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Bradley, Greta

doi:10.1023/a:1003938714191

Cited by 97 publications

(18 citation statements)

References 12 publications

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“…Furthermore, students reported being excluded in social settings and classrooms on campus. Bradley (2000) similarly found that even when international students form rela tionships with domestic students, they describe the relationships as superficial and without meaning. In the classroom, Diangelo (2006) documented a lack of attention to the engagement and contribution of Asian international students in classrooms.…”

Section: Supporting Racial Microaggressions Theorymentioning

confidence: 95%

Excluded and avoided: Racial microaggressions targeting Asian international students in Canada.

Houshmand

Spanierman

Tafarodi

2014

Cultural Diversity & Ethnic Minority Psychology

133

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This qualitative study explored East and South Asian international students' (N = 12) experiences with racial microaggressions at one Canadian university. Data were collected through unstructured, individual interviews. Using a modified version of the consensual qualitative research method (Hill, Thompson, & Williams, 1997), we identified six racial microaggressions themes: (a) excluded and avoided, (b) ridiculed for accent, (c) rendered invisible, (d) disregarded international values and needs, (e) ascription of intelligence, and (f) environmental microaggressions (structural barriers on campus). In addition, we used the same approach to identify themes pertaining to the ways in which students coped with racial microaggressions: (a) engaging with own racial and cultural groups, (b) withdrawing from academic spheres, and (c) seeking comfort in the surrounding multicultural milieu. Microaggressions and coping themes differed based on country of origin and language proficiency. Implications for research and practice are discussed.

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Section: Supporting Racial Microaggressions Theorymentioning

confidence: 95%

Excluded and avoided: Racial microaggressions targeting Asian international students in Canada.

Houshmand

Spanierman

Tafarodi

2014

Cultural Diversity & Ethnic Minority Psychology

133

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“…Compounding the challenges of seeking support for acculturative stress is the language challenges international students face, having a more limited ability to articulate the systems they are experiencing. While University services such as counseling centers are always made available to students in need, the social stigma of seeing a psychologist and fear of lack of confidentiality are prohibitory to a majority of students (Bradley, 2000). Lewthwaite (1996) noted that students use host families, academic supervisors and mentors as "counselors" during the acculturative process, though students still prefer their peer group from their own home country and other international students as their first choice before approaching faculty (Gillette, 2005).…”

Section: Acculturative Stress and International College Studentsmentioning

confidence: 99%

Acculturative stress and native and U.S. culture immersion of international students at a community college

Hansen

Shneyderman

McNamara

et al. 2018

jis

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Research shows that international college students experience high levels of acculturative stress, which can adversely impact their health and college success. The levels of immersion in one’s native culture and the culture of the U.S. may impact levels of acculturative stress in international students. This cross-sectional study examined community college international students (n = 243). Immersion in a student’s native culture was positively associated with acculturative stress, while immersion in the U.S. culture was negatively associated with acculturative stress. Students who spoke English as their first language and whose families moved to the United States experienced lower levels of acculturative stress. The results of the study imply that some international students may require more support in order to succeed in their college environment.

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“…Beyond crossing national and cultural boundaries, they may also experience normative developmental transitions from school to university and non-normative transitions between educational systems based on different values and assumptions (Lun et al, 2010;McGhie, 2017). When multiple transitions such as these occur simultaneously, there is a high probability that subjective wellbeing will be compromised, particularly if the transitions involve associated stressors such as discrimination (Hanassab, 2006;Lee and Rice, 2007), financial vulnerability (Li and Kaye, 1998;Sawir et al, 2012) and practical problems in daily living, such as securing appropriate accommodation (Bradley, 2000;Sawir et al, 2008). This paper examines the psychological wellbeing of international students during cross-cultural transition, highlighting the role of host national connectedness (HNC) in fostering positive outcomes.…”

Section: Introductionmentioning

confidence: 99%

Cross-Cultural Transition and Psychological Adaptation of International Students: The Mediating Role of Host National Connectedness

2020

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Cross-cultural transitions are challenging and often have detrimental consequences for psychological well-being. This is particularly true for international students at tertiary institutions who are not only transitioning between school and higher education, but also between vastly different educational systems. This study tests a predictive model of psychological adaptation with international students whereby host national connectedness mediates the effects of personal resources and contextual factors on adaptive outcomes. A sample (N = 1527) of international tertiary students in New Zealand completed a survey that measured self-reported English language proficiency, perceived cultural distance, perceived cultural inclusiveness in the classroom, host national connectedness (defined by frequency of contact, number of friends, social support, and general belongingness), and positive (life satisfaction) and negative (psychological symptoms) indicators of psychological adaptation. Path analysis indicated that host national connectedness fully mediated the effects of English language proficiency on psychological symptoms and partially mediated the effects of language proficiency, cultural distance and cultural inclusion in the classroom on life satisfaction and psychological symptoms. The findings highlight the importance of international students' relationships with host nationals, and the results are discussed in relation to strategies that could enhance student-host connectedness during crosscultural transitions.

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Untitled

Cited by 97 publications

References 12 publications

Excluded and avoided: Racial microaggressions targeting Asian international students in Canada.

Excluded and avoided: Racial microaggressions targeting Asian international students in Canada.

Acculturative stress and native and U.S. culture immersion of international students at a community college

Cross-Cultural Transition and Psychological Adaptation of International Students: The Mediating Role of Host National Connectedness

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