Acceptance of International Students: Host and Sojourner Characteristics

This study was designed to investigate how both characteristics of the sojourner and of the host affect how American students regard and treat international students in the United States. Undergraduates (N=198) evaluated college admission applications. All applicant information was held constant except for gender, race, and nationality. After they completed a questionnaire evaluating the foreign applicant, they volunteered to offer various levels of hospitality to foreign students. In terms of host characteristics, the results indicate that women were more favorable than men in their ratings of foreign students, and Minorities (48% of the sample) were more favorable than Whites in their volunteerism. Regarding characteristics of the foreigner, American students responded equally to male and female foreigners; equally to White and Black foreigners; but they evaluated Canadian foreigners more favorably than Algerian ones. There was an interaction between gender of the host and foreigner in a few instances, and several instances of an interaction between race of the host and race of the foreigner. These results partially support the hypotheses and suggest that what makes a difference in how Americans respond to foreigners is cultural similarity and shared ethnic minority status.     

Negotiating everyday life in Australia: unpacking the parallel society inhabited by Asian international students through their social networks and entertainment media use

Work on the experiences of international students in Australia often point out that these students do not successfully integrate into Australian society with many international students counting very few or no Australians as friends by the time they complete their studies. Through in-depth interviews with 47 Melbourne-based higher education international students from Asia – the source of Australia's largest export education market – this study explores the ways in which international students navigate their everyday experiences in their host nation. The findings suggest that Asian international students live in a parallel society almost exclusively made up of fellow international students who primarily come from the home nation and the Asian region. This parallel society allows them to create both a sense of belonging in Australia yet not to Australia due to disengagement from local society and culture. By investigating their social networks (society) together with their consumption of entertainment media (culture), this study presents an indirect yet creative way of understanding how international students negotiate everyday life as transient migrants in the Australian city of Melbourne. Doing so, this research highlights the ways in which international students make use of social networks and entertainment media to feel a sense of belonging in a foreign country.     

The Professionalization of Medical Students: Developing Competence And A Cloak of Competence*

This paper describes how medical students in an innovative educational setting adopt a cloak of competence as a critical part of the professionalization process. Faced with inordinate and variable expectations to develop and display competence, students professionalize by distancing themselves from those they interact with and by adopting and manipulating the symbols of their new status. Students were observed to engage in impression management to convince others and themselves that they are competent and confident to face the immense responsibilities of their privileged role. The data were collected by means of participant observation and interviews.     

International female students’ experiences of navigating the Canadian health care system in a small town setting

Abstract

This pilot study explored the international female (IF) students’ (n = 17) lived experiences of health care accessibility while studying in a small town in Canada. Analysis guided by a phenomenological method resulted in three major themes – (1) after arriving to attend university, IF students experienced challenges in staying healthy, such as learning how Canadian medical insurance works and how to access medical help, (2) IF students developed a support system over time, consisting of their university’s student advisors, host families and friends and (3) as IF students became familiar with living in Canada, they developed self-directed care strategies such as taking care of each other if they became sick. They also became comfortable reaching out through social media to ask questions and connect with others who were also new to Canada. Recommendations included providing (1) alternative times for IF students to access medical care on campus, (2) a fund where IF students could borrow the upfront costs to see a doctor and (3) health care knowledge dissemination through various media throughout the school year. The outcomes of this study are generally encouraging and may assist IF students to make effective health care decisions while in Canada resulting in a less stressful academic experience.     

What students’ Facebook posts teach us about the identity challenge in field placements abroad

ABSTRACT

Facebook is a common tool that enables students to publicly express their emotions, thoughts, experiences, and knowledge. On the assumption that the personal narratives of students can provide deep insights into their learning processes during practical training programs, the article presents content analyses of Facebook posts written by Israeli students who participated in an international social work field placement program in India. Content analysis of the students’ posts reveals that they grappled with their personal and professional identities as part of the learning process that occurred while they were formulating their professional identity as social workers. The analysis elicited three main themes: (1) awareness of the national identity; (2) exploration of other identities (personal, professional, and global); and (3) an attempt to contain multidimensional identity. The students discussed the main challenges they faced in the process of formulating an identity that will enable them to engage in international social work, and they described the fluctuations that occurred in those identities. The results show how public Facebook posts can be used as a tool to shed light on the contribution of social work education in international field placements, and provide insights into the learning processes that students experience in field placements abroad.     

Short White Coats: Knowledge,Identity, and Status Negotiations of First‐Year Medical Students

This paper investigates the meanings medical students invest in their white coats and how these meanings shape students' strategic use of the white coat as a status symbol. During a four‐year ethnography of medical education, I found that the white coat signified knowledgeability and was used to assert status. In interactions students policed their own and each other's status displays, a process I identify as an instance of status management in medical training. An analysis of the meanings and conventional uses of the short white coat increases our understanding of how novice trainees negotiate their place in a new social order.     

An Assessment of Supply and Demand‐side Theorizations of International Student Mobility

As a group of mobile people, international students have been under‐studied. This is despite their numerical importance. This paper examines the changing characteristics of international student mobility, differentiating between social demand theories that seek explanation in terms of the power of social and cultural capital in driving middle class families to seek to get their children into the best western universities, and supply‐side theories that argue that the global flow of students is powered to a large extent by the financial interests of those who can supply elite higher education opportunities to a world market. Student mobility towards the United Kingdom is used as case study material to investigate these issues.     

Enriching the Group and Investigation in the Intercultural Classroom

Cooperative learning requires teachers to change their traditional role as transmitters of information and take on the role of guides and facilitators in the cooperative learning process. As they gain confidence in this role teachers adopt more diverse and complex cooperative procedures. When they feel that their students are used to working together to achieve academic goals, they can introduce Group Investigation as an additional cooperative learning method. Investigating in groups calls for students to apply basic cooperative learning skills to the planning of what they want to study and how they want to study. Students cooperate in carrying out their investigation, in planning how to integrate and present their findings, and, together with the teacher, collaborate in evaluating their academic and interpersonal effort.

Group Investigation places much of the responsibility for learning on the students, but the teacher must know how to prepare for the investigation project, how to prepare the students, and how to facilitate the project as it unfolds. Because the content of a Group Investigation project is determined by the diversity of the students’ interests, experiences and prior knowledge, it is the cooperative learning strategy most suited for interdisciplinary studies in an intercultural classroom.     

Mediating transnational spaces: international students and intercultural responsibility

Despite the significant body of literature on international students’ intercultural development, the core issue of how they see their own responsibility in transnational intercultural spaces is largely neglected. This paper addresses this paucity by examining the intercultural responsibility perceived by international students. It is based on a four-year study that includes interviews with 105 international students and fieldwork in vocational education institutions. It draws on positioning theory and three key concepts: intercultural competence, intercultural capital and national attachment to interpret the nature of international students’ intercultural responsibility. The research underscores four main forms of intercultural responsibility perceived by international students: responsibility to represent the home country, responsibility to respect the host country, responsibility to assimilate into the host culture and responsibility to integrate into the host culture. Intercultural responsibility can emerge from international students’ national attachment and be embedded in their intrinsic commitment and imagination of their role in representing their home country in a transnational space. Intercultural responsibility can also manifest in international students’ self-determined responsibility to respect, accommodate or integrate into the host culture. However, the finding shows that international students’ act of positioning at the periphery of the host community and their perceived responsibility to assimilate into the host culture precludes their capacity to engage in and negotiate reciprocal and respectful intercultural interactions. The study highlights the role of international students’ self-positioning between and across home and host cultures in underpinning their perceived responsibility in transnational spaces.     

Educationally Channeled International Labor Mobility: Contemporary Student Migration from China to Japan

International education is an important channel of labor migration. Most commonly, this form of labor migration is considered as “brain drain,” represented by the retention of graduate students in science and engineering in the host labor market. This case study of contemporary Chinese student migration to Japan shows that international students have different credentials, interests, and motivations for migrating abroad, and consequently provide the host society both unskilled and skilled labor power. Moreover, Chinese students’ labor market practices as skilled labor migrants show their important roles in the economic globalization. Aside from scientific and engineering skills, Chinese students use their linguistic and cultural competencies to act as intermediaries between their host and home economies.     

Demanding hosts and ungrateful guests – the everyday drama of public transportation in three acts and academic prose

In their own view, public transportation companies make a very hospitable offer to commuters: if you are ready to travel with us, we will take you for a reasonable price nearly anywhere, every day and almost at any time of the day, under good conditions of comfort and safety. Please, step onboard. But commuters resist being reduced to the thankful guests of their commuting service providers. Commuting is an experience whose rhythm structures daily lives. It is not an innocuous in-between-doors passage, but a social practice intertwined with the routines bound to the home, workplace, and places of leisure which they commute to and from. Commuting routines are a constitutive part of commuters’ lives. Correspondingly, commuters own their commuting space. They do not own it in terms of legal ownership, although they possess a valid ticket; they own it via the degree to which they are at home in their routines and intuitively know through the senses and feelings produced through the normal flow of daily practices, that they are on their own home turf. Home is more than the physical space of the house; it is an embodied perception of a familiar cultural space which is organized in such a way that one has some control and responsibility over. Because commuters grant transportation companies daily access to the intimacy of their homes, they are hosting the companies, not the opposite. Public transportation hospitality is thus a tension-filled drama, co-produced by transportation companies and commuters. In this drama managerial routines meet routines of daily life, legal definitions of ownership meet practice-based ones, and organizational hospitality stands against individual hospitality. Our claim is that the fact that each party considers itself to be the host of the other, the prevailing situation consequently frames the provision and experience of public transportation services as a drama: the drama of hospitality.     

A Pilot Study Evaluating Students' Interest in International Social Work Education

International social work (ISW) has gained traction across the USA with a number of schools taking the lead in promoting the values of social work through exchange programs, service learning, and volunteerism. The internalization of campus through the proactive action of institutions to incorporate global perspectives into teaching, learning, and research in order to build intercultural competence among students, faculty, and staff has received little attention. This paper assesses the level of interest of social work students at a large urban university in the southwestern USA in embracing ISW and how they conceptualized their learning needs. Using a self-administered web-based survey offered to a total of 1,500 social work students with 18% respondent rate, the research determined through a chi-square test that students in Bachelor of Social Work, Master of Social Work, and PhD programs had a significant difference in preferences in areas of interests (χ² = 153, p ≤ 0.000). Overall, students demonstrated interest in direct practice (74.3%) and community and administrative practice (16.6%). Students also differed in their level of interest in participating in international exchange programs (χ² = 9.6, p = 0.047). Discussions address specific and unique interests categorized broadly as ‘globalized social worker,’ ‘humanitarian social worker,’ and ‘policy social worker,’ each of which requires specific skillsets and advanced behavior skills.     

DOUBLE MAJORS: ONE FOR ME,ONE FOR THE PARENTS?

At least a quarter of college students in the United States graduate with more than one undergraduate major. This article investigates how students choose the composition of their majors conditional on pursuing more than one major, that is, whether the majors that they choose are substitutes or complements. As the students use both their preferences and expectations about the realizations of future major‐specific outcomes when choosing their college majors, I collect innovative data on subjective expectations from a sample of Northwestern University sophomores. Although there is substantial heterogeneity in beliefs across students, they seem to be aware of differences across majors and have sensible beliefs about the outcomes conditional on major. Students believe that their parents are more likely to approve majors associated with high social status and high returns in the labor market. I incorporate the subjective data in a choice model of double majors that also captures the notion of specialization. I find that enjoying studying the coursework and gaining approval of parents are the most important determinants in the choice of majors. The model estimates reject the hypothesis that students major in one field to pursue their own interests and in another for parents' approval. Instead I find that gaining parents' approval and enjoying studying and working in a field of study are outcomes that are important for both majors in a student's major pair. However, I do find that students act strategically in their choice of majors by choosing majors that differ in their chances of completion and difficulty, and in finding a job upon graduation. (JEL D8, I2, J1)     

Differences in health determinants between international and domestic students at a German university

The authors used a standardized questionnaire to survey 201 international and 193 German students at the University of Bielefeld, Germany, to determine differences in health practices between the 2 groups and to identify targets for health-promoting interventions. Multivariate logistic regression models revealed that long-term female international students (those whose duration of residency in Germany was more than 2 years) had lower levels of physical activity and alcohol consumption than their German counterparts and higher rates of smoking independently associated with international citizenship. Short-term international female students were less likely than German students to receive social support. Among men, long-term international student status was associated with daily smoking and inconsistent seat belt use, whereas short-term student status was associated with a lower rate of seat belt use, a higher level of perceived stress, and a healthier diet, compared with domestic students. Findings from the study could give rise to health-promotion activities for international students at German universities; additional studies at other European universities are necessary before making further recommendations.     

Institutional responsibilities: providing placement for international students

ABSTRACT

Recent years have seen a rapid increase in the number of international students studying health professional degrees such as social work in Australia and internationally. Research indicates that placement educators perceive that extra time and effort is required to support international students on placement due to, for example, language barriers and cultural and educational differences. This paper reports on findings from a nationwide study investigating the experiences and support needs of placement educators who supervise international social work students. The data consists of 15 in-depth interviews and 66 survey responses from placement educators across Australia. Findings reveal that placement educators feel pressure from education providers to supervise international students, yet they also feel they lack support from the education provider to do so adequately. Placement educators cite a need to increase contact and coordination between agencies and education providers, including clarity around the education providers’ expectations of their supervision. Placement educators want closer working relationships between agencies and education providers to ensure rewarding and enriching experiences for both students and placement educators. Such findings suggest that increased institutional support for, and collaboration with, placement educators is required to sustainably maintain quality placements for international students.     

Transition and the community college: a Career Keys model for students with disabilities

Transition models are needed that address multiple phases in the postsecondary education of students with disabilities. These models must first address the recruitment of high school students with disabilities for community colleges through career exploration experiences that help students clarify their educational and vocational interests and relate those interests to a two-year postsecondary program. Students with disabilities then need a comprehensive service program while attending community college to help them identify accommodation needs in classroom and workplace environments and develop the skills to request such accommodations from their instructors and employers. With this skill base, they are well prepared to initiate the next transition in their lives, that is, the movement from the community college to a four-year educational institution or to employment. Programs are needed to facilitate this transition, such as a placement planning seminar involving rehabilitation professionals and employers and an accommodation follow-up assessment with students in their new educational and employment settings. The "Career Keys" model describes how to deliver the services needed in each of these critical transition phases.     

Grappling with the Medicated Self: The Case of ADHD College Students

Drawing on interview data, this article is a case study of the “medicated self.” Specifically, we analyze how ADHD‐diagnosed college students construct how they are shaped by the behavioral effects of medicine. Students may perceive that pharmaceutical enhancement is necessary in the context of a competitive academic ethic. In this context something akin to Lareau's concept of concerted cultivation thrives as students practice what we call concerted medicalization in an attempt to literally embody the academic ideal. However, while medicine may enable students to manage academic performance and take control of “disordered bodies,” many remain uneasy about the extent to which they feel controlled by a drug. In the context of medical ambivalence, ADHD students engage in reflexive identity management and strategic pharmaceutical use to achieve some semblance of self‐control and self‐preservation during their college years. As their college education comes to a close, many prepare to return to what they construct as their “authentic,” nonmedicated selves as they enter the work world.     

Problem Gambling Among International and Domestic University Students in Australia: Who is at Risk?

Young people are a high risk group for gambling problems and university (college) students fall into that category. Given the high accessibility of gambling in Australia and its association with entertainment, students from overseas countries, particularly those where gambling is restricted or illegal, may be particularly vulnerable. This study examines problem gambling and its correlates among international and domestic university students using a sample of 836 domestic students (286 males; 546 females); and 764 international students (369 males; 396 females) at three Australian universities. Our findings indicate that although most students gamble infrequently, around 5 % of students are problem gamblers, a proportion higher than that in the general adult population. Popular gambling choices include games known to be associated with risk (cards, horse races, sports betting, casino games, and gaming machines) as well as lotto/scratch tickets. Males are more likely to be problem gamblers than females, and almost 10 % of male international students could be classified as problem gamblers. Hierarchical regression analysis showed that male gender, international student status, financial stress, negative affect and frequency of gambling on sports, horses/dogs, table games, casino gaming machines, internet casino games and bingo all significantly predicted problem gambling. Results from this study could inform gambling-education programs in universities as they indicate which groups are more vulnerable and specify which games pose more risk of problem gambling.