Academic Advising of International Students

Abstract

The international student population in the United States has experienced phenomenal growth over the last three decades. During the 1957-1958 academic year, there were merely 43,39 1 international students on American college campuses. Today, a little more than 30 years later, the international student population exceeds 349,609 on these campuses (Zikopoulos, 1987). A number of factors have no doubt driven increasing numbers of students from all over the world to seek an education in the United States. Chief among these may be that with over 3,000 postsecondary institutions (Carnegie Council on Policy Studies in Higher Education, 1982), the United States probably offers the most extensive and diverse opportunities for higher education in the world. The emerging nations of the third world, with their pressing agendas for economic development, have recognized their need for an educated work force. Because they have been constrained by limited space in their own institutions of higher learning, they have sent their students abroad, many of them to the United States, to be prepared for positions of responsibility in their home countries. The projected decline in traditional college-age youth during the 1980s and early 1990s also made the international student an attractive population for American universities as they explored ways to divers@ and stabilize declining enrollment (Solorzano, 1985).Although the incredible growth in the international student population has been a positive development for a number of reasons, the concomitant adjustment issues for the students involved can be a source of frustration and disappointment, and a challenge for student affairs professionals. Loneliness, homesickness, language difficulty, discrimination, financial problems, and depression are just some of Haru%( Charles is a gmduate administrative associate. a n academic adviser in University College, and a doctoral candidate in the College of Education, the Ohio State University. Columbus. M a c A. Stewart is assdate dean, University College. the Ohio State University. Columbus.

Anxiety Levels Among Japanese Students on American Campuses: Implications for Academic Advisors

“…As mentioned earlier, Japanese teachers are highly responsible for quality involvement in both intellectual and emotional student development (White, 1989). Therefore, Japanese (and other students with similar educational backgrounds) tend to be more dependent--or even demandingunder the assumption that professors should show, tell, or do for them that for which they would be expected to assume individual responsibility in American culture (Charles & Stewart, 1991 ).…”

Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors

“…Advising international students could be challenging because of cultural differences, insufficient English language capabilities, and educational system differences (Charles & Stewart, 1991;Curtin et al, 2013;Kim, 2007;Offstein et al, 2004). In advising relations, deficiency in linguistic capabilities limits exchange of ideas with the advisor and puts the advisee in need of much handholding from the advisor in the writing stage.…”

“…In many cultures, especially from Asia, teachers are parental figures, and students from those cultures expect parent-like engagement from their American advisors (Charles & Stewart, 1991;Dong, 1996;Kim, 2007). The relationship has been perceived to be less personal in the US and most US faculty do not offer assistance or go out of their way to help a student (Eland, 2001).…”

Advising International Students in Engineering Programs: Academic Advisors' Perceptions of Intercultural Communication Competence

“…The literature indicates that international students perceive academic advising as an important benefit and believe it exerts positive influences on their adjustment and academic performance (Cadieux & Wehrly, 1986;Charles & Stewart, 1991). For instance, Ku, Lahman, Yeh, and Cheng (2008) found that international doctoral students considered support from academic advisors a key factor for their well-being and academic success.…”