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International Student Success
Elisabeth GareisBaruch College/CUNY
This slideshow is for personal use only. No parts may not be reproduced without permission of Elisabeth Gareis.
Enrollment Trends
China31.5%
India 15.9%
Vietnam 2.1% Taiwan 2%
Japan 1.8% S. Korea 5.8%
Canada 2.6%
Saudi Arabia 5.9% Mexico 1.6%
Brazil 1.9%
Top Ten Sending Countries
International Student Success
Academic Success
Cultural Competence
Social Integration
Sojourn Satisfaction
Career Prospects
Language Proficiency
Part ISocial Integration
Gordon Allport:
Contact Hypothesis
• equal status• common goals• no competition• institutional support
• stronger language skills• better academic performance• greater sojourn satisfaction• lower levels of stress• a more positive mood• an enhanced perception of the host culture• an enhanced image of the host institution
Benefits of Intercultural Friendship
• engagement with global issues • knowledge about other cultures • interaction skills • preparation for joining global workforce • future international collaboration and networking
Benefits for Domestic Students
No American Friends
38%
International Students
No American Friends
38%E. Asian Students
52%
N. European Students
16%
International Students
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Students’ Comments on U.S. Friendship Patterns
Positive
Negative
Americans are friendly and open.
It’s easy to initiate contact.
The American term “friend” is broad.
American friendships are based on having fun.
Don’t take friendly conversations as signs for a budding friendship.
Statements such as “I miss you” are not meant literally (are only verbiage).It is difficult to form close friendships.
Friendships don’t last long.
Friendships are superficial and non-committal.
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
1. Smart, hardworking2. Kind, friendly, nice, polite3. Bad at speaking English, only friends with
Chinese, not well assimilated, socially awkward4. Quiet, shy, loners, not very social5. Oblivious, loud, intrusive on personal space,
conceited, annoying, strange, do not care to adapt
Stereotypes About Chinese Students
1. Smart, hardworking2. Kind, friendly, nice, polite3. Bad at speaking English, only friends with
Chinese, not well assimilated, socially awkward4. Quiet, shy, loners, not very social5. Oblivious, loud, intrusive on personal space,
conceited, annoying, strange, do not care to adapt
Stereotypes About Chinese Students
• Stereotypes about Chinese masculinity• Few Asian or Asian-American fraternities• Relatively large number of hazing deaths
Chun Hsien Deng
Stereotypes About Chinese Students
1. Smart, hardworking2. Kind, friendly, nice, polite3. Bad at speaking English, only friends with
Chinese, not well assimilated, socially awkward4. Quiet, shy, loners, not very social5. Oblivious, loud, intrusive on personal space,
conceited, annoying, strange, do not care to adapt
Stereotypes About Chinese Students
Factors Influencing Friendship Formation
Cultural Similarity
Language Proficiency
Host Receptivity
Opportunity
Cultural Adjustment
Motivation
Cultural Knowledge
Friendship Patterns
Lack of Integration due to
• cultural and linguistic differences, • lack of motivation and adjustment on part of international students,
• lack of interest of domestic students, and• institutional infrastructures that are not maximally conducive to integration.
Summary
EAIE International Student Mobility Charter:• integration of international students• intercultural competence of faculty and staff• intercultural competence of students
Recommendations
Part IIMeasures for Promoting Success
International Student Success
Academic Success
Cultural Competence
Social Integration
Sojourn Satisfaction
Career Prospects
Language Proficiency
International Student Survey
1. Counseling services for international students2. Orientation with international and domestic students3. In-class teamwork with domestic students4. Written information on services available at the college5. Activities with students from other colleges
Best Practices
University of Minnesota
Seeking Best Practices for Integrating International and Domestic Students
https://global.umn.edu/icc/documents/14_integration_best_practices_overall.pdf
Preparatory
Academic Success
Rice University: Football Clinic
https://youtu.be/iSWj2rI_tbk
Faculty Facilitated
Cultural Competence
George Mason University: Ethics Dinner
“Right, Wrong, or Different?”
Institutional Infrastructure
Academic Success
Washington State University: Campus Dialogue Groups
“Creating our Vision for Diversity”
Characteristics of Best Practices
• 3/4 implement partnerships (office/office, staff/faculty, etc.)• 3/4 rely on students having an active role • all foster community• committed and intentional (designed to address specific
problems)
Case Study Baruch College
Academic Success
Cultural Competence
Sojourn Satisfaction
Case Study Baruch CollegeStudent Exchange Support student club for welcoming exchange
students
Conversation Partners Program native/nonnative conversation pairs and group events
Writing Center tutorials and workshops
Tools for Clear Speech tutorials (pronunciation) and workshops
Global Student Certificate workshops, lectures, field trips
China Cultural Exchange workshops, lectures, student-presentations, field trips, and exchange
Student Academic Consulting Center peer mentoring (e.g., math, public speaking)
Career Development Center workshops, info, videos, resume revision,mock interviews, suit rental
Conversation Partners Program
Academic Success
Cultural Competence
Sojourn Satisfaction
http://www.baruch.cuny.edu/cpp
Case Study Baruch College
Academic Success
Cultural Competence
Sojourn Satisfaction
• Inventory• Survey all stakeholders• Create short- and long-term plan • Cross-campus communication• Centralized information hub• Align staff and faculty for continued development
and adjustment
Recommendations
Conclusion
• Travel Ban• Slower Enrollment Growth (Brazil, Saudi Arabia, China, India)• Stagnant Job Outlook• Historical Shifts in Enrollment (Iran, Japan)
Political Climate, Enrollment, and Career Propects
Political Climate, Enrollment, and Career Propects
• Travel Ban• Slower Enrollment Growth (Brazil, Saudi Arabia, China, India)• Stagnant Job Outlook• Historical Shifts in Enrollment (Iran, Japan)
Internationalization
How are institutions internationalizing?What is the rationale?
“the promotion of international good will through the exchange of students”
Fulbright Mission
Elisabeth GareisProfessor
Baruch CollegeTel.: 646-312-3731
E-mail: egareis@baruch.cuny.edu
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