Perceived Discrimination and International Students' Learning: An Empirical Investigation

Autor/inn/en	Karuppan, Corinne M.; Barari, Mahua
Titel	Perceived Discrimination and International Students' Learning: An Empirical Investigation
Quelle	In: Journal of Higher Education Policy and Management, 33 (2011) 1, S.67-83 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
Schlagwörter	Student Mobility; Global Approach; Enrollment Trends; Foreign Students; Student Recruitment; Learning Experience; Educational Experience; Academic Achievement; Learner Engagement; English (Second Language); Language Proficiency; Student Attitudes; Social Discrimination; Context Effect; United States + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Globales Denken; Lernerfahrung; Bildungserfahrung; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Soziale Benachteiligung; Soziale Schließung; USA
Abstract	At a time when the number of internationally mobile students worldwide has been growing steadily, the US share of this market has been declining. Since, as it is often claimed, international students are the best ambassadors for their host countries, an effective recruitment strategy is to enhance their learning experience, with the expectation that others will hear about it. In a post 9/11 environment, we focus on the importance of non-discriminatory environments to bring about successful learning outcomes, which we construe as academic performance and perceived quality of educational experience. We hypothesise that student engagement acts as a mediator in this relationship. We also investigate the moderating effect of perceived English proficiency in the relationship between discrimination and engagement. We find that (1) perceived discrimination has a strong, negative impact on educational experience, (2) the mediation primarily occurs through active and collaborative learning and (3) perceived English proficiency dampens the negative effects of discrimination on engagement. Our findings have important implications for university administrators involved in recruitment efforts. (Contains 4 figures and 7 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10