Acculturation and Linguistic Factors on International Students' Self-Esteem and Language Confidence.

AbstractAcculturation and linguistic factors were examined as predictors of self-esteem and language confidence among 91 international college students. The majority of participants were Asian (64.8%), female (59.3%), and graduate students (76.9%). Assimilative (adopting host cultural values) and integrative (blending both host and home cultural values) modes of acculturation, less frequency of contact with host culture members, and lower quality of contact predicted higher self-esteem. Less social support and lower English language confidence also predicted higher self-esteem. Also, higher self-esteem was positively related to greater perceived daily hassles (minor stressors faced by students). Furthermore, longer length of stay and greater assimilation and integration scores significantly predicted greater English language confidence. Limitations and implications for international students and educational institutions are discussed.Keywords: international students, acculturation, language confidence, self-esteemInternational students comprise a significant and growing proportion of United States' higher education institutions (Misra & Castillo, 2004). However, little is known about the experience of international students in the U.S. in terms of acculturation, coping, and self-esteem. International students are individuals who are studying at a degree-granting post-secondary accredited academic institution in the U.S. (USCIS, 2009). According to USCIS, student exchange programs are designed to promote the exchange of ideas and skills in a variety of fields (USCIS, 2009). International students contribute to the cultural richness of universities (Tan, 1994) and spend more than $15.5 billion on tuition and living expenditures in the U.S. (Institute of International Education, 2008). Furthermore, the U.S. Department of State sees potential for growth among this population and has targeted recruitment efforts for international studies in countries like China, Vietnam, India, and Brazil (Institute of International Education, 2008). Thus, the majority of international students in the U.S. are from countries where English is not one of the official languages (Institute of International Education, 2008). Entering college is a period of transition with inherent stressors, but for international students studying in another country carries additional stressors, such as adapting to cultural differences, dealing with language barriers, having reduced support from family and friends, and having concerns regarding visas. Not much is known about the impact of these stressors on international students' self-esteem. Therefore, the present study investigated the cultural and social contexts that impact self-esteem among international students by applying Dalton, Elias, and Wandersman's (2001) ecological framework of coping and Berry's (2003) acculturation framework.The Ecological Framework of CopingDalton et al.'s (2001) ecological framework of coping describes how the coping process is affected by "culture, social stmcture, and community norms" (Dalton et al., 2001 p. 221) and explains how individuals transition between and within systems in relation to stressors. Stressors are the external demands that tax individuals' abilities to cope (Dalton et al., 2001). Dalton et al. (2001) describes four types of stressors: 1) major life events (e.g., marriage, immigration); 2) daily hassles (e.g., money problems, stmggling in class due to language confidence); 3) life transitions (e.g., entering college, homesickness); and, 4) ambient/chronic (e.g., illness, adjustment issues). According to Dalton et al., daily hassles are shorter-term stressors compared to longer-term changes, like major life events. However, daily hassles can become chronic stressors if they involve long-term and relatively stable conditions. For example, an international student's current language problems (daily hassle) may reduce her social opportunities (long-term impact), which may negatively impact her sense of competence (chronic stressor). …