Socio-Cultural Elements and Expectations of University Study - Assignment Example

Socio-cultural Elements and Expectations of University Study Name Institution Course Date Globalization is increasingly affecting social, economic and cultural dimensions of people around the world. It is critical to understand and offer intercultural education (Andre, 2006). Global and diversity issues are significantly bridged as intercultural learning becomes a normal trend in universities. However, appropriate information, programs and services are important to multicultural students’ community if they are to have positive experiences and fulfill their expectations of university study. Indeed, (Bordia et al., 2011) argues that studying student expectations is critical in fulfilling the needs of the learners. Accomplishing educational goals is a dream of any student pursuing university studies. University education is one avenue where an individual can enhance themselves in various ways such as individual enhancement, educational enhancement and socio-economical enhancement (Andre, 2006). However, socio-cultural elements play a vital role in shaping expectations of university education and university success and completion. This literature review critically reviews the theories and socio-cultural factors shaping expectations of university study and role of these in university success and completion. Opportunity and knowledge to students can be provided through university education. Nonetheless, alternate factors in the entire life of an individual can be an obstacle to completion of university education. The foundation of knowledge of a student is restricted by social concerns such as education levels of parents and access to resources (Bordia et al., 2006). Students from low socioeconomic backgrounds are faced with various problems unknown to more affluent students. These socioeconomic factors hinder university study for most of these students (Bloom, 2007). High school experiences shapes expectations of university study for most students. Expectations depend on whether a student interacted freely with the teachers and administrators in high school. In fact, the level of their interaction determines their expectations of university education (Trice, 2007). The choices that student makes inside and outside the classroom are shaped by their social class status (Bloom, 2007). Students become more aware of their surroundings and environment as they progress through their university education. Moreover, they also become conscious about the way in which this environment influences their decisions. As early as 10th grade, a student already has some understanding race and social class status which shapes his or her expectations about higher learning. Furthermore, the experiences of a student in terms of social and cultural capital both at home and school Studying abroad is increasingly becoming a common phenomenon to students who want to experience what is like to study in another country. Most international students studying in United States come from countries where English is their Second Language (ESL). Majority of them are from collectivistic cultures (Ting-Toomey & Chung, 2005). In these cultures, the ‘we’ identity is emphasized as one of their values over the ‘I’ identity. Moreover, the rights of group trounce over individual rights (Ting-Toomey & Chung, 2005). Hence, individuals with collectivistic cultural values focus on promotion of in-group harmony and spirit. Since the culture of United States predominantly values individualistic cultural values, international students find it difficult to acclimate and adjust to their new social and academic lives (Trice, 2007). As a result, they re-examine their expectations about university study to fit the cultural values of the society. The expectations of students from minority ethnic groups, working class, high social status and adult students are not the same. Connolly (2003) argues that the expectations of students from underrepresented groups may not be achieved although they come with a concrete view of what it means to have a university education. Louise and Merryn (2000) argue that university study is a difficult choice for students who are in working class category. Identity significantly shapes their expectations and their sense as university learners (Parr, 2000). They draw expectations on how they understand the classroom setting and the things to be learned. Moreover, differentials in individual and family habits shape students expectations of higher education. In mature age, questioning of learning identity influence commencement or return to higher education (Tones et al., 2009). A student can gain knowledge and experience from family, teachers, or peers which directly impact their understanding of their learning environment. In this case, the choices they make when they enter university are influenced by these factors. Social and cultural backgrounds affect how students adapt to life and learning in institutions of higher learning. Working class individuals seeking higher education view it as a means to achieve change in their lives (Connolly, 2006). Nonetheless, many of them are left alienated and excluded and marginalized once they have settled to the university environment. Indeed, university environment present these group of students with various challenges to their self esteem, sense of belonging and identity (Parr, 2000). The student’s goals and expectations are significantly influenced by peers. In fact, students highly value peer-oriented goals (Bloom, 2007). These goals are diverse and it includes the need for cooperation from others, approval from others, favor from others such as teachers and coaches. They energized and direct the choices, efforts, and persistence of students towards achievement of their expectations of university education. Parents and their style of upbringing affect the expectations of their children university study. Motivation of a student is enhanced when he or she is allowed to have input into various decisions of the family. Additionally, children tend to get motivated when expectations are stated as suggestions and their needs and feelings are acknowledged. In contrast, children’s motivation is undermined by parents who are either too controlling or permissive (Connolly, 2006). Parents that give their children hints and prompts rather than answer their questions in a direct manner encourage their critical thinking and a questioning mind in a child. Indeed, parents shape their children’s self perceptions of ability by encouraging or discouraging certain activities. The educational plans of a child at a higher level of learning are formed at early adolescent through parental expectations for achievement (Kingston & Forland, 2008). Responsiveness of mothers towards their children plays a vital role in outweighing powerful peer effects of their children during adolescent. Mothers who are available when their children need them, who praise and expressed love reduce their children’s orientation to peers. As a result, they shape their expectations of their university study. Family involvement in education and general schooling of a child predict their motivation. Children coming from low socioeconomic backgrounds exhibit low levels of achievement and motivation (Parr, 2000). The involvement of community in education is increasingly becoming important in university success and completion. Traditionally, members of the community have been involved in educational matters by participating in activities of school and field trips in the community. Indeed, the number of communities’ agencies that partner with schools in order to provide students with before and after school programs when parents are working have significantly increased. Research has shown that this kind of participation impact positively on the student motivation. Therefore, a motivated student will likely work hard and successfully complete university education. Families are vital to the development and motivation of children. The type of style that a parent use in bringing up a child at home has some significant implications for education related results. A child motivation and achievement in school can be negatively affected by parents who are too strict or too permissive (Trice, 2007). These children have a higher chance of not completing their university education. On the other hand, authoritative parenting practices are beneficial to children especially those that provides guidance and limits. They help children to regulate their behaviors while at the same time be responsible for their own behaviors. The capacity to succeed in school is inherent in every child. Yet many children from poor, minority and disadvantaged groups have difficulty fulfilling their expectations of university education and successful completion of their studies (Andre, 2006). In most cases, students search for universities that similar to their home environment and model their school going behavior after their own parents or relatives who had higher level of education. They will often rely on them to guide them on their studies. In contrast, students who lack a family member that attends higher level of education rely on school to guide his or her expectations (Delvin & O’Shea, 2012). For this reason, the choices and expectations of university study is influence by the expectations held in the high school. Socio-cultural influences from families, peers, cultural traditions and communities are crucial to the development, motivation and achievement of a student at higher learning institution. Most of these factors are found outside the boundaries of formal schooling. However, they affect different aspects of learning and motivation in school. Institutions of higher education are composed of students from diverse cultural backgrounds, socio-economic status, race and language. The expectations of university study and self-efficacy of a student is affected by similarity in terms of background and experiences of their peers. Adjustment to university life is affected by a student need to get approval, be identified, and need to be correct. References Andrade, M. S. (2006). International students in English-speaking universities adjustment factors. Journal of Research in International Education, 5(2), 131-154. Bloom, J. (2007). (Mis) reading social class in the journey towards college: Youth development in urban America. Teachers College Record, 109,343-368. Bordia, S., Wales, L., Pittam, J., & Gallois, C. (2011). Student expectations of TESOL programs: Student and teacher perspectives. Australian Review of Applied Linguistics, 29(1). Connolly, P. (2006) The effects of social class and ethnicity on gender differences in GCSE attainment: a secondary analysis of the Youth Cohort Study of England and Wales 1997-2001. British Educational Research Journal, 32(1), pp. 2-21. Kingston, E., & Forland, H. (2008). Bridging the gap in expectations between international students and academic staff. Journal of Studies in International Education, 12(2), 204-221. Louise Archer & Merryn Hutchings (2000) 'Bettering Yourself'? Discourses of risk, cost and benefit in ethnically diverse, young working-class non- participants' constructions of higher education, British Journal of Sociology of Education, 21:4, 555-574, DOI: 10.1080/713655373 Marcia Devlin & Helen O'Shea (2012) Effective university teaching: views of Australian university students from low socio-economic status backgrounds, Teaching in Higher Education, 17:4, 385-397, DOI: 10.1080/13562517.2011.641006 Parr, J. (2000) Identity and Education : The links for mature women students. Aldershot: Ashgate. Ting-Toomey, S. & Chung, L.C. (2005). Understanding intercultural communication. New York, NY: Oxford University Press. Tones, Megan J. and Fraser, Jennifer and Elder, Ruth L. and White, Katherine M. (2009) Supporting mature-aged students from a low socioeconomic background. Higher Education, 58(4). pp. 505-529. Trice, A.G. (2007). Faculty perspectives regarding graduate international students’ isolation from host national students. International Education Journal, 8(1), 108-117. Read More