The adjustment process and issues of 16 Arab international students enrolled at two universities in the Northeast of the United States were examined through this qualitative, exploratory study. The participants were from Iraq, Jordan, Kuwait, Oman, Saudi Arabia, Syria, and United Arab Emirates and had been in the US for 2 to 5 years. In-depth interviews were employed to document and analyze the experiences and challenges of these students on U.S. campuses. One-on-one interviews with the participants revealed multiple factors obstructed Arab international students' academic success and limited their socialization within the context of their postsecondary institution, their host community, and their host nation. Several prevailing themes were discovered among the participants, including culture shock, language barrier, cultural differences, and isolation. While further research is needed, these findings suggest that specific programming and outreach by U.S higher education institutions could be implemented to assist Arab international students' adjustment to the academic and social environment of their host campus.
This qualitative study explores the factors contributed to 13 older teen mothers' academic success as very young mothers. The participants were older teen mothers who were pregnant and gave birth at the age of 16 years old or younger, and who have achieved a college degree from an accredited college or university while they raised their child(ren). In depth interviews were employed to document and analyze older teen mother experiences. One-on-one interviews with the participants revealed multiple factors assisted older teen mothers' academic success, including family and other individuals support, teachers, early school attendance, personal drive, and responsibilities. While further research is needed, these findings suggest that developing holistic services for teen mothers is needed to assist in developing future academic success. A holistic approach includes mind, body and spirit (Arsenian, n.d.). These recommended services could be developed within existing programs and should include activities to promote self-awareness, health and some form of exploration of values, faith and family.
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