The Cultural Adjustment of Saudi Women International Students

Abstract

The current study is a qualitative exploration of the adjustment experiences of Saudi women students in the United States, using quotes of the participants to demonstrate the variety and complexity of responses. Participants included 25 Saudi women international students who were attending colleges and universities across the United States. Grounded theory was used to explore the adjustment experience of these Saudi women international students. Participant responses were grouped into the following themes: expectations about the United States versus the reality, acculturative stress or cultural adjustment, cultural differences between the United States and Saudi Arabia, experiences of discrimination and/or curiosity, English language proficiency, relationships, social support and help-seeking behavior, and being a Saudi woman in the United States. The adjustment of Saudi women students was affected by their proficiency in English, their relationships and social support, and their ability to successfully navigate the cultural differences found in the United States, including public gender integration, increased mobility, greater acceptance of diversity, and more freedom and decision-making opportunities. Many of the Saudi women in this study reported being changed by their time of study in the United States, and reported increased confidence, independence, intellectual growth, and acceptance of others as some of the results of their academic sojourn.