Developing Culturally Responsive Programs to Promote International Student Adjustment: A Participatory Approach

Autor/inn/en	Johnson, Laura R.; Seifen-Adkins, Tanja; Sandhu, Daya Singh; Arbles, Nadezda; Makino, Hitomi
Titel	Developing Culturally Responsive Programs to Promote International Student Adjustment: A Participatory Approach
Quelle	In: Journal of International Students, 8 (2018) 4, S.1865-1878 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Student Adjustment; Participatory Research; Acculturation; Stress Variables; Foreign Students; College Students; Cultural Awareness; Learner Engagement; Student Attitudes; Student Leadership; Program Development; Action Research; English (Second Language); Second Language Learning; Intercultural Communication; Communication Problems; Culture Conflict; Social Differences; Religious Factors; Daily Living Skills; Psychological Patterns; Racial Bias; Racial Discrimination; Study Abroad + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Forschungstätigkeit; Akkulturation; Collegestudent; Cultural identity; Kulturelle Identität; Schülerverhalten; Studentenwerk; Programmplanung; Projektforschung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interkulturelle Kommunikation; Kommunikationsbarriere; Kulturkonflikt; Sozialer Unterschied; Alltagsfertigkeit; Racial discrimination; Rassismus; Racial bias; Studies abroad; Auslandsstudium
Abstract	International students in the United States face acculturative stress, yet few seek counseling. In this paper, we highlight a participatory approach to develop culturally and contextually competent programs to enhance international student adjustment and engagement. We combined findings from the Acculturative Stress Scale of International Students (ASSIS) with interviews eliciting international student concerns and ideas for programming. On the ASSIS, randomly selected international students (n=40) expressed high levels of acculturative stress. These students, along with key informants (n=5) and international student leaders (n=8) formed focus groups, and provided suggestions for programs. Based on these formative results, we developed and described a variety of programs. Our experiences with participatory approaches suggest a promising avenue for enhancing cultural and contextual competence in international student programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01