Coming to America: Assessing the Patterns of Acculturation, Friendship Formation, and the Academic Experiences of International Students at a U.S. College.

AbstractUsing interview data from 11 international students, this paper compares international students' experiences at a single American university, and the acculturation issues that they encountered. The students assessed their experiences at the university, both positive and negative, and discussed their perceptions of American ways of doing things. The findings suggest that, when compared to students from other countries, students from China face considerable more difficulties both academically and socially, given the formidable language and cultural barriers. These challenges remain regardless of whether the students self-segregate with co-nationals or associate primarily with Americans. While individual-level factors (e.g., language fluency and coping ability) affect the international students' lived experiences and perceived satisfaction level while studying in the United States, this paper argues that environmental factors (e.g., the culture and reception of the host society) may be more important in shaping the experiences of international students, whether for better or worse.Keywords: international students, American colleges, acculturation, language and cultural barriersIn the 2012/2013 academic year, the number of international students in colleges and universities in the United States was at an all-time high, at 819,644. The top sending countries were China, India, and South Korea, which represented the countries of origin of nearly 50% of all international students in the United States (Institute of International Education, 2013). The increased representation of international students in U.S. colleges and universities has proven to have significant effects. For one, the international students contribute positively to the U.S economy, to individual state economies, and to their host institution's economic health. The presence of international students also has social consequences, contributing to the cultural diversity of nation, state, and local areas. The international students' intellectual and creative contributions also are felt in American research and in developments in science and technology, and other disciplines. Finally, the international community in American colleges and universities has implications regarding global relationships, whether that is between nation-states, or global business and economic communities. For all of these reasons, it is important that we consider the experiences of international college students in the United States. This current study attempts to do just this, with a special focus on students from China, the top sending country.Literature ReviewStudies of international college students from Asia in American colleges vary in focus and scope. Li and Bray (2007) assessed push-pull factors that influence mainland Chinese students' decision to study abroad in Hong Kong and Macau. Other studies underscored the role of English fluency on international students' academic performance in American colleges (Light, Xu, & Mossop, 1987; Spinks & Yo, 1984). The literatures that examine how international students adjust to their new social environment typically conclude that the factors that influence acculturation include: country of origin; English fluency; and social support (Nasirudeen, Josephine, Adeline, Seng, & Ling, 2014; Yeh & Inose, 2003). These factors may help explain the differences in experiences and overall satisfaction level among international students. Generally, students with familiarity and knowledge of the English language and with American ways of doing things were more prepared to handle both institutional and societal-wide demands and expectations. They also developed more friendships. European students, who have greater English fluency and familiarity with American customs, also face greater social support and higher satisfaction levels once in the United States, when compared to students from non-European countries (Yeh & Inose, 2003). …