Cultural Adjustment Experiences Saudi Women International Graduate Students Studying First Time in a Mixed-Gender Environment at a United States University

Autor/inn/en	Young, Barbara; Clark, Laura
Titel	Cultural Adjustment Experiences Saudi Women International Graduate Students Studying First Time in a Mixed-Gender Environment at a United States University
Quelle	4 (2017) 2, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Adjustment; Arabs; Females; Graduate Students; Coeducation; Student Attitudes; Cultural Differences; Muslims; Foreign Students; Acculturation; Stress Variables; English (Second Language); Language Proficiency; Self Concept; Educational Experience; Foreign Countries; Saudi Arabia; United States + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Arab; Araber; Weibliches Geschlecht; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Koedukation; Schülerverhalten; Kultureller Unterschied; Muslim; Muslimin; Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Selbstkonzept; Bildungserfahrung; Ausland; Saudi-Arabien; USA
Abstract	The qualitative study investigated the cultural adjustment experiences of Saudi Women International Graduate Students studying for the first time in a mixed-gender environment in the United States. Questions for the study invited the Saudi women to share prior expectations about coming to study in the United States compared to the reality of their experiences as international students. They discussed what they most and least enjoyed about studying and living in the US cultural differences, acculturative stress, and cultural adjustment at different time periods, English proficiency, social support, and communication/relationships with Americans. Themes emerged from the qualitative data analysis coding process that indicated their acculturation process within the psychosocial and academic contexts was most impacted by the significant influence that the female student's cultural identity had on the experience of being in a non-segregated, mixed-gender social and academic environment for the first time. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01