FINAL REPORT Beyond Mere Presence – Making Diversity Work

Aim: (a) to explore the academic and social experiences of international social work students at Flinders identifying their most stressful issues and high stress time periods (b) to introduce various activities to reduce their stress and contribute to their positive adaptation to university life.

Grant:The value of this grant was $2000.00 which was used for a research assistant to help conduct consultations with individual and group international students.

Literature

Previous studies conducted in Australia have highlighted the academic, cultural, social and linguistic differences that overseas students face (Burns 1991; Samuelowicz, 1987; Taylor et al, 2000) and the literature on diversity in education highlights the necessity for planned integration in making diversity work for all parties (see:Kennedy, 1995; Gurin, Nagda & Lopez, 2004).

Academic Concerns

The difficulties international students encounter when English is not their first language is well documented (Burns, 1991; Harris, 1997;Quintrell & Westwood, 1994; Taylor et al, 2000; Samuelowicz, 1987). The literature also suggests that international students experience considerable stress and difficulty adjusting to an overseas educational system with different teaching methodologies and approaches (Quintrell & Westwood, 1994; Felix & Lawson, 1994; Burns, 1991; Chang & Chin, 1999). Samuelowicz (1987:132) stated, “While ultimately students are responsible for their own learning, academic staff and counsellors can and should facilitate students’ learning and help them to become independent learners.” Helping international students become ‘independent learners’ in an Australian context seems to require some bridging to help students understand what is expected of them in a different educational and social contexts.

Social Concerns

The adjustment that international students must make socially often requires an attempt to integrate with the frame of reference of the host country. Luzio-Lockett (1998) referred to this process as the squeezing effect because these students must try to ‘squeeze’ their own identity with the values and norms of another culture. She notes that language plays a critical role that can adversely affect a student’s academic performance and thereby also influence ones understanding of ‘self-concept’ (see also Moore & Constantine, 2005; Chapdelaine & Alexitch, 2004; Klomegah, 2006). Burns (1991:73) supports this idea of squeezing stating, ”The additional role of being an alien exacerbates and magnifies the stress through linguistic socio-cultural-emotional difficulties involved in cultural adjustment.” Educators need to be aware of these students’ experience to help them make the necessary adjustments to living in an Australian context.

Evidence of Benefits of the Study

Collecting Information
Beginning in December 2005 with a pilot discussion group, 7 lunches, seminars and discussion groups were held during the academic year 2006 and 13 students where interviewed individually in depth using an instrument specifically designed for this study (see Appendix). Over 100 students participated in these sessions and since there were 38 International students in the School in 2006 and 32 in 2005, some students attended more than one session. The seminars piloted the idea of presenting relevant background information informally which might help with adaptation to Adelaide. Some of this material was then put on-line to extend availability.
Findings

There seemed to be common elements that students reported as creating high stress, namely language comprehension, adapting to new teaching methods, finding culturally appropriate means of seeking help, and integrating into a new social setting. Students were able to clearly identify the time periods where they felt most stressed, these being first semester, exam periods and field placement. Students gave positive feed-back about the meetings, seminars and group discussions and greatly appreciated the on-line material. The rich descriptions obtained from these students parallelled the literature in regard to finding confidence and competency in academic and social settings at university.

1. Academic Concerns - Social Work Topics -

International students often find their English language background does not adequately prepare them for a barrage of accents, technical language, analogies and anachronisms used in lectures. The technical language required for understanding Research Design, or Social Policy (Neo-liberalism, Liberal/liberal, Fraser Government) and potentially confusing concepts in Interpersonal Practice (doorknob communication, helping relationship) create additional work for such students to comprehend the course content. One student stated, “School here is much harder- I don’t remember a word of my first lecture. So many terminologies and the lecturers spoke so fast...” Students started that these experiences can made lectures & tutorials a very intimidating and confusing experience. This stress was highest in the first six months of a program.

2. Social Concerns

Concerns about home and a lack of local family support presented additional stress to international students. Students coming from cultures that value collectivistic and interdependent identities can find it difficult to adjust in an Australian educational and social context where individualism is likely more highly valued. One student stated, “When you are sick and there is no one to really care for you like a family member or close friend would, it is very very difficult.”

Results of the interviews suggested that international students felt supported within the faculty at the school and positive about the course as the whole; but they also felt social isolation, lacking confidence socially due to linguistic and cultural barriers. They particularly mentioned that they did not become friend with Australian students and only knew other International students.

Initiatives for 2007 in Response to Findings

(1a) Beginning in Semester 1, 2007 one of the required introductory topics, Social Work with Diverse Populations will hold a weekly one hour informal group session for ten weeks to provide material for students on the Australian context for Social Work practice. Various speakers have been invited to informally speak with students discussing the background to welfare services and terminology used in the field. Half of the students in this class are International but all students will be invited and will be given academic credit for attendance towards the topic grade. By including non International students the aim is to increase opportunities for informal connections among domestic and international students.

(1b) A 2nd year International student has been hired to be a “support person” to International student, especially incoming students and this person will assist with the group sessions.

(1c) This support person will also identify herself as available to help International students find the assistance they need with issues arising at school. She will invite students informally for coffee etc.

(2a) A group of 8 Australian 2nd year students are being formed to act as greeters at an orientation program for International students early in the year and to be available during the year to arrange and encourage social connections with International students. This group will expand after a few months to include Australian 1st years students as a critical part of this social engagement is sitting with International students in class and inviting them for coffee after class.

(2b) The School will designate 3 lunches for International students at the beginning, middle and end of the school year where the school’s staff will be introduced and mix informally and where the Australian support students involved in orientation and supportive activities will be invited.

(2c) The School has recently graduated 10-15 International students who have chosen to stay in Adelaide and have taken social worker jobs. An international alumni group is being established to support outreach to International students through connecting people by countries. These alumni have been most positive about potential involvement and have offered help with housing, tutoring, field placements and companionship. Contact with a recently graduated social worker from a similar background will provide an opportunity for a more in-depth understanding of field placements in Adelaide.

Remaining questions

Significant feed-back from our international students have led to changes to strengthen aspects of the program. Support in field placements and global curriculum still need further development.

An article related to this project is in progress.

Carol Irizarry Ass/Prof Social Administration & Social Work 9/1/0

Works Cited

Burns, R. (1991) ‘Study and stress among first year students in an Australian university’, Higher Education Research and Development, 10(1), pp. 61-77.

Chang, V. & Chin, K. (1999) ‘Cultural issues in teaching and learning’, Journal of the Australian and New Zealand Student Services Association, (14).

Chapdelaine, R. & Alexitch, L. (2004) ‘Social skills difficulty: Model of culture shock for international graduate students’, Journal of College Student Development, 45(2), pp. 167-185.

Felix, U. & Lawson, M. (1994) ‘Evaluation of an integrated bridging course on academic writing for overseas postgraduate students’, Higher Education Research and Development, 13(1), pp 59-69.

Gurin, P., Nagda, B. & Lopez, G. ‘The Benefits of Diversity in Education for Democratic Citizenship’, The Journal of Social Issues, 60(1), pp. 17-36.

Harris, R. (1997) “Overseas students in the United Kingdom university system: a perspective from social work”, in McNamara & Harris (Eds), Overseas students in higher education: issues in teaching and learning. Routledge Publishing: London

Kennedy, K. (1995) ‘Developing a curriculum guarantee for overseas students’, Higher Education Research and Development, 14 (1): 35-46.

Klomegah, R. (2006) ‘Social factors relating to alienation experienced by international students in the United States, College Student Journal, 40 (2).

Luzio-Lockett, A. (1998) ‘The squeezing effect: The cross-cultural experience of international students’, British Journal of Guidance & Counselling, 26(2), pp. 209-226.

Moore, J. & Constantine, M. (2005) ‘Development and initial validation of the Collectivistic Coping Styles measure with African, Asian, and Latin American international students’, Journal of Mental Health Counseling, 27 (4): 329-347.

Quintrell, N. & Westwood, M. (1994) ‘The influence of peer-pairing program on international student’ first year experience and use of student services, Higher Education Research and Development, 13(1), pp. 49-57.

Samuelowicz (1987) ‘Learning problems of overseas students, Higher Education Research and Development, 6(2), pp. 121-134.

Taylor, S., Craft, C., Murray, D. & Rowley, D. (2000) ‘International students inBachelor of Social Work programs across Australia: A case for special educational consideration?’ Australian Social Work,53 (2), pp. 29- 36.

APPENDIX

Beyond Mere Presence – Making Diversity Work

International Student Data Collection

Section 1

Note: Your name and identity will not be recorded in anyway. The only identifying information will be your country of origin, and that information will used to report where the participants came from. You are free to not answer any question and can leave the consultation at any point.

Are you a current student? ______

When did you first begin your social work course? Month______Year______

Have you graduated? If so, when______

Is English your first language?______

Country of origin? ______

Do you have family or friends here?______

How many visits home have you had, if any?______

Section 2

1. What factors made the periods of high stress so stressful?

  • Academic
  • Social

2. What factors helped make your experience less stressful?

  • Academic
  • Social

3. When you first came did the university do enough to help you with your initial adjustment?

  • Academic
  • Social

4. If someone was to come to Flinders from your home country, what advice would you give them?

  • Academic
  • Social
Section 3
  • What do you remember as your expectations of your experience of your Social Work Course from memory?
  • What were some challenges you found when you came here?
  • What did you do to deal with these difficulties?
  • What were the positive aspects of the social work course, if any?
  • What did you think of the topics and what could the university do to make your experience here better?
  • What were some of the main differences for you between your home country and here?