclusion International students find it hard to adapt to new environments for the purpose of schooling. Cultural distress and anxiety is common in such situations especially when they do not understand the language of host country. In some countries, it extends to other aspects such as food, mode of dressing, religious standing and judgments. Although students get to adapt after some time, it is challenging for them to adapt at the first periods of admission. Performance of student is the most affected aspects of their lies as a result of cultural distress. Learning institutions therefore need to consider procedures and ways in which cultural anxiety can be controlled or minimized. Recommendations Learning institutions should make an effort of helping foreign students adapt to their cultures and practices more easily. To avoid loneliness, institutions should implement programs and departments that support foreign students in terms of engagement. Such departments can provide guides and student partners to orient the students into the new systems. This will facilitate easier networking and feeling of family around the students thus easier adaptability. Language classes can also be provided to new students to teach them new languages used in the institutions and general host country. Learning institutions should formulate students associations for foreign students from specific counties represented in the institution. Interaction with others from their countries will build confidence among the students and solve the problem of fear. The problem of new environment will also be solved since they will create a homely and welcoming environment speaking same language an agreeing on most terms. References El-Shaarawi, A. & Harb, N. (2006). Factors Affecting Students' Performance. Munich Personal RePEc Archive Akhtar, N & Bo, S. (2010).Cultural Anxiety and Its Impact on Students’ Life: A Case Study of International Students in Wuhan University. World Academy of Science, Engineering and Technology Karemera, D. 2003. The Effects of academic environment and background characteristics on students' satisfaction and performance: The Case of South Carolina State University's School of Business. College Student Journal, 37(2): 298- 11. Kim, J. D. (2009). Stress and anxiety among korean international students at liberty university analyzed with the state-trait anxiety inventory (form y). Liberty University Brown, L. (2004).Language and anxiety: an ethnographic study of international postgraduate students. Pelletier. Koenigstein, D. (2012). Alleviating International Students' Culture Shock and Anxiety in American Academic Libraries. Library Philosophy and Practice Oluwafunmilola, O. O. (2012). Depression among international students. Central ostrobothnia university of applied sciences Humphries, R. (2011).Language Anxiety in International Students: How can it be overcome? Pragmatics and Intercultural Communication 4 Read More