Acculturative stress and disengagement: Learning from the adjustment challenges faced by East Asian international graduate students

Research output: Contribution to journalArticle

Abstract

International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges and
universities. During their stay in the USA, they provide educational and economic contributions for their host country.
In contrast to their educational and economic potential, international students often demonstrate poor academic and
social integration at their host institutions. Grounded theory methodology was used to investigate what accounts for the
academic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an elite
private not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence and
acculturative stress as a result of challenges encountered during their first year, language barriers, different teaching
styles and teaching environments, and their interactions with professors. Raising faculty sensitivity to cultural
differences among international students, early adjustment counseling and obtaining regular feedback are
recommended
Original languageEnglish
Pages (from-to)66-77
JournalInternational Journal of Higher Education
Volume6
Issue number6
Publication statusPublished - 2017

Fingerprint

disengagement
graduate
learning
student
social adjustment
language barrier
self-confidence
grounded theory
economics
counseling
profit
university teacher
university
methodology
Teaching
interaction

Cite this

@article{fe0561ee46e34eaa9396f2f4e573fd36,
title = "Acculturative stress and disengagement: Learning from the adjustment challenges faced by East Asian international graduate students",
abstract = "International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges anduniversities. During their stay in the USA, they provide educational and economic contributions for their host country.In contrast to their educational and economic potential, international students often demonstrate poor academic andsocial integration at their host institutions. Grounded theory methodology was used to investigate what accounts for theacademic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an eliteprivate not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence andacculturative stress as a result of challenges encountered during their first year, language barriers, different teachingstyles and teaching environments, and their interactions with professors. Raising faculty sensitivity to culturaldifferences among international students, early adjustment counseling and obtaining regular feedback arerecommended",
author = "Dawn Lyken-Segosebe",
year = "2017",
language = "English",
volume = "6",
pages = "66--77",
journal = "International Journal of Higher Education",
issn = "1927-6044",
publisher = "Sciedu Press",
number = "6",

}

TY - JOUR

T1 - Acculturative stress and disengagement: Learning from the adjustment challenges faced by East Asian international graduate students

AU - Lyken-Segosebe, Dawn

PY - 2017

Y1 - 2017

N2 - International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges anduniversities. During their stay in the USA, they provide educational and economic contributions for their host country.In contrast to their educational and economic potential, international students often demonstrate poor academic andsocial integration at their host institutions. Grounded theory methodology was used to investigate what accounts for theacademic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an eliteprivate not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence andacculturative stress as a result of challenges encountered during their first year, language barriers, different teachingstyles and teaching environments, and their interactions with professors. Raising faculty sensitivity to culturaldifferences among international students, early adjustment counseling and obtaining regular feedback arerecommended

AB - International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges anduniversities. During their stay in the USA, they provide educational and economic contributions for their host country.In contrast to their educational and economic potential, international students often demonstrate poor academic andsocial integration at their host institutions. Grounded theory methodology was used to investigate what accounts for theacademic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an eliteprivate not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence andacculturative stress as a result of challenges encountered during their first year, language barriers, different teachingstyles and teaching environments, and their interactions with professors. Raising faculty sensitivity to culturaldifferences among international students, early adjustment counseling and obtaining regular feedback arerecommended

M3 - Article

VL - 6

SP - 66

EP - 77

JO - International Journal of Higher Education

JF - International Journal of Higher Education

SN - 1927-6044

IS - 6

ER -