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Abstracts of dissertations available on microfilm or as xerographic reproductions.
The purpose of the current study is to better understand factors that influence U.S. domestic students’ attitudes toward and willingness to engage with international students. Despite increasing international student enrollment on U.S. university campuses (IIE, 2018) and international students’ well-documented frustration with campus culture (e.g., Ward, Boschner, & Furnham, 2005), there is an increasing need to better understand the factors that influence domestic students’ unenthusiastic, and occasionally antagonistic, reactions to the international community. The purpose of the current study is to test established predictors of prejudice against international students (i.e., intergroup anxiety, intercultural communication emotions, realistic threats, symbolic threats, negative stereotype endorsement, quantity and quality of contact, and social dominance orientation) as well as several individual level variables (i.e., gender, race, academic college) to better understand domestic student attitudes and inform future interventions aimed at supporting domestic-international student relationships. Hierarchical linear regressions were used to analyze data from four hundred and sixty-six domestic U.S. undergraduate students who responded to online surveys addressing these constructs. Results revealed that identifying as a woman and having experienced high-quality contact with international students predicted more positive general evaluations of international students. However, higher degrees of intergroup anxiety and intercultural communication emotions as well as higher quantity of contact with international students predicted a decrease in general evaluations. The current investigation also found that identifying as a woman, identifying as Latinx, and experiencing high-quality contact with international students predicted both academic and social willingness to engage with international students. Greater perception of realistic threats from international students and higher degrees of intercultural communication emotion endorsement predicted a decrease in willingness to engage socially and academically with international students. Implications for U.S. universities and future interventions are discussed
Deaf individuals' relationship with English has historically been problematic, in large part because of the lack of full accessibility to the language. However, language takes up not only communicative space, but also psychological space in our lives. The psychological dimensions involved with English language learning for deaf individuals are largely unknown. This study addressed this gap by exploring psychological dimensions involved with language learning for deaf individuals while concurrently exploring the role of computer-mediated communication in enhancing direct and interactive accessibility of English. The psychological dimensions of interest in this study originate from self-efficacy theory (Bandura, 1977), possible selves (Markus & Nurius, 1986), and the L2 Motivational Self System (Dörnyei, 2005, 2009a). This study had three main goals: 1) to examine the motivational characteristics of deaf language learners, 2) to assess whether those characteristics would change over time, and 3) to assess the role of CMC in language learning experiences. This study took place over the course of a semester in college classes designed for deaf students studying English. Selected classes were asked to use online chat as an instructional tool. Measures were administered at the beginning and the end of the semester, and students were asked to participate in focus groups to discuss their experiences. A mixed methods approach that made use of quantitative and qualitative methods was used to capture the complexity involved in second language learning for the deaf student, including contextual influences. Overall findings indicate that deaf students' self-images, self-efficacy beliefs, attitudes, and motivated behaviors about English were positive, but significantly influenced by the context in which language use occurs. When the environment was seen as accessible, beneficial, and enjoyable, deaf students were able to utilize greater levels of individual agency towards the aim of learning English. Computer-mediated communication emerged as an affordance that enabled "seeing English," indicating dynamic, interactive engagement with English when ideal conditions were met. Thus, CMC appears to allow for a language learning experience that is available and accessible for deaf learners, and can provide opportunities to prime possible selves as English language users.
This book is about international students from Asia studying at American universities in the age of globalization. It explores significant questions, such as: Why do they want to study in America? How do they make their college choices? To what extent do they integrate with domestic students, and what are the barriers for intergroup friendship? How do faculty and administrators at American institutions respond to changing campus and classroom dynamics with a growing student body from Asia? Have we provided them with the skills they need to succeed professionally? As they are preparing to become the educational, managerial and entrepreneurial elites of the world, do Asian international students plan to stay in the U.S. or return to their home country? Asian students constitute over 70 percent of all international students. Almost every major American university now faces unprecedented enrollment growth from Asian students. However, American universities rarely consider if they truly understand the experiences and needs of these students. This book argues that American universities need to learn about their Asian international students to be able to learn from them. It challenges the traditional framework that emphasizes adjustment and adaptation on the part of international students. It argues for the urgency to shift from this framework to the one calling for proactive institutional efforts to bring about successful experiences of international students.