Ethnic visibility and preferred acculturation orientations of international students

Experience of International Education of East Asian Students in English-speaking Countries: A four-dimensional approach

“…Hofstede's theory of cultural dimensions is used (Gahan & Abeysekera, 2009;Tan & Liu, 2014) to provide context to the native traits of international students that influence their ability or inclination to adapt to foreign ways of behaving and thinking. A number of studies (Bertram, Poulakis, Elsasser & Kumar, 2013;Broesch & Hadley, 2012;Falcone, Espi, Ashai, Butler & Franco, 2013;Pritchard, 2011) use the sociological perspective of Acculturation Theory (Berry, 2008) to explain the different orientations to acculturation that students may adopt during their sojourn.…”

Academic engagement of international students at community colleges: a culturally sensitive measurement model

“…A significant number of studies on international students in the United States, especially earlier studies, have emphasized issues pertaining to adjustment (Andrade, 2006;Galloway & Jenkins, 2005;Hechanova-Alampay, Beehr, Christiansen, & Van Horn, 2002;Hotta & Ting-Toomey, 2013;Kaczmarek, Matlock, Merta, Ames, & Ross, 1994;Ramsay, Jones, & Barker, 2007;Tas, 2013b;Yan & Berliner, 2011) acculturation (Bertram, Poulakis, Elsasser, & Kumar, 2014;Tan & Liu, 2014;Yan & Berliner, 2011;Zhang & Goodson, 2011;Zhou, Jundal-Snape, Topping, & Todman, 2008), and social integration (Hayes & Lin, 1994;Hendrickson, Rosen, & Aune, 2011) and have examined their link to international students' experience. Less attention appears to have been paid to the factors associated with engagement of international students in their academic pursuit (Zhao et al, 2005).…”

“…Researchers have identified multiple factors that shape international students' college experience and contribute to persistence and college success. Although there is a general consensus among many researchers about common themes, including cultural identity (Anderson et al, 2009;Bodycott, 2012;Brown & Brown, 2013;Kim, 2012;Tan & Liu, 2014;Tas, 2013b), English language proficiency (Andrade, 2009;Burkholder, 2014;Halic et al, 2009;Mathews, 2007;Sherry et al, 2010;Teranishi et al, 2011;Wongtrirat, 2010), differences in academic systems and student-teacher interaction practices (Anderson et al, 2009;Arenas, 2009;Arkoudis & Tran, 2010;Crose, 2011;Kwon, 2009;Sawir, 2011;Tompson & Tompson, 1996), levels and types of engagement in academic and social activities (Anderson et al, 2009;Andrade, 2008Andrade, -2009Deardorff, 2009;Gebhard, 2010;Kettle, 2011;Mamiseishvili, 2012;Ullah & Wilson, 2007;Zhao et al, 2005), social support systems (Anderson et al, 2009;Bertram et al, 2014;Gebhard, 2010;Hayes & Lin, 1994;Hendrickson et al, 2011;Rienties et al, 2012), health issues and financial issues (Anderson et al, 2009;Kwon, 2009;…”

“…Adjustment and acculturation. A significant number of studies on international students, especially earlier studies, have emphasized adjustment (Andrade, 2006;Galloway & Jenkins, 2005;Hechanova-Alampay et al, 2002;Hotta & Ting-Toomey, 2013;Kaczmarek et al, 1994;Ramsay et al, 2007;Tas, 2013b;Yan & Berliner, 2011), acculturation (Bertram et al, 2014;Tan & Liu, 2014;Yan & Berliner, 2011;Zhang & Goodson, 2011;Zhou et al, 2008), and social integration (Hayes & Lin, 1994;Hendrickson et al, 2011;Hotta & Ting-Toomey, 2013) issues and have examined their link to international students' college experience. The theoretical background for these studies lies in the area of cross-cultural adjustment, acculturation, and adaptation whereby researchers identify different types of predictors that affect psychological and sociocultural adjustments of diverse populations.…”

Bridgers in the Third Space: An In-Country Investigation of the Leadership Practices of US-Educated Chinese Nationals

“…Satisfaction in the international education experience largely rests on the ease in which international students adjust to the host environment. According to the multicultural personality construct, students who experience a better adjustment process to their foreign environment are those with high levels of assertiveness and academic self-efficacy (Lee & Ciftci, 2014), or those who perceive less differences in the physical and social aspects between their home and host environments (Tan & Liu, 2014), or those with a universal-diverse orientation, personal growth initiative, and hardiness (Yakunina, et al, 2013).…”