What Post-Secondary Institutions Can Do to Support International Students

1. What Post-Secondary Institutions Can Do to Support International Students English in a Global Context Aliye Grant

2. Background • Post-secondary institutions recruit international students. • Study abroad to learn a language, post-secondary studies. • Most have a positive experience • Study a new language • Receive a diploma or degree

3. Background • Make new friends • Develop new contacts • Create international connections. • Some are motivated for different reasons: Intrinsically or extrinsically • Not always a positive experience • Experience challenges: Academically and socially

4. Statistics about International Students in Canada • Approximately 20% of students enrolled in graduate programs in Canada are international students. • Integral part of Canadian schools. • In 2012- approximately 100,000 international students studying in Canada.

5. Problems for Post-Secondary Institutions • Minimal information available about how students adapt to life in post-secondary institutions in Canada. • Gaps in how to best meet their needs. • What they really need and how to accommodate

6. Contribution to Canada’s economy and Cultural Climate • In 2012, Canada had approximately 100,000 international students • Increase the diversity in Canadian culture • Own experiences and make Canadian society more diverse. • Enriches the educational environment

7. Challenges • Left feeling lost and lonely • Stressful relocating to a new country to study. • Schools have to prepare international students for successful learning experiences

8. Psychological Challenges • Stress trying to adapt to the new culture • Different cultural and societal norms • Marginalization and stigmatization • Separation in the new culture • Increased pressure to perform both academically and socially • Increased risk for severe depression

9. Academic Challenges • Successful in their own countries. • Achieved high marks in their country of origin • Often experience challenges adapting to the new environment • Pressure to succeed in new country • Increased pressure to achieve required marks so that they can enter programs. • Differences in education-different learning environment

10. Common reasons why help is not sought • Do not take advantage of the services available to them- they feel they will be discriminated • Difficulty expressing themselves in English • Not have the necessary information about services • Embarrassment or shame as a result of their struggles.

11. Help for international students through the transition process • Employ student assistants • Reference of professionals • Regular meetings with regular program faculty and support staff • Give staff information about how to identify students in distress • Educate staff about some of the challenges international students face

12. Help for international students through the transition process • Students take one elective course at the final level of their language studies • Join clubs with other international and domestic students (Global Connections, Conversation Clubs, Newsletter Clubs, Reading Club and International Community Links.) • Participate in regular social gatherings with classmates

13. Classroom Practices • Encourage students to ask questions • Capitalize and celebrate differences of international students • Learning strategies to create conducive learning environment • Consider how each student learns-customize teaching methods to reflect all students

14. Final Thoughts-Recommendations for Future Practice • Continue to conduct research into international student needs • Establish diversity training for all instructors • Workshops for cross-cultural relations

15. References • Andrade, M.S. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), 131-154. doi: 10.1177/1475240906065589 • Chang, M. (2011). Helping the international student understand the American university. New Directions for Higher Education, 153, 21-26. doi: 10.1002/he.422

16. References • Chirkov, V., Vansteenkiste, M., Tao, R. & Lynch, M. (2007). The role of self-determined motivation and goals for study abroad in the adaptation of international students. International Journal of Intercultural Relations, 31, 199-222. • Canada-Organisation for Economic Co-Operation and Development. http://www.oecd.org/canada

17. References • Citizenship and Immigration Canada • http://www.cic.gc.ca/english/department/media/releases/2013/2013-02-26.asp • Google images. Retrieved from www.googleimages.com • Guo, S. & Chase, M. (2011). Internationalisation of higher education: Integrating international students into Canadian academic context. teaching in Higher Education, 16(3), 305-318.

18. References • Khawaja, N.G. & Stallman, H.M. (2011). Understanding the coping strategies of international students: A qualitative approach. Australian Journal of Guidance and Counselling, 21(2), 203-224. doi: 10.1375/ajgc.21.2.203 • Tas, M. (2013). Best practices in hosting international students in the U.S. Cross-Cultural Communications, 9(2), 14-17. doi:10.3968/j.ccc.1923670020130902.3197

19. References • Tung, W.C. (2011). Acculturative stress and help-seeking behaviors among international students. Home Health Care Management & Practice, 23(5), 383-385. doi: 10.1177/1084822311405454 • Wei, M., Yao Ku, T & Russell, D. W. (2008). Moderating effects of three coping strategies and self-esteem on perceived discrimination and depressive symptoms: A minority stressmodelfor Asian international students. Journal of Counseling Psychology, 55(4), 451-462. • doi: 10.1037/a0012511

20. References • Yang, R.P.J. (2013. The possible selves of international students and their cross-cultural adjustment in Canada. International Journal of Psychology,48(3), 316-323. doi.org/10.1080/00207594.2012.660161 • Zhai, L (2004). Studying International Students: Adjustment Issues and Social Support. Journal of International Agricultural and Extension Education, 11(1), 97-104.