By Pei-Wei, Leah, and Isaac
According to Institution of International Education (2014), the numbers of international students studying in the U.S. grew at a record high with over 800,000 international students studying at U.S. colleges and Universities in 2013/2014. America is the top destination to host international students from five continents and over 200 countries. In order to gain the benefits of the open door policy, most American universities are recruiting more and more international students. The driving forces of increasing enrollment include but are not limited to diplomacy, intercultural understanding, intellectual exchange and globalism.
Penn State, as one of the leading universities, also joins the global trend in hosting international students. Based on the data from the Office of Global Programs, there are over 6,000 international students studying at Penn State (Global Penn State, 2012). Apparently, increasing and diversifying the international student population is one important aspect of Penn State’s global mission (Penn State, 2015). However, what does diversity mean to Penn State? Does the increase number of international students mean internationalization? In other words, will the academic exchange and cultural diversity be enriched by just increasing enrollment numbers of international students?
Undoubtedly, international students face many problems such as language barrier, homesickness and discrimination when studying in a foreign country. In a study, Lee and Rice (2007) reveal that international students encounter difficulties including cultural discrimination, feelings of discomfort, verbal discrimination, direct confrontation and physical attacks after interviewing 24 students from 15 countries. Glass et al. (2013) conducted a research and found three major uneven experiences among U.S. and international students. These are a) sense of community, b) faculty-student interactions and c) global perspective-taking. Based on the findings, international students felt less support and had a weaker affiliation with their universities. In addition, international students rate the quality of faculty-student interactions low because faculty are less likely to present issue and problems from different cultural perspectives. Furthermore, Asian international students in particular, felt threatened around people from different backgrounds. With all the results combined, it appears U.S. universities struggle in providing an ideal environment for academic, cultural and social integration benefiting both international and American students.
Many institutions make efforts to increase numbers of international students and expect assume benefits will be gained mutually by international and American students. However, there is a discrepancy between assumption and reality. If this is the case, whose responsibility is it to ensure the virtues of international students, the benefits of a diverse community and students’ intellectual development? Do international students have to bear the whole responsibility of failing to succeed in studying in the U.S? Controversially, when the U.S. institutions promote the diversity of student populations and knowledge exchange between American and international students, literature on interactions show divided results. Examples include U.S. students lack of interest in cross-cultural engagement (Glass et al., 2013), white students were less likely to interact across racial lines and participate in diversity-related functions than their minority peers (Cole, 2007) and experiencing difficulty of making friends with Americans (Lee & Rice, 2007).
As a result of these findings, it appears institutions stating to honor diversity and internationalization do not provide to support to ensure a positive experience for international students. Should we rethink the issue of international students difficulties and challenges when studying in America? Should institutions require international students to adjust to the host culture or should they pay more attention to accommodate their needs? Without question, if we value the difference and think diversity is important and makes a difference for all students, institutions should take interventions to create an environment that provide interracial activities, promote cultural exchange and support intellectual development for students.
Reference
Cole, D. (2007). Do interracial interactions matter? An examination of student-faculty contact and intellectual self-concept. The Journal of Higher Education,78(3), 249-281.
Glass, C. R., Buus, S., & Braskamp, L. A. (2013). Uneven experiences: What’s missing and what matters for today’s international students. Chicago, IL: Global Perspective Institute, Inc.
Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381-409.
Institution of International Education, (2014), Open Doors Data. Retrieved from http://www.iie.org/Research-and-Publications/Open-Doors/Data/International-Students
Penn State (2015). Internationals at Penn State: Highlights for Fall 2012, Global Penn State. Retrieved from https://global.psu.edu/info/internationals-psu/more-information/internationals-penn-state-highlights-fall-2012-6
Penn State (2015). Penn State expands its global reach, opening new international centers. Retrieved from http://news.psu.edu/story/349118/2015/03/23/academics/penn-state-expands-its-global-reach-opening-new-international
Brandon says
Your questions bring to mind the third mission of Peace Corps. The first is development, the second is to “promote a better understanding of Americans on the part of the people served.” The third is for Volunteers, having been exposed to new cultures and was of life, to go back to the US and promote understanding on America’s part. I would argue that the US benefits from exposure to international perspectives.
Here’s a question: are international students automatically representatives of their country and culture, or is that a choice they can make?
Adam says
“Should institutions require international students to adjust to the host culture or should they pay more attention to accommodate their needs?”
If universities are to address this issue the first stepping stone on this journey would be to acknowledge the underlying American idea that lies just below the surface, if you’re given an opportunity in America it’s up to you to succeed. That idea is manifested in the acceptance letter to an international student who, from the moment they get off the plane are expected to figure out how to succeed on their own. You got your shot, now it’s on you. Pull yourself up by your bootstraps.
Americans have internalized this idea since grade school and whether this idea is realistic or even fesable is irrelevant, Americans still know the idea. International students are thrown into this idea are unfairly expected to not only internalize this behavior but act as if it’s totally normal for them.
Dean says
“Does the increase number of international students mean internationalization? In other words, will the academic exchange and cultural diversity be enriched by just increasing enrollment numbers of international students?”
I think that there is more required than just increasing numbers in the area of international students. It is the responsibility of all to foster open dialogue, acceptance, as well as encourage quality acclimation.
It’s everyone’s responsibility at the university to make this a success.
Koun says
According to the Institute of International Education (2014), 50% of international students studying at the U.S College and Universities come from China, South Korea, and India, and others from Saudi Arabia, Taiwan, etc. It shows Asian students constitute a big portion. But, I felt a bit worried to jump into a conclusion that because they came from the non- English speaking countries, or different cultural background from so called Western culture, they have more difficulties than other international students.
I am wondering if the institutions know or attempt to know who are this population; not only their original culture and life, but also their culture, and life in U.S. I think supporting the international students is not a ethical issue for the institutions, but responsibility.
Another question is that do we need to promote international students to have more interactions with non-international students? It seems there is no-agreement upon this issue so far.
Audrey Romano says
I assume that the universities aren’t going to assume responsibility for that, or any other demographic, unless they are forced to by law (e.g. accommodations for the handicapped). Penn State’s diversity site seems to say “oh! there are student clubs for all your needs!” putting the responsibility on the community to take care of their own. If more and better resources are needed, I guess one has to make a strong enough case and petition for it. International students do make the choice to study at American schools, so they have to know that there’s going to be major transitions. But I do think that it would be worth it for universities to invest in better support through that transition. So, we should let them know.
Priscilla Taylor says
Audrey, I think you said it best when you said “International students do make the choice to study at American schools, so they have to know that there’s going to be major transitions. But I do think that it would be worth it for universities to invest in better support through that transition.” I think universities, regardless of their size, should support all students as they make a transition to university life because it is unlike any experience one has encountered. Being in a new country does add a unique layer of challenges to the new student experience. Therefore, it would seem wise to consider providing additional supports make the transition to university life in America.
Zach Lonsinger says
This is a hard design challenge and overall, a difficult topic to talk about it. It almost falls into the bag of taboo topics that we, as a culture, silently agree to not talk about because it makes us feel uncomfortable. Race, ethnicity, people who are different than you. I feel as if our country is slowly transitioning from a land of opportunities where it’s up to you to succeed (as Adam mentions) to a land of handouts. Just because you participated in a race shouldn’t mean you get a medal (unless of course it’s a marathon, then that’s different and besides the point, haha). Just because you try at something shouldn’t warrant a decent grade for “trying”. I just read an article the other day about a high school in Wichita denying a student who has Down’s Syndrome and autism the right to wear a varsity letter jacket. I have to agree with the high school on their decision. The student plays club basketball and his mother bought him a letterman jacket with a varsity letter (not sure how that was even available to purchase in the first place). If they allow a student playing club sports, regardless of their abilities or background, to wear a varsity letter jacket, where does a school draw the line on who they allow to wear this symbol of athletic achievement? It’s not a handout and that is what the school is trying to say. I guess my point here falls in line with what a few others are saying. The international students chose to come to Penn State. We can’t expect Penn State to pick up responsibility for assuring these students have it all together. There comes a point when these students have to take ownership for their experience. A university can only provide so many resources, but in the end, it’s up to the student to make the best out of the situation they are in and not look for handouts.
Leah Bug says
I guess my response to that is shame on the universities! They are getting a good chunk of money from all students, so they should be providing services to help ALL students. This may mean there are different strategies for different populations, but I’m also guessing that many of the strategies would resonate among many populations. We “say” that diversity is important to our university and we need more women and minority students to graduate, many with a focus in STEM fields, and enter the workforce, but then we do very little to change our ways to be more inclusive of these populations! It is so often lip serve…we care…but then nothing changes… But at least we’ve said we care and want to support diverse students, so we’ve done are part. But actually do something about it? Well….that would cost money, or people’s time… Ok…sorry, I’m done ranting, but I do get frustrated at time. We (as a collective group) say something is important, but then really do very little to make it important.
Michael Sean Banales says
From what we’ve found in our own groups, it seems like the issue largely is left to international students with limited resources from Penn State. Of those limited resources, it appears that 90% of them are devoted purely to academics and don’t address the social aspect of these student’s transition at all. As Audrey pointed out, it seems that they largely just say “There’s groups of internationals! They will help!” and wash their hands of the matter. This does seem to end up working for a number of students, but it greatly seems to affect their sense of belonging and they feel alienated from the predominant culture here. It would be nice if Penn State provided more resources to help in this way, but I struggle to come up with many feasible ways they could do this.