In the fall term of 2018, there were 5613 international students registered at the University of Manitoba. This represents 18.9% of the total student population. Clearly, international students represent a significant part of our student population. However, the challenges that international students face are many. As instructors, it is important that we become aware of these struggles and adopt strategies that will support our international students.
International students are a population from diverse cultural, educational, economic, social, political, and linguistic backgrounds and should not be characterized as a homogenous group1.
Culture Iceberg Model
Think of culture as an iceberg. There are elements that are visible, such as languages, religion, clothing, and so on. However, most of what makes up a culture is invisible – perceptions, beliefs, values, etc.2.
Cultural Diversity Matters in Teaching and Learning
Based on the culture iceberg model, students from diverse cultural backgrounds may hold a very different understanding towards teaching and learning. Their expectation of what to learn and how to learn is “coloured by past experience”3 (p49) thus may not necessarily be in line with our expectation. Therefore, we should always take into account the gap in beliefs and expectations of education to avoid making our international students feel ignored, excluded or marginalized in class4.
The website below provides a snapshot of cultural backgrounds and educational rules of most countries in the world. Please use the website for general reference only in order to avoid stereotyping of your students, as they are also dynamic individuals.
International students are commonly perceived as deficient as they seem to lack critical thinking skills and are often unwilling to participate in group activities1. As mentioned in the previous section, how students (both domestic and international) perform in class is based on their previous educational experience and beliefs in what means to learn.
Hofstede’s Cultural Dimensions attempts to explain some international students’ academic behaviors and their relationships with instructors and peers.
With the understanding of these cultural dimensions, we may see that if an international student is from a collective society with large power distance, they may not have much experience in speaking their mind in class or participating in various learning activities. Additionally, these dimensions can explain why international students relate to their instructors and peers in certain ways. They may consider their instructors or even domestic peers as authorities in class as they believe that hierarchy is based on a variety of factors such as length of membership of the group, skills, experience, knowledge, social class, race and language proficiency7.
Consequently, both academics and students may come to see that “difference is not deficit”8 (p2). It is important that we, as educators, do not stereotype international students or devalue their previous academic experience and cultural background. By spending time and getting to know our international students, we may help them adapt their academic expectations and learning styles.
International Students’ Challenges
Yosso’s Community Cultural Wealth Framework9 (p78) provides a clear view of what kind of challenges international students may encounter while studying in our university. There are six types of capital included in the framework and each impacts international students’ academic study.
Yosso’s Community Cultural Wealth Framework – Details
Aspirational capital is “the ability to maintain hopes and dreams for the future, even in the face of real and perceived barriers”9 (p77).
International students may often feel constantly lonely, homesick, depressed, and stressed, which exasperates their feeling of isolation, an obstacle that is hard to overcome. To make things worse, they may struggle to build relationships with peers, adjust to the harsh weather, and find a balance between working to overcome financial burdens and studying for good grades10. Therefore, they are in need of equipping themselves with the aspirational capital to persevere in a new environment far from home.
A question for consideration:
How should we facilitate international students to maintain or even increase their aspirations?11
Linguistic capital“includes the intellectual and social skills attained through communication experiences in more than one language and/or style”9 (p78).
It is often assumed that international students have adequate English skills as they must pass an English Language Proficiency Test to be accepted into a Canadian university. However, due to the dissonance between the test and the disciplinary discourses, international students often experience intense difficulties and frustrations in academic study5. Many are not prepared for the “discipline-specific and fast-paced” English used in class1 (p306). In fact, the crucial development of academic English skills happens through engaging in learning target discourses. However, international students are often marginalized and silenced in class because of their unsophisticated language ability and the prevailing belief that it is their sole obligation is to master the English language12.
A question for consideration:
How to improve international students’ language ability through inclusive pedagogies?11
Familial capital is the “cultural knowledge nurtured among the family that carries a sense of community history, memory, and cultural intuition”9 (p79).
Despite the diversity of students enrolled in Canadian universities, the traditional North American curricular perspective and pedagogical strategies dominate13. In this light, international students’ cultural backgrounds, previous knowledge, and diverse academic needs may not always be reflected in daily teaching activities4. No wonder international students may feel excluded and ignored in class and then gradually lose confidence in making contributions.
A question for consideration:
How do we recognize, value and accommodate international students’ cultural background and previous academic experience in teaching and learning?11
Social capital is defined as, “networks of people and community resources”9 (p79).
With family and friends thousands of miles away, international students often lack the support and resources they used to have. Most of them are facing the challenge of developing new friendships and proper cultural understanding in the learning environment. Their lack of social interaction with domestic students and local communities often leads to social isolation and cultural misunderstanding, as well as the potential for psychological and emotional distress10.
A question for consideration:
How to engage international students within the learning context and social communities to get the support they require?11
Navigational capital“refers to skills of maneuvering through social institutions”9 (p80).
Due to the differences in the educational landscape, international students may find it challenging to understand how the new education system functions while transiting cultures10. They often have difficulties adjusting to the academic expectations and adapting to the pedagogies of Canadian classes. Another cultural shift that challenges international students is the role of instructors. Students from countries with large power distance may not know how to interact appropriately with instructors in Canada.
In addition, the challenges of adapting to a new culture is not confined to the campus. International students may struggle in other aspects of their new lives. Tasks such as traveling to school or finding accommodation could easily be problematic for them10.
A question for consideration:
How to help international students navigate our university and interaction with instructors and peers?11
Resistant capital is developed through the “knowledge and skills fostered through oppositional behavior that challenges inequality”9 (p80).
International students may face bias, unfairness or inequality in studies. It is the resistant capital that “truly highlights the strength that these students demonstrate in standing up for their own rights and the ability to challenge the people or situation at the root of the problem”10 (p86). Their way of resistance comes in various forms. Silence in class could be one of them1 other than simply being an indication of emerging English language ability or being shy.
A question for consideration:
How should we prepare international students for possible inequality at our university?
References
1. Ryan, J. & Viete, R. (2009). Respectful interactions: learning with international students in the English-speaking academy. Teaching in Higher Education, 14 (3), 303-314.
3. McLean, P. and Ransom, L. (2005) Building intercultural competencies: Implications for academic skills Development. In Teaching International Students: improving learning for all, ed. Carroll, J and Ryan, J New York: Routledge, pp 45-62.
4. Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: A critical review of selected models. Canadian Journal of Higher Education, 37 (3), 27-49.
6. Hofstede, G. & Hofstede, G. J. (2005). Cultures and Organizations: Software of the Mind (Rev. 2nd ed.). New York: McGraw-Hill. For translations see www.geerthofstede.nl and “our books
10. Jung, E. (2014). International Graduate Students’ Perceptions of Academic Learning. University of Manitoba. Retrieved June, 2017 from: https://mspace.lib.umanitoba.ca/bitstream/handle/1993/23606/Jung_Erica.pdf?sequence=1
14. Hoffenburger, K., Mosier, R., & Stokes, B. (1999). Transition experience. In J.H. Schuh (Ed.), Educational programming and student learning in college and university residence halls. Columbus, OH.
15. Glass, C., Wongtrirat, R., & Buus, S. (2014). International student engagement: Strategies for creating inclusive, connected and purposeful campus environments. Sterling, VA: Stylus Publishing.
The Gullahorn “W Curve” Transition Model14
In transition into the new learning environment, international students may go through different stages as indicated below:
Gullahorn “W Curve” Transition Model – Details
Here is the detailed explanation of each phase14:
Honeymoon Phase – When students first arrive in a new culture they experience a feeling of excitement as everything seems fresh and different.
Cultural Shock – When the initial excitement fades, international students feel insecure or confused in the new culture. They struggle while trying to understand the norms and regulations and start to miss their family and the support they used to have.
Initial Adjustment – International students begin to successfully manage many of the issues they faced during culture shock stage. They feel more “at home” in the new environment. Generally speaking, extroverts often reach this stage quicker than introverts.
Mental Isolation – After international students come back from visiting home for an extended period of time, strong feelings of homesickness begin to arise or re-arise. They often feel like they are caught between two worlds. Life in the new country is still not as comfortable as home used to be and home is now not as familiar as it once was.
Acceptance and Integration – In this stage, international students have grown a feeling of self-assurance and a more complete understanding of their own culture and the new culture. They start to value the differences and similarities and feel confident about handling most situations in the new environment.
References
1. Ryan, J. & Viete, R. (2009). Respectful interactions: learning with international students in the English-speaking academy. Teaching in Higher Education, 14 (3), 303-314.
3. McLean, P. and Ransom, L. (2005) Building intercultural competencies: Implications for academic skills Development. In Teaching International Students: improving learning for all, ed. Carroll, J and Ryan, J New York: Routledge, pp 45-62.
4. Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: A critical review of selected models. Canadian Journal of Higher Education, 37 (3), 27-49.
6. Hofstede, G. & Hofstede, G. J. (2005). Cultures and Organizations: Software of the Mind (Rev. 2nd ed.). New York: McGraw-Hill. For translations see www.geerthofstede.nl and “our books
10. Jung, E. (2014). International Graduate Students’ Perceptions of Academic Learning. University of Manitoba. Retrieved June, 2017 from: https://mspace.lib.umanitoba.ca/bitstream/handle/1993/23606/Jung_Erica.pdf?sequence=1
12. Alexander, H. (2007). Unis open to students who fail English tests. Sydney Morning Herald, January 29.
13. Williams, S. (2008). Internationalization of the Curriculum: A Remedy for International Students’ Academic Adjustment Difficulties? Doctoral dissertation, Memorial University of Newfoundland.
14. Hoffenburger, K., Mosier, R., & Stokes, B. (1999). Transition experience. In J.H. Schuh (Ed.), Educational programming and student learning in college and university residence halls. Columbus, OH.
15. Glass, C., Wongtrirat, R., & Buus, S. (2014). International student engagement: Strategies for creating inclusive, connected and purposeful campus environments. Sterling, VA: Stylus Publishing.
Not everyone will go through all the stages of the W-curve and different individuals may experience different lengths of time at each stage. It may take some international students at least a semester to eventually settle in, while for others it may take an entire academic year or even longer14.
Therefore, It is important to provide international students with not only academic assistance, but also emotional and social support during their time of transition. Positive encounters with instructors, although generally short, contribute to the development of international students’ transition15.
1. Ryan, J. & Viete, R. (2009). Respectful interactions: learning with international students in the English-speaking academy. Teaching in Higher Education, 14 (3), 303-314.
3. McLean, P. and Ransom, L. (2005) Building intercultural competencies: Implications for academic skills Development. In Teaching International Students: improving learning for all, ed. Carroll, J and Ryan, J New York: Routledge, pp 45-62.
4. Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: A critical review of selected models. Canadian Journal of Higher Education, 37 (3), 27-49.
6. Hofstede, G. & Hofstede, G. J. (2005). Cultures and Organizations: Software of the Mind (Rev. 2nd ed.). New York: McGraw-Hill. For translations see www.geerthofstede.nl and “our books
10. Jung, E. (2014). International Graduate Students’ Perceptions of Academic Learning. University of Manitoba. Retrieved June, 2017 from: https://mspace.lib.umanitoba.ca/bitstream/handle/1993/23606/Jung_Erica.pdf?sequence=1
14. Hoffenburger, K., Mosier, R., & Stokes, B. (1999). Transition experience. In J.H. Schuh (Ed.), Educational programming and student learning in college and university residence halls. Columbus, OH.
15. Glass, C., Wongtrirat, R., & Buus, S. (2014). International student engagement: Strategies for creating inclusive, connected and purposeful campus environments. Sterling, VA: Stylus Publishing.
