International Students: Challenges of Adjustment to University Life in the U.S.

Murat Tas

doi:10.5296/ije.v5i3.3481

Abstract

Learning a new culture and learning in a new culture which may have different beliefs and values can be difficult. Even though international students are subject to the same stresses of academic and personal life as their U.S. counterparts, these stresses are compounded by being in an unfamiliar culture and surrounded by challenges of communication and language. Language is the most frequently reported barrier to adjusting to U.S. university life, followed by financial difficulties and problems adapting to the culture. In the U.S., the university strategy should include both international and multicultural themes and reflect the great diversity of ethnic, racial, and national groups. Educators must encompass both the U.S. and international students in promoting understanding about diversity--commonalities as well as differences, strengths as well as weaknesses, and values as well as practices. The cultural diversity of the U.S. society can be used to appreciate and understand diversity in the world (Scott, 1994).

Highlights

Learning a new culture and learning in a new culture which may have different beliefs and values can be difficult
Even though international students are subject to the same stresses of academic and personal life as their U.S counterparts, these stresses are compounded by being in an unfamiliar culture and surrounded by challenges of communication and language
Language is the most frequently reported barrier to adjusting to U.S university life, followed by financial difficulties and problems adapting to the culture

Summary

Introduction

Learning a new culture and learning in a new culture which may have different beliefs and values can be difficult. Craven and Kimmel (2002) focused enculturation on multicultural interdisciplinary doctoral studies addressing globalization and new cultures in the learning discussion and observed similar cultural differences as those indicated by Hofstede (1997, 2001). These differences included: Group learning versus individual learning, uncertainty avoidance (the degree to which cultures tolerate ambiguity), masculinity (the degree to which the dominant cultural values focus on assertiveness, performance, and material success), and time orientation (the degree to which cultures are either long- or short-term oriented). If these needs are neglected or unsatisfied, they may pose serious problems for the students and the institutions in which the students are enrolled

Studies about International Students

Findings

Conclusion