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1.
The cross-cultural transitioning experience of international students has been viewed as a high-impact practice for student learning. International students experience both challenges and growth opportunities when they encounter new peoples and environments. However, limited research exists on the student factors that predict benefits, growth or resilience for international students through their cross-cultural transitioning experience. This study investigated social self-efficacy as a predictor of personal growth initiative amongst international students, above and beyond demographic and linguistic factors. In addition, the factorial structure of Personal Growth Initiative Scale-II was examined. Our results indicated that the perceived ability to successfully negotiate social situations and produce positive social interactions predict greater personal growth initiative and its dimensions regardless of students’ language proficiency. Moreover, results from the confirmatory factor analysis (CFA) provided further support for the first-order four-factor structure of the PGIS-II. Results have implications for improving international student integration, because efforts to support students’ social self-efficacy are linked to their personal growth initiative.  相似文献   

2.
Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice.  相似文献   

3.
One of the learning goals for social justice education courses is to prepare students for social action engagement. Teaching students about issues related to social justice is complex. Prior studies have found a positive relationship between student enrollment in social justice education courses and action-oriented outcomes. While these findings are promising, we as social justice educators need to know more about effective teaching strategies used in social justice education courses that prepare students for social action. In this article, the author describes one method she designed using social justice vignettes to help students recognize social oppression in their daily lives and practice interrupting various “isms” in a safe classroom environment.  相似文献   

4.
ABSTRACT

This essay examines the pedagogical practice of referencing my experiences as a transnational Korean American woman in the classroom and considers how it opens up space for domestic and international students of East, Southeast, and South Asian backgrounds to reflect on their different identities, histories, and cultures. In particular, it focuses on how this practice enables Asian students to share their experiences of and insights about racial difference, racism, and whiteness in Australia and other parts of the world. Building on the concept of Asian “inter-referencing” from Chua Beng Huat (2015), I coin the term “embodied inter-referencing” to describe the strategic ways I use autobiographical narrative to create an inclusive, interactive, and mutually respectful learning space. I centre here on how some Asian students respond to this strategy by telling their own stories and in the process, create transnational, diasporic, and inter-Asian affective communities inside and outside the classroom.  相似文献   

5.
As the population becomes more diverse, social work educators will bear a larger responsibility for educating culturally competent practitioners. To enhance student learning, research should consider those factors that influence students' multicultural awareness, knowledge, and skills. This information potentially can help students better prepare for cultural competency courses and improve student outcomes. The focus of this study was to evaluate BSW and MSW students' (N = 191) multicultural awareness, knowledge, and skills at the beginning and end of a required cultural diversity course. The results indicate that more previous diversity trainings at different sites consistently predict higher pre-test scores while previous diversity training sites and pre-test scores predict post-test scores. The paper concludes with a brief discussion of research, practice, and teaching implications.  相似文献   

6.
Relocation across national borders poses unique challenges and possibilities to newcomer immigrant students who enter diverse urban high schools. Based on focus group data with 27 newcomer students, in this article the author attends to the ways in which these students begin to counteract the challenges that relocation poses for them by recognizing the benefits of their new lives and envisioning routes to future academic/professional lives that transcend cultural, structural, and spatial boundaries. The author concludes with the implications of the analysis for educational theory and practice.  相似文献   

7.
Using methods of naturalistic inquiry, this study examines preservice teachers' conflict with classroom management strategies used in a predominantly African-American urban elementary school. It highlights the theory/practice dilemma, focusing on the tensions between the democratic strategies taught in university classes and the more authoritarian strategies actually found in the urban classrooms. The use of power and caring, evident in the interactions of the teachers with their students, was seen as a way to make sense of these strategies. The African-American and European-American researchers, both university faculty, share their differing perspectives, insights, and questions as they tried to make sense of their students' experiences, especially how subtle forms of racism and strong cultural norms impact one's teaching.  相似文献   

8.
If teachers are to transcend mono-cultural borders and advocate for social justice in liberatory, critical pedagogical practice, then they must understand the relational and causative ethnogenetic layers of experience for students in the global community. Specifically, accommodating religious pluralism is a challenge facing educators today. Immersing themselves and their students in the lives of others through literary narratives provides one immediate and accessible strategy for exploring ethnogenetic experiences and crossing monocultural borders.  相似文献   

9.
This study investigates a service-learning program for university students seeking teacher certification examined through the lens of sociocultural theory. Data was collected from teacher candidates (TCs) in the form of surveys and an open-ended writing assignment. Administrators from the partner schools were also interviewed to provide their perspectives of the service learning. Findings show that the service-learning program allowed TCs and their English learners (ELs) to form communities of practice that were mutually beneficial. Teacher candidates reported numerous opportunities to apply the strategies learned in their methods course, as well as an increase in their sense of preparation for teaching ELs. Administrators provided positive feedback about the service-learning program in terms of the relationship between the partner school and the university. Difficulties arose in terms of TCs' accountability and the level of participation afforded to the TCs by the classroom teacher. Implications highlight the importance of negotiating expectations that address the needs of both parties equally in order to support a strong community of practice that prepares TCs to meet the needs of ELs.  相似文献   

10.
ABSTRACT

Ethnocentrism and intercultural willingness to communicate (IWTC) can contribute to the success or failure of intercultural communication in the context of health care. The present study aims to survey and compare the levels of 180 Iraqi and Iranian medical students’ ethnocentrism and IWTC based on the participants’ nationality and gender, in Iran. The findings of this study revealed that Iraqi medical students were more ethnocentric and less willing to communicate interculturally than their Iranian counterparts. Both Iraqi male and female students were significantly more ethnocentric than Iranian male and female medical students. Iraqi male students were significantly less intercultural willing to communicate than their female compatriots and Iranian male and female peers. These findings were explained considering the context of Iraq and Iran, participants’ degree of religious practice, and their degree of foreign language proficiency. Practical implications, direction, and limitations are discussed.  相似文献   

11.
ABSTRACT

To better understand the Chinese international students’ barrier to the U.S. health and medical system, this study investigates the students’ understandings of Traditional Chinese medicines during their sojourns in the United States. Holding that medicine is cultural/culture, the culture-centered in-depth interviews (n = 23) help understand the Chinese international students’ acculturation of the two medicines after their arrival in the new medical culture. The analyses focus on the rhetorical nature of medical acculturation: even though the students actually assimilate Traditional Chinese medicine, they claim to integrate the two. The results indicate how integration has been idealized and imposed as the only acceptable medical acculturation strategy for international students. The findings also suggest that medical integration has been used as a disguising cloak of medical assimilation and therefore, immigrants’ integration and acculturation should be carefully examined in health contexts.  相似文献   

12.
Social networking sites (SNSs) have become significant communication platforms for numerous international students and their acculturation process. However, the underlying mechanisms of how and to what extent certain types of social media could facilitate cross-cultural adaption are remain under-investigated. Drawing on cross-culture adaption theory, the article seeks to address this gap by investigating the potential influences of differentiated patterns of social media usage on international students’ social support from host and home countries, and acculturation process from both psychological and behavioural perspectives. Data were gathered through a web-based survey from 298 Chinese international students studying in German universities. The outcomes demonstrate that international students’ social media use, especially active use, is associated with increased level of perceived social support from both host and home countries. Additionally, the findings verify that the positive association between active use and cross-cultural adaption is mediated by these two types of social capital. The article may make meaningful contributions to present acculturation studies and managerial practice for universities which target overseas markets.  相似文献   

13.
ABSTRACT

To compensate for measurement issues in previous studies and to further test the utility of the social contact hypothesis, this mixed-methods study compared ethnocentric attitudes of American and international undergraduate students who participated in a semester-long collaboration with undergraduate students in a control group. The Generalized Ethnocentrism scale was used to measure the ethnocentrism levels of the 120 participants before and after the collaboration. Paired samples t tests were conducted to compare pre and post-test means. Qualitative data was also collected with open survey questions. Results reveal no significant differences in ethnocentrism levels as a result of the collaboration. However, qualitative findings indicate increased comfort levels and a desire for more frequent collaborative opportunities. Implications of the findings are discussed.  相似文献   

14.
Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations.  相似文献   

15.
The acculturation process generally contributes greatly to stress and anxiety levels among international students. The objectives of the present study were: (1) to see whether international students experience more anxiety, irritability, and stress from being apart from family and friends, pressure from school, difficulties with language, work and finances than students with permanent US residency, and (2) to investigate the same stressors in groups within the international student population. Surveys were distributed to 246 students aged 17–51 at an ethnically diverse community college in Southern California, US. Analysis of variance was conducted to investigate group differences between students: permanent US residents vs. international students, and, permanent US residents vs. European and Asian students, respectively. No significant differences were found between international students and students with permanent US residency. However, when the international student population was sub-grouped by above cultural regions a different pattern emerged. Difficulties of not being able to work and of socially related problems were perceived as more severe for the European and the Asian groups, while finance problems were hard for all three groups. The variable of language difficulties was harder for Asian students, while that of stress of being apart from family was harder for students from Europe. Findings are not only congruent with prior research results on international students but also demonstrate that international students with culturally diverse needs should not be considered as one homogenous group. It is suggested that educational systems need to properly adapt in order to accommodate international students’ unique cultural needs.  相似文献   

16.
Research indicates that immigrant and refugee students benefit from use of their native languages in education. Nevertheless, what this means in practice has infrequently been examined by researchers, and teachers often struggle to find ways to use their refugee students’ native languages as resources that encourage the development of the native languages as well as academic language and literacy in the new language. This small-scale, exploratory project employed an innovative, five-day critical media literacy curricular unit, and then examined how it served as a context for native language and English literacy development. Participants were 14 adolescent newcomers to the U.S. from Somalia, Kenya, Djibouti, and Ethiopia, all speakers of Somali with limited or interrupted formal schooling experiences. Participants had varying but mostly beginning levels of print literacy skills; yet as recent migrants, most used social media to interact with others locally and globally, in multiple languages, oral and written. As described here, our efforts to foster peer-to-peer Somali language communication resulted in multilingual interaction across a range of social and academic purposes in the classroom. These research findings highlight how in-class use of social media analysis can serve to achieve multilingual and (critical) literacy learning aims.  相似文献   

17.
In this study, the perspectives of international students about homesickness and their adaptation to Turkish culture were explored. A multidimensional homesickness analysis based on the perception of international students in Turkish universities is presented. For this purpose, a mixed method was used. Two different techniques were used in the qualitative dimension: metaphor analysis and cognitive mapping. Metaphors were created by 60 international students studying at a state university in Turkey. Cognitive mapping data were collected from 22 international students. In addition, a survey model was used to procure quantitative data. Quantitative data were collected by using the Utrecht Homesickness Scale. The sampling group included 200 international students studying in eight different public universities. The inductive content analysis technique was used to analyse qualitative data and the metaphors related to homesickness were conceptualised as deprivation, difficulties, pain, and yearning. The metaphorical expressions revealed both the compelling homesickness of international students and socio-cultural adjustment difficulties in Turkey. The cognitive mapping concerning homesickness was highly similar to the metaphors. Cognitive mapping results aggregated as memories, cultural events, dishes, family members, friends, and hobbies. The quantitative results indicated high mean homesickness scores for ‘missing family’ and ‘missing friends’ sub-dimensions. Moreover, the mean scores were relatively low for the ‘adjustment difficulties’ and ‘loneliness’ sub-dimensions. Quantitative data revealed that the perceptions of homesickness differ depending on various socio-cultural factors. This study proposes that countries hosting international students should take psychological, social, and cultural adjustment measures, especially for freshmen students who experience more homesickness.  相似文献   

18.
The present study examined the consensual stereotype of an extraordinarily heterogeneous social group, international students who are sojourning in the United States, among American host nationals. The content and valence of the cultural stereotype was assessed using a multicomponent, free-response methodology with N=100 American college students. On the whole, consensual and individual stereotypic representations of international students were somewhat favorable, although a number of negative attributes were consistently ascribed to the group. The percentages of agreement among participants concerning the attributes of foreign students were substantial, indicating that international students are regarded as a fairly homogenous outgroup by domestic students, notwithstanding the extreme heterogeneity of the foreign student population. Individual stereotypic beliefs about international students were significantly correlated with overall attitudes and behaviors (social contact) toward the group. The negative evaluative content of participants’ individual stereotypic beliefs was strongly related to prejudicial attitudes and social avoidance of the group.  相似文献   

19.
Socialization with members of the host culture (host nationals) is a persistent challenge for international students, especially those from East/Southeast Asian countries. The present study investigated three theoretically grounded predictors of international students’ socialization with host-national students—self-esteem, university identity, and perceived discrimination—in a sample (N = 256) of East/Southeast Asian international undergraduate students in the U.S. Socialization with other internationals was assessed to enable a direct comparison of socialization with international students’ two primary peer groups. Across analyses, self-esteem predicted greater socialization with host nationals but not other internationals. Although support was qualified, university identity tended to predict greater socialization with both host nationals and other internationals. Perceived discrimination was unrelated to socialization with either group. Mixed model analyses confirmed the differential pattern of relations between self-esteem and socialization with host nationals versus other internationals, as well as the similar pattern for university identity and socialization target. Results suggest that self-esteem may be a particularly important resource for East/Southeast Asian international students striving to forge relationships with host nationals. Further, boosting university identity may foster better relationships for international students with both host national and other international students on campus.  相似文献   

20.
In recent years, popularity of social media and influx of international students have provided Chinese domestic students ample opportunities to contact with alien cultures both directly and indirectly. To understand impact of the new environment, the present study focused on Chinese domestic undergraduates and proposed a moderated mediation research model examining the relationships between mediated contact (through foreign TV series and movies) and the three dimensions of global competence (global attitudes, skills, and knowledge). We also explored mediation of intergroup anxiety and moderation of direct contact (with international students) underlying these relationships. Results from a multi-group structural equation modeling analysis revealed direct contact as a moderator, modifying the relationship between mediated contact and intergroup anxiety. Specifically, this negative relationship was significant at low, rather than at high levels of direct contact. Further, at low, rather than at high levels of direct contact, mediated contact had indirect relationships with all three dimensions of global competence via the mediator of intergroup anxiety.  相似文献   

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