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AMERICAN EDUCATION AND FOREIGN STUDENTS.   Term Paper ID:30222 Click to get this paper

Essay Subject: Discusses issues involved in the process of American education for foreign students.... More...

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Paper Abstract: Discusses issues involved in the process of American education for foreign students. Acculturation difficulties including stress, alienation and homesickness. Assimilation. American cultural values and traditional values of foreign students. Language barriers impact on social & academic performance. Attitudes of teachers.Need for course content that includes courses that address cultural differences. Paper Introduction: AMERICAN EDUCATION AND FOREIGN STUDENTS Introduction This research paper will investigate the process of American education for the foreign student. Although this endeavor can be a meaningful one, which includes positive personal and education outcomes, the foreign study may also experience difficulties which must be examined. The following issues relevant to the topic will be discussed: cultural difficulties, academic problems, language, values, teachers, course content, homesickness, and conclusion. Cultural Difficulties Research demonstrated that the foreign student experiences cultural difficulties because of the type of environment that the foreign student must survive in. Since the academic environment is based on a Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. A. Since the academic environment is based on a White maleorientation, this results in cultural incongruence for the foreign student(Gloria & Rodriguez, 2 ).LaFromboise, Coleman, and Gerton (1993) reported that for a minority in theacademic environment to develop an equal stance, assimilation into the mostdesired or higher status culture or the White culture in this case, isrequired. Teachers can serve as role models and mentors, which offersocial support and result in increased academic persistence; lack of thistype of support has been identified as the primary predictor of Latinononpersistence in higher education (Gloria & Rodriguez, 2 ). (1998). Acculturative stress, depression, and suicidalideation in Mexican immigrants. Findings were that money and task satisfactionwere considered important values and object orientation and solitude wererated as unimportant. Girls valued altruism more than boys. Brunn, M. For example, Latinos are morelikely to identify with styles that emphasize working with others andmutually contributing to joint tasks, while Americans emphasizecompetition, power, and individualism. A language policy can limit or expandopportunities. The inability to use one's dominant language resultsin a restricted ability to engage equally with others (Brunn, 1999). Gloria, A. Lese and Robbins (1994) studied anotherculture, Asian adolescent refugees in a bilingual vocational program at ahigh school. (2 ). Although these individuals had faced psychologicaladjustment, family conflict, losses, and language deficits, academicsuccess was viewed as a way of honoring the family, resulting in positiveand secure goals. L. Contreras, J. Further,while methods and activities such as culturally diverse student groups forassignments, foreign exchange programs, and other means have beenrecommended, it is unclear whether all education courses should be infusedwith multicultural influences or whether this type of information should becontained in one course only. Relationship between goalattributes and the academic achievement of southeast Asian adolescentrefugees. The teacher fought to have the secondlanguage, Spanish, taught to the American children. Acculturation and emotionamong Asian Americans. Journal ofCounseling Psychology, 41(2), 2 5-215. Gomez, M. Sex and acculturatindifferences in occupational values among Chinese-American children. References Beatty, C. (1993).Psychological impact of bicultrualism evidence and theory. This stressalong with family dysfunction and negative expectations for the future werepredictors. Cultural Difficulties Research demonstrated that the foreign student experiences culturaldifficulties because of the type of environment that the foreign studentmust survive in. (1999). In addition it isrecommended that field experiences are needed to round out this education. T., Raymond-Smith,L., & Rothstein, K. (2 ). Studies show thatstudents are failing when enrolled in classrooms where they are unable tounderstand the language. Boys valued object orientation, self-realization andideas, more than girls. Teachers have the potential to further alienate the foreign student orserve as a mentor to the student. Journal offamily Psychology, 13(2), 228-243. Multicultural curriculumevaluation of a professional preparation program. Surviving and thriving in America academia bringsthe acquisition of American values, customs, and behaviors as the studentdecides what to hold on to and what to let go of (Lieber, Chin, Nihira, &Mink, 2 1; Liem, Lim, & Liem, 2 ). M., & Rodriquez, E. Social support and adjustment among PuertoRican adolescent mothers the moderating effect of acculturation. Although this endeavor can be ameaningful one, which includes positive personal and education outcomes,the foreign study may also experience difficulties which must be examined.The following issues relevant to the topic will be discussed: culturaldifficulties, academic problems, language, values, teachers, coursecontent, homesickness, and conclusion. H. Exposure to multiple cultures andnew experiences to be found on the American campus, can either reinforce orthreaten social or student functioning (Gloria & Rodriguez, 2 ). Curricula must include courses and programs that address culturaldifferences, academic problems, language barriers, value differences,teacher's attitudes, course content, and emotional aspects ofacculturation, if they are to contribute to the enhancement of amulticultural educational process. Alternatively, classrooms in which more than one languagewas spoken, to accommodate the foreign student, resulted in a bridge beingbuilt between American and foreign students (Brunn, 1999). For students to come together socially and academically, theyneed a common, unifying factor, found in language. Homesickness Acculturative stress leads to homesickness, depression and suicideideation. Leong, F. It was found that those experiencing acculturative stress areat risk and variables that can mediate homesickness and depression includethe following: social support within the new community, family supportnetworks, socioeconomic status with work or education status changes,elevated levels of coping and self-esteem, new language and cultureacquisition, control and choice to be in the new culture, religiosity, anddegree of acceptance of diversity. (2 ). B. Teachers have also reportedfinding their attitudes toward one foreign student carrying over into otherclassrooms and being displaced on other new foreign students (Brunn, 1999). P., & Bakeman, R. Journal of Counseling Psychology, 41(1), 45-52. The Hispanic academicand educational and occupational attainment remains less than that of otherminorities. P., & Robbins, S. In spite of cultural goals, languagedifferences in foreign students lead to barriers which can result inacademic problems (Brunn, 1999). Opportunities for these students to make theusual academic strides are lacking as are the opportunities to learn aboutfellow students. The teachers may view the foreign student as low functioningbased on this inability to communicate. Hovey (2 ) reported on results of a study with Latino/Latinaadolescents, immigrant and second-generation. The support of a teacher can be thedifference between success and failure for the foreign student. The learning of thenew language formed a bridge for the students to share activities andresponsibilities. Teacherscan serve as a social and academic bridge between residents and the foreignstudent. American Journal ofhealth Studies, 16(3), 124-132. Values andacculturation vary by age, proximity to original culture and family, andreinforcement within the ethnic group. Language policies and programs determine the types of education thatcan be received by the foreign student, as well as their levels ofachievement. K., & Gerton, J. Low-acculturation adolescents experienced greater supportand less symptoms and high-acculturation adolescents experienced theopposite. and their status as a foreign student remains. Bilingual Research Journal,23(4), 319-344. Language regulates socialstatus as well as the self-concept, transmitting culture and shapingreality and behavior. Beatty and Doyle (2 ) studied the effects of multiculturalcurriculum, by evaluating a professional preparation program. Effects ofracial socialization and racial identity on acculturative stress in AfricanAmerican college students. CulturalDiversity and Ethnic Minority Psychology, 7(3), 247-261. Findings showed that the more thestudent was bicultural, the wider the range of achieving styles.Achievement styles are learned through the socialization process and theyare consistent with the cultural values. Gender and culture predict goals and careerexpectations, with culture being the stronger predictor (McWhirter,Hackett, & Bandalos, 1998). R., Rivera-Mosquera, E. Achievement styles are related to cultural values as well. The absence of language policy and its effects onthe education of Mexican migrant children. D. Academic Problems Within the acculturation process, achievement and academicdifficulties are found. Efforts were also made to understand backgrounds andcultures of the foreign students. Hispanic high school completion rates were 46.2% in 1994,compared to 81.5% for Caucasians. A causalmodel of the educational plans and career expectations of Mexican Americanhigh school girls. P., Anderson, L. Research has attempted tounderstand how to best assist the foreign student in reaching theirachievement potential. Language Language acts as an agent that can limit or contribute to a foreignstudent's ability for acculturation. Alternatively, teachers have the power to provide a bridge between thelanguage and social barriers that the foreign student faces. J., & Fassinger, R. F., & Doyle, E. There is no consensus regarding research related to the association ofacculturation level and psychological distress, however there is agreementregarding the relationship between acculturation stress and psychologicaldistress. Cultural Diversity and Ethnic Minority Psychology,6(1), 13-31. Contreras, Lopez, Rivera-Mosquera, Raymond-Smith, and Rothstein(1999) studied social support and acculturation among Puerto Ricansadolescent mothers. Teachers Since foreign students tend to face an inhospitable environmentwithin the American school system, teachers can be a source of socialsupport and reinforcement, which help them adjust and function socially andacademically. Foreign students face the severing of ties to family and friendsin their country of origin, which results in loss and reduction ofsupportive coping resources. Hovey, J. Findings of the study were that when students showedpositive goals related to career, work, and family, foreign students withhigh goal commitment and goal stability tended to achieve higher gradepoint averages and had better study skills. Lese, K. Values Ethnic identity includes traditions, values, behaviors, and feelingsregarding one's own ethnic group. Holding on andletting go: Identity and acculturation among Chinese immigrants. Journalof Counseling and Development, 78(2), 145-154. (1994). R. The teachers inability to communicate with foreign students due tolanguage and cultural differences tends to restrict interaction with thestudent, which can be perceived as discriminatory. Conclusion American education for foreign students must include measures thatassist with acculturation difficulties. Although this process can lead to the joining of a subcultureand maintaining a feeling of belonging, it usually results in psychologicalconflict, with feelings of being disjointed, a divided self, isolation andalienation. Acculturative stress waspositively correlated with depression and suicidal ideation. It was recommended that to improve cultural sensitivity andcompetence, multicultural issues need to be focused on in one particularcourse and included in part with every course. Bicultural students use bothcompetitive-direct and social-instrumental styles. Studies haveshown correlations between acculturation and high levels of depression,with Spanish-speaking Mexican Americans showing significantly higher levelsof depression than English-speaking Mexican Americans. Cultural Diversity and Ethnic MinorityPsychology, 6(2), 134-151. P. Thus the higherdegree of acculturation is associated with less depression, reflecting thestruggle to leave behind cultural identity (Hovey, 2 ). L. Brunn (1999)provides the example of one teacher who viewed the inclusion of foreignstudents in the school as an opportunity to expand her skills, as well asan opportunity for students to learn about different cultures and how tointeract with each other. (2 1). PsychologicalBulletin, 114(3), 395-412. Lieber, E., Chin, D., Nihira, K., & Mink, I. I. In addition, the reluctance to acculturate andaccept a new language will result in barriers to social and academicinformation and reduced academic performance. Course Content Brunn (1999) reported that the course material must consider languagebarriers as well as cultural differences. High-acculturation children valued self-realization more than low-acculturationchildren. Journalof Counseling Psychology, 37(2), 2 8-212. Findingsshowed that while the importance of cultural sensitivity and competenceamong educators has been demonstrated, the awareness and sensitivity alonedo not translate automatically into high levels of competence. Findings were that, effects of support fromgrandmothers and partner involvement were dependent on level ofacculturation. Cultural Diversity and Ethnic MinorityPsychology, 6(2), 196-21 . Language inadequacy, a lack of social andfinancial resources, stress and frustration with not belonging or feelingfamiliar, demands to conform to new values and norms, and conflictingcustoms, results in a lack of ability to cope and achieve. H., Hackett, G., & Bandalos, d. Research on the relationship between cultureand academic performance and career development has focused on AfricanAmericans, however Hispanics are the second largest minority group in theU.S. The inability to use the dominant language limits instructionand access to academic knowledge. LaFromboise, T., Coleman, H. (199 ). Gomez andFassinger (1994) studied acculturation and achieving styles for Latinas atan Eastern state university (N=244). Journal of Counseling Psychology, 45(2), 166-181. M., Lopez, I. It was concluded thatacculturation was related to goal attitudes, and positive acculturation canresult in academic achievement. Although it remains unclear whatproportion of foreign students suffer from acculturation stress, therelationship between this stress and psychological distress has beendemonstrated. Anger is a common emotion found as the foreign studentattempts to reconcile differences between their own culture and the newthat they must adapt to. This stress has been referred to as acculturative stressand it is reported to lead to anxiety, low self-esteem, reduction in healthstatus, and emotional and psychosomatic disturbances (Thompson, Anderson, &Bakeman, 2 ). Foreign students report experiencing different treatment and morediscomfort than White students, and feeling that they must hide theircultural presence or reject their own identity, to fit in (Gloria &Rodriguez, 2 ). AMERICAN EDUCATION AND FOREIGN STUDENTS Introduction This research paper will investigate the process of Americaneducation for the foreign student. The language experience dictatesrelationships, status, coping, control, exclusion, familial organization,belongingness, autonomy, and opportunities. Thompson, C. (2 ). Teachers who havetransferred foreign students out of their classroom, due to their inabilityto communicate, have been labeled as being prejudiced against the student.In addition, differences can lead to negative views of the student, by theteacher. Therefore language is considered aresource. (1999). To accomplish this goal, learning the languageof the other was the first step. An initial model of Latinaachievement acculturation, biculturalism, and achieving styles. Ratings of a specific program found thatmulticultural content was included in each course but was not a primaryfocus of any. The foreignstudent who attempts to disregard this process and maintain their originalidentity has the option of joining a subculture or facing feelings ofalienation and separation. Liem, R., Lim, B. (2 ). Leong and Tata (199 ) studied sex and acculturation differences inChinese-American children. A., & Liem, J. Transforming standardized educational course materials intothose that are more diversified, with multilingual and multiculturaldimensions, can assist or limit all students. T. In this way, residents and foreignstudents both, achieved at their highest levels. McWhirter, E. L., & Tata, S. (1994). Counseling Latinouniversity students: Psychosociocultural issues for consideration. Since the foreign student must function within a White malecultural domain, which requires the assimilation of new values and therelease of old norms, depression and homesickness may occur. Acculturation leads to the struggle tomaintain one's identity and remain loyal to the ethnic group. R. E. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.