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International students: a vulnerable student population Author(s): Mark Sherry, Peter Thomas and Wing Hong Chui Source: Higher Education, Vol. 60, No. 1 (July 2010), pp. 33-46 Published by: Springer Stable URL: http://www.jstor.org/stable/40784044 . Accessed: 10/04/2014 20:40

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High Educ (2010) 60:33-46 DOI 10.1007/S10734-009-9284-Z

International students: a vulnerable student population

Mark Sherry * Peter Thomas * Wing Hong Chui

Published online: 3 November 2009 © Springer Science+Business Media B.V. 2009

Abstract This study examines the experiences of international students at The University of Toledo, where international students comprise approximately 10% of the student pop- ulation. It highlights problems international students experience such as adapting to a new culture, English language problems, financial problems and lack of understanding from the broader University community. Recommendations for improvement include initiatives to raise the profile of international students, improved financial assistance and scholarships, and creating opportunities for international students to improve their spoken English skills.

Keywords International students • Cultural barriers • Financial problems •

English language fluency • Social exclusion

Background

The reasons why students pursue international study are well known. They include the chance to explore a different culture, learn new ways of thinking and behaving, make new friends, and improve their cross-cultural knowledge and skills (Andrade 2006; McClure 2007). On a personal level, international students may develop new outlooks, increase their self-esteem and confidence, and mature as a result of their independent life experiences in another culture. However, institutions which do not address the unique needs of

M. Sherry (El) Department of Sociology and Anthropology, The University of Toledo, Mail Stop 956, 2801 Bancroft St., Toledo, OH 43606-3390, USA e-mail: [email protected]; [email protected]

P. Thomas International Student Services, The University of Toledo, Mail Stop 120, 2801 Bancroft St., Toledo, OH 43606-3390, USA e-mail: [email protected]

W. H. Chui Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, People's Republic of China

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34 High Educ (2010) 60:33^6

international students may leave these students feeling disappointed, unfulfilled, and even exploited. This exploratory study examines the experiences of international students at The University of Toledo, a Midwestern US university with over 16,000 students (10% of whom are international students) in order to identify the challenges and vulnerabilities of international students and to outline some recommendations for improvement. Relying extensively on student comments, the study highlights a number of difficulties experienced by international students, including problems with language, cultural issues, social exclusion, finance, homesickness, and other issues. The study particularly emphasizes the ways in which a University community may adapt in order to accommodate the needs of international students.

Prior research suggests that international students can experience many challenges as a result of language and cultural barriers, academic and financial difficulties, interpersonal problems, racial discrimination, loss of social support, alienation and homesickness (Yeh and Inose 2003). Problems may occur in adjusting to a new culture, experiencing academic differences, dealing with developments in their country of origin (including the death of family or friends), experiencing anxiety about returning home, and dealing with financial, emotional and cross-cultural challenges (Hsu 2003). Some of the literature also highlights the vulnerability of international students to exploitation. Such exploitation may occur when there is insufficient commitment on the part of an educational institution to equal opportunity; when foreign students receive low quality education or are financially exploited; and when an educational institution regards internationalization as little more than a chance to sell products to "foreigners" (Altbach and Teichler 2001).

International students are often very lonely in their new environment. Such loneliness includes not only the lack of familiar friends and social networks, but also the lack of familiar cultural and/or linguistic environments (Adelman 1988; McClure 2007; Sawir et al. 2008; Zhao et al. 2008; Ip et al. 2009). Both social support and social connectedness are therefore very important in ensuring that international students succeed in their new environment. The number of friends an international student has in the new environment is therefore a major factor in their success (see, for example, Bochner et al. 1977; Furnham and Alibhai 1985; Sam 2001). A welcoming University and community environment is therefore one of the key factors in the mental health of international students (Siimer et al. 2008). Universities which only focus on the academic needs of international students therefore ignore important factors in their potential success or failure in the new educa- tional context (Tidwell and Hanassab 2007).

A great deal of the literature stresses that English language proficiency is vital to the success of international students. English language skills are very important in terms of both the academic and social adjustment of international students (Andrade 2006). One study suggests that a lack of English proficiency may be the single greatest barrier experienced by international students, since it affects both their ability to academically succeed (which itself influences their psychological state of mind) but also it impacts their ability to engage socially with other students (Yeh and Inose 2003). Also, pedagogical strategies which emphasize conversational English and classroom participation may par- ticularly disadvantage those international students whose experiences in the classroom have been more passive and whose training may have emphasized reading skills at the expense of conversational skills (Sawir 2005).

However, a narrow focus on the personal characteristics of international students (such as their English language proficiency) runs the risk of avoiding much larger environmental problems, such as racism in the host community (Yoon and Portman 2004). It is essential that the impact of discrimination on the lives of international students in the US is

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High Educ (2010) 60:33-46 35

acknowledged (Lee and Rice 2007). Lee and Rice (2007) argue that there are different problems for people from different cultures and nations, but stress that some of these problems are long-standing (such as hostility to women who wear veils or saris). Like- wise, a University's emphasis on the international students having to 'adapt' or 'adjust' may effectively involve placing all the responsibility for change on the international student, and none on the University. Lee and Rice (2007) found that students from different countries reported different rates of discrimination - whereas white students from Europe, Canada and New Zealand did not report racism, students from Asia, India, the Middle East and Latin America emphasized racism as an important component of their experiences.

The literature highlights the ways in which a University environment, and a local community, can be more (or less) receptive and welcoming to international students. As a result, a series of questions about the inclusiveness of the local community was added to the current study. Additionally, respondents were asked whether they felt their culture was understood and accepted at The University of Toledo. These questions were added to this survey because the political, economic and social advantages of internationali- zation are significant - but they may be undermined if international students are not fully supported, if barriers to their social and educational development hinder the international experience, and if these students are exploited by host institutions. The experience of international study can actually be harrowing for some students who experience social exclusion, linguistic and cultural barriers, a lack of understanding, racism, and other problems such as homesickness. As well, students who are not provided with effective social, cultural, or economic support may be vulnerable to exploitation or social exclusion. There is a strong need to be aware of such problems in order to ensure an effective and enriching experience for international students and the institutions which host them.

Key research question

This study examines the experiences of international students at The University of Toledo in order to understand the challenges they experience and identify areas for improvement. The key research question was "What can international students tell us about their social, cultural and academic experiences which might enable improved support for them?"

Methodology

An online survey was sent to international students at The University of Toledo. The survey elicited quite detailed responses from international students about many of their experiences. The areas which were explored in the survey were derived from a broader literature review on the experience of international study. The research was conducted via an internet survey instrument, Survey Monkey. Responses of participants were completely anonymous. Recruitment of participants was done with the assistance of the Office of International Students at The University of Toledo. The survey was sent via email to more than 1,100 international students, with 121 replies (a little over 10% response rate). The survey was sent to approximately two- thirds of the University's international student population. These were the international students for whom current email addresses were readily available.

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The study employed a qualitative research methodology in order to gain a closer insight into the trials, tribulations, supports and successes of international students. It aimed to capture data from the research participants in their own words - attentively examining the material gathered in terms of consistent themes (as well as highlighting unusual or extraordinary data). The study was given ethical clearance by the Institutional Review Board of The University of Toledo. In order to protect the confidentiality of responses, participants were allocated a number by the internet survey instrument, Survey Monkey. All identifying data was removed from the results. The choice was made to use an online survey method was made because it allows the research participants to speak in their own words, is convenient, and is a common form of communication for most students at The University of Toledo. The internet survey instrument, Survey Monkey, was chosen as a host site for the survey because it is well known and commonly used in academic research at The University of Toledo. Additionally, it enables researchers to download results in a Microsoft Excel spreadsheet, which facilitates easier coding and sorting of data.

Internet-based research has been recommended as a useful methodology for studying international students. Hughes (2004) suggests that researchers need to be very sensitive to cultural and communication differences when conducting research with an international population and recommends the use of an email survey (as opposed to in-person inter- views) because of there are many cultural practices which encourage less direct commu- nication, and more 'face-saving' exercises, in one-on-one interviews. For instance, Hughes states that the need to blend in is a strong feature of Asian cultures, which may be less of an issue when the internet is used to gather information. Hughes also makes a number of other recommendations for conducting research with international students, including: being careful to avoid jargon or other forms of communication which may confuse the research participants; being aware that some questions may be misunderstood or misinterpreted by some research participants; and encouraging participants to be open and honest and to speak freely - specifically informing them that they will not be causing offense or dis- playing disrespect if they provide frank and critical responses. These suggestions were incorporated into the research.

Both open-ended and closed questions were used in the survey, in order to gain a closer appreciation of the experiences of the international students. For instance, respondents were asked questions such as "Can you tell me if you've experienced any difficulties here at the University and what they might be?", "Have you experienced any problems because of language issues here? If so, can you describe them?" and "Have you experienced any financial problems here? How could the University have addressed your financial needs better?" Some closed questions were also used, such as "Thinking about your experience here, have you felt included in the University community?" with the option of answering "Yes", "No", "Somewhat" or "Don't Know".

The survey was answered by 121 international students - 85 males (70.2%) and 36 females (29.8%). 41 (33.9%) of the participants were married and 79 (66.1%) were single. The ages of the research participants ranged from 18 to 44, with the mean age of being 27. Students came from 30 different countries, with the largest numbers from Saudi Arabia (35 students), India (20 students) and China (10 students). Thirty different first languages were also reported, with the largest numbers being Arabic (35 students), Chinese (20 students) and English (10 students). In terms of the marital status of par- ticipants, 80 were single and 41 were married. No participants indicated they were divorced.

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Results

Many of the findings of this study were consistent with the existing literature. For instance, the international students in this study acknowledged the importance of language issues, understanding new cultural norms, financial problems, friendships and social support. They also highlighted one topic which is often neglected in such discussions: the receptiveness of the University community in particular to international students.

Language issues

Many of the respondents felt that there could be more effective ways to respond to the language needs of international students. It is well known that international students may experience language barriers - but what was interesting about this research is that they emphasized spoken language barriers far more than written language problems. One of the most common suggestions they made was for a more formalized process of social inter- action with American students which would enable them to acquire English language skills, including knowledge of slang, in a more relaxed environment. Some respondents thought this spoken language improvement program could be done through formal lan- guage training programs, whereas others preferred a more informal approach: their com- ments included a Jordanian male's suggestion that the University should "Hold lingual seminars" and a Chinese female's comment that "It would be great if the University can provide some training class for international students who want to improve their spoken English skills". A Polish female added:

I think that there should be group meetings so we can share our culture with Americans and other international students. We could give speeches about our countries having tea or coffee at the same time. Maybe the meetings should be held every 2 weeks and could be worth like 1 credit hour to encourage students to attend them. Everyone would benefit from it.

One Indian male suggested that the University should be "Offering special workshops (once a month) in American idioms and slangs and creating an environment where we could meet more local students who had an interest and hence patience about communi- cating with international students". Likewise, a Sri Lankan female suggested "They can conduct some English classes for the people who like to attend". There is obviously a degree of consensus among international students that they could be further assisted with their spoken English (as opposed to written English) skills.

While much of the literature on international students focuses on their "English language skills" in general, many of the respondents in this survey suggested that their need for assistance with writing skills was already addressed in some ways through the University's Writing Center and the American Language Institute. The vast majority of the comments about the Writing Center were incredibly positive, as the following selection indicates: "I have enough resources. Writing center is specially (sic) helpful" (Japanese male); "Always and the people there they are great and like them more than tutors" (Saudi Arabian male); and "I went to the writing center on the first semester. It helps. I like it" (Chinese female). Only two students provided negative comments about the Writing Center. One Chinese female said "Writing Center should be more helpful. I have been there twice but they only revised the grammar problems of my articles. I hope they can make a bigger adjustment so I can know what are the really problems" (sic) and a Saudi Arabian male commented "I have been one time in the Writing Center and the

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38 High Educ (2010) 60:33-46

one helped me was very rude. I'm sorry to say that but I don't feel like going there any more".

Adapting to new cultural norms

The literature review suggested that learning new cultural norms was a significant chal- lenge for international students. Interestingly, the majority of respondents (74 participants, or 64.9% of respondents) indicated they had "no problems" at all adjusting to the cultural norms of the United States. An additional 20 respondents (17.6%) had "few" or "little" problems adjusting and only 19 (16.7%) indicated that "yes", they had experienced dif- ficulties adjusting to different cultural norms. An example of those who reported "no" difficulties adjusting to new cultural norms included a female Indonesian student who stated:

I don't really have any difficulties adjusting with the culture norms. I might have a few difficulties adjusting to different social groups. I think I'm pretty upfront and straightforward, I don't like mind games and it's hard to deal with fake people.

Likewise, a male Saudi Arabian student said that he did not experience such problems "Because I visited (the) US and other countries that have the same cultures, so I have

experienced it and I was expecting this kind of culture". A third respondent, from Saudi Arabia, commented "No, I am Muslim I came from conservative society, but I do not face

any difficulty here - people are friendly and help others". A female Indian student was one of the 20 students who indicated they had experienced

had "few" or "little" problems adjusting to the cultural norms of the US. She commented:

Initially it was a little difficult, but I think the school and especially the department and the professors were really very helpful. Also, since this was not a big city I didn't have any of the problems that I might have had.

In general, those who reported having "few" or "little" tended to emphasize the initial stages of their cultural acclimatization as the most difficult period. A male Saudi Arabian student acknowledged having problems "At first yes but now it's not a big deal." Those students who indicated that they had experienced significant difficulties adjusting to American culture were often very lonely. A male Korean student summarized this problem very clearly: "I don't know how to make friends... it is hard". Another respondent, a female student from India, commented "Too much difficulty. Although I speak and understand English, I went through this period where I had to learn about everything. I felt left out and lonely (seriously lonely) before I made friends". A third respondent, a woman from England commented "Some yes, mainly in the accent and the reaction of people you meet on the streets. Also the food here is very different from back home".

Another international student from Poland felt that she need assistance learning American culture:

First of all, it is important to have an American explaining the American lifestyle, the traditions, and behaviors. There are many differences between cultures but it is hard to ask questions-you don't want to ask questions that can sound "stupid" to Americans. You are usually embarrassed to ask questions. I was lucky to have a very nice and understanding boss at the library.

On the other hand, a man from Sri Lanka had a more complex answer, suggesting that he had mixed experiences adapting to a new culture:

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Yes, and No. Yes is for making friends. The first semester was the worst, because that was my first time away from my family for a long time. Getting used to the shorten or mutilated forms of my name, which is always pronounced wrong or stopped at halfway with a wild stare was another. And the No is for the cultural shock, I have been exposed to the US culture from the time I was in Sri Lanka. Communicating in English was not a problem to me. I am an all meat eater and most of the foods are available in Sri Lanka as well, like McDonalds, Pizza hut, KFC, but with more spice.

One Indian woman suggested that an introduction to American culture should be pro- vided as a part of the orientation program for international students:

International students need more intensive orientation to understand the 'new' cul- ture's demands, values, beliefs, socially appropriate behaviors. Also, the academic departments need to sensitize themselves to the emotional pain that the international students undergo during the first couple of months. International students often do not afford a car or an independent apartment or even a laptop in the first couple of months.

Cultural misunderstanding

Many respondents did not feel that people at The University of Toledo had understood their culture. One hundred and one people responded to a question which asked about cultural understanding, specifically "Have you felt that people here understand your cul- ture?" Thirty-nine (38.6%) indicated that people at The University of Toledo only understood their culture "a little", and twenty-three (22.8%) replied "no", people did not understand their culture here. This means that over 60% of respondents felt that their culture was either not understood, or only understood a little - suggesting a need for increased cross cultural knowledge and understanding on campus. Thirty-one students (30.7%) indicated that "yes", they felt their culture was understood at The University of Toledo. Interestingly, those from China were far more likely to indicate that they felt their culture was understood at the University than people from other cultures - six of the ten Chinese students indicated that they felt their culture was understood at the University.

When it came to identifying specific areas where the University could improve its response to the cultural needs of international students, some respondents provided very direct criticisms. For instance, one female student from the Philippines commented "Muslim students comprise a big population of international students and their religious concerns are very poorly addressed". Similarly, a male from Saudi Arabia said that "Cultural and religious holidays almost go unnoticed like during the fasting season (Ramadan)". Another male from Iran stated:

When people ask, I explain about how my culture is different (for example religious concerns about food or dog) and people generally understand. A major problem here is unrestrained presence of dogs. Some people need to realize that dogs are not human and could behave unpredictably. And in the case of Muslims, their concern is not necessarily derived from cynophobia. According to Islamic rules, we have to wash our body or clothes if touched by a dog. This is a serious concern to practicing Muslims and people are mostly unaware about it... (Also) There is no restaurant on campus providing Halal food. Muslim students do not have a proper place for their daily prayer. There is a poorly furnished shabby room in student union and I never

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feel like saying my prayers there. Whenever I have to stay in campus the whole day, finding a private proper place to say my daily prayers is a real challenge to me.

Financial problems

Ninety-eight students responded to a question about whether they had experienced financial problems while at The University of Toledo. The majority of respondents indi- cated that they had experienced such problems. Fifty-seven (58.2%) stated "yes", they have experienced financial problems, while forty-one (41.8%) indicated "no", they had not experienced such financial difficulties. Some of those who reported receiving a graduate assistantship stated that this funding had been the reason why they had not experienced any financial problems, whereas other students with graduate assistantships complained that they had experienced such problems because the assistantship did not pay enough money. Overall, those students who tended to report financial difficulties tended to suggest that there should be more scholarships for international students or additional financial aid. One student suggested that an international student award may also lessen financial difficulties. And some students suggested there needed to be more clarity in the amount of fees that would be required, and the exact amount of credit which would be transferred from another institution. Others mentioned the high cost of health insurance as creating specific prob- lems for international students.

Financial problems were particularly evident in the comments from a male Sri Lankan student:

Number one is the University fees. We pay more than $9,000, and the others less than $4000. And the International Student Insurance, I have to pay like 500+ each semester, and for the 3 years I have stayed, I haven't even gone once to the med- center. We can't get a cheap health insurance from any other place. The university has its policies, but can't it be little leaner on international students. If the GPA go (sic) down below 2.0, we can't work. And we don't have any other income, except for the money sent from Sri Lanka for college fees. Can't get a social security number without working (sic). Can't get electricity connection, or Internet without a SSN, and have to go to the legal services to get an affidavit. No loans available. We don't get scholarships. Text books are (more) expensive than what we can afford. No real program to help students find a job, or see if they are doing ok, do they have financial trouble, help how to pay the past bills. If there are any alternative ways if you can't pay the bills (sic). There is no one to look for things like that. One of my friends had to go back to Sri Lanka because she could not pay a past bill, and she was on the last semester.

It became very apparent from such comments that international students experience very real financial vulnerabilities as they try to create a successful future for themselves.

Friends and social support

Of the 1 14 responses to questions about this topic, 86 students indicated that they had made friendships at the University. Approximately 50% of these students indicated that their friends were mainly limited to other international students, though 35% indicated that they had been successful in making friends with Americans and 15% said that they had made friends with others from their homeland. Roughly 8% of respondents said they had "no

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friends" in the University or local community. When asked "What other social support do you have here? (such as family, religious or social groups, etc.)", 42 students (38.2%) indicated "none", 26 (23.6%) indicated that they had family here, 15 (13.6%) indicated they were involved in a social organization, and 13 (11.8%) stated that they relied on friends for social support. Eight people (7.3%) indicated that they relied on a religious organization for social support, and four (3.6%) relied on a host family for social support.

The absence of friendships with American students was a major theme. A Saudi Arabian man said he had "A very few American friends but mostly my friends are from my country"; a male Nepalese student said "Yes, but very few American (friends)"; and a male Indian student commented "Some of the Americans are not friendly enough to hang out with international students. I guess they do not have a decent comfort level with people from different cultures. Also, the international students have very closed communities." Other students also reflected on the difficulty establishing friendships with American students. A Chinese woman said that she had made friends at the University, but "Most are international students." Likewise, a male Sri Lankan student said "Yes. Most of them are Sri Lankan, Indian, and Arabic. It's always hard to make friends with American students, I have only one good friend and that was my roommate in International House." A female Indian student made similar remarks, commenting that her friends were:

Mostly other Indians and a few Americans. I think the cultural differences always makes (sic) it difficult to build a friendship. I have found it a little difficult to find topics that might be common to me to talk with others. But after 2-3 years now, I feel more comfortable to talk than when I had initially come here.

On the other hand, over 15% of the respondents indicated that they had made "a lot" of friends. Many of these students indicated that they had established friendships with people from round globe while at The University of Toledo. For instance, one participant from India commented "I have a lo»t of friends here. Most of them are from India. But, I also have friends from different countries." Another woman from Chile stated "I have a lot of friends. People are really friendly and when I say friendly I really mean friendly!" An Indian female student also commented about having ""Looooooooooots" of friends, adding "I am thankful to all my Department colleagues, people in this school and everybody that I have met have left me with fond memories. SO, I am really lucky." A few of the research participants spoke in quite glowing terms about their friendships. One Indian man commented "I have made many friends over here. The people here have been very friendly, kind and helpful." Another man from China commented "During the group study in class, I made some friends from Greek, India, and also American (sic)".

Inclusion in the local community

Respondents were nearly evenly divided about whether they felt included in the local community. Fifty-three respondents (48.6%) answered "yes" to this question, five (4.6%) answered "somewhat" and forty-eight (44.0%) responded "no", with three people (2.8%) stating that they "don't know". One interesting comment from a Saudi Arabian woman who wears a hijab was that she did not feel included in the local community "Not that much may be cause I am covered." A female student from Indonesia commented "A lot of people I run into are not familiar with diversity, so sometimes I felt like I was being left out." A woman from India also expressed disappointment about the lack of inclusion in the community. She did not feel included in the community "No, not that much. It wasn't as I expected." On the other hand, some international students reported having very positive

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42 High Educ (2010) 60:33-46

experiences of inclusion in the community. An English woman commented that "The people here are very friendly and make me feel welcome." Another male international student stated that "Local people are very nice, helpful and friendly." Some respondents specifically mentioned local people or groups which have made them feel more con- nected to the local community. For instance, one Chinese man commented that he felt included because "I have an American family partner here"; another Chinese man said he felt included because "There was a local bible study invited me to have dinner with them" and a Chilean woman said she had made social connections though "tennis clubs."

One of the ways in which international students can feel a sense of community while abroad is by connecting with other people from their own culture. Thirty-four of the respondents (31.9%) indicated that they mixed with people from their own culture "a lot", "daily", or even more (for instance, "hourly"). A Saudi Arabian student explained:

Yes, we always meet to play sport at the University Ree. and also to play bowling outside some times and also we go to so trips together like Cedar Point and we meet some time here at the student union arranging by the management of the Saudi club.

A Sri Lankan student made similar comments:

Yes, we have about a 30 Sri Lankans that study and work. We meet in religious activity, occasional parties and sometimes when shopping. We help each other in many ways. But from my experience it's always better to keep less contact with them except for few close friends. Too much of anything is good for nothing! That's what my mum say (sic).

Indian students often discussed the large number of their fellow expatriates in the University. One female Indian student said "Yes, I reside in Kenwood Gardens where most of Indians stay. It makes me less home sick to see people from my country around". Another Indian woman said

Very often, my roommates have all been Indians. We have a very strong community here at the University and I think that had helped me more to deal with my initial days of homesickness. I have never stayed away from home until I came here and it was a big challenge for me.

On the other hand, some people were not able to mix with other people from their culture because they were the only ones here from that country. For instance, an Australian student commented that she didn't mix with other Australians "not really - haven't met another Aussie." A Brazilian man also commented "I hardly met anyone at all from my country". Similarly, another student from the Philippines commented that she did not mix with people from her culture because there were "too few Filipinos here".

The university community

One hundred people responded to a question about whether they had experienced diffi- culties at The University of Toledo. Fifty-six (56.0%) indicated that "yes", they had experienced difficulties, whereas forty-four (44.0%) indicated that they had not experi- enced such difficulties. The nature of such difficulties is particularly important, in terms of establishing whether international students have unique problems or needs. A woman from India expressed her feelings in a very touching comment:

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I was very intensely homesick. I felt left out in my department because it had no diversity and had just European American students. I was laughed at anything I said or did. I tried to socialize with my American classmates but I thought of socializing with them as an additional Stressor because I didn't what to say or how to say things. I felt deep despair. I used to be alone all the time. I used to walk in the snow because I had no car. I had no laptop. Every night I before I felt asleep (sic). My parents couldn't really understand my issues here. As a result, I tried hanging out with Indian friends from engineering but they could not understand what it means to be in an all-white department.

Another student, a male from Saudi Arabia, also spoke in a moving way about his experiences of isolation and rejection by other classmates:

I have difficulties in mixing with the other students. In the class, I feel I'm isolated from the other students especially the American students, why? Because I'm an international student I feel I'm unaccepted. I try to talk to them in the class. They face me with the ignoring. Some of them are nice to me a little bit but many of them do not even care to ask about me, about my culture or where I'm from. I believe that I have a lot of things to tell them about, which may help to create beautiful rela- tionships between me and the American students. I'd love to talk to them, I'd love to tell them what I know, I'd love to tell them how I want to be a part of this com- munity, but I hope that I feel I'm accepted.

Other comments from the respondents also indicated some of the specific difficulties that international students experience. A female from Sri Lanka commented that interna- tional students can face unique experiences with the telephones on campus:

Yes at first I had difficulty to call my family till I bought a phone. At that time I didn't know how to buy a calling card. Here you don't have coin phones which can get international calls. It's very important to an International student till they buy a phone. After that I didn't have any.

Another female student, this time from Poland, commented that work restrictions on international students limit their options to campus positions, but there are not enough jobs to go around:

It was not easy to get a job on campus. We can only work on campus and there are not enough jobs for us. And it is NOT [sic] about money - it is about getting an experience of working with Americans, interacting with them and getting to know the work ethic etc.

A female from Canada highlighted the unique needs of international students with regard to food on campus. She said that "the fact that there is no ethnic food in the dorm" is a major problem. (This issue was also raised by other students in other parts of the research, for instance, by a Muslim student with regard to the absence of Halal food on campus).

One section of this study specifically asked if the student had felt included in the University community. Sixty-five (59.1%) of the 1 10 respondents stated they felt included in the University community and gave several examples of how they felt they fitted in. A female Australian student stated "Definitely - made me feel at home". An Indian student likewise commented that "With many friends I felt at home and proud to have good friends from at least 10 different countries". Another Indian student commented "The people here

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44 High Educ (2010) 60:33-46

have helped me to adjust me to the conditions pretty well" and a Jordanian student commented "Very much so. Whenever there is something going on at the University I would know about it through the emails or the flyers distributed around the campus." On the other hand, 39 (35.5%) of the respondents indicated that they felt they were "some- what" included or "did not feel included at all". A female student from Japan stated "Sometimes if I go and ask some questions to some community, sometimes they don't even bother to listen you due to an accent." Another student from Saudi Arabia felt that the University is somewhat cliquey - like "going to school" - and as a result, he is unable to participate with the University community:

I feel that going to this University is like going to school. In other words, I cannot react or involve with the University community groups. I just feel that I go for classes and comeback home without having fun or enjoying the University atmosphere.

Many international students get the impression that any experiences of social isolation are due to their own deficiencies in the English language. The comments of a male student from China illustrated this perception clearly. He said "No", he didn't feel included in the University community, "because I don't have a good communication skill." On the other hand, some students indicated that the problem was located in the broader University environment. For instance, a male student from Iran stated:

Multicultural experience in this university is far weaker than what I expected. My friends in other universities have a better exposure to diversity. Here, different ethnic groups cling together without socializing much with others or with Americans. And I see very little serious effort from university to change this.

Conclusion

This study was an exploratory one. Previous research on the experiences of international students at The University of Toledo is non-existent. As a result, there may be a number of additional areas requiring research. For instance, specific gender, religious or cultural differences in the experiences of international students may require additional research. As well, detailed studies of the factors which have assisted individuals from overseas to achieve high levels of success while at the University might provide valuable information. Nevertheless, this study has recorded many of the problems that international students experience at The University of Toledo, including: concerns over finances and health insurance; difficulties adjusting to new cultural norms and homesickness; lack of cultural understanding and community inclusion; and language issues, in particular the need for additional assistance with spoken English.

The study has also produced a number of recommendations for addressing the needs of international students within the University of Toledo (and many of these may be appli- cable to other universities as well). Some of these recommendations involve raising the profile of international students on campus, enhancing cross-cultural understanding, and providing greater opportunities for international students to become involved in the Uni- versity and local community. A number of students have suggested initiatives which raise the profile of international students and their cultures such as having an "International Students Week" on campus where student groups and local community organizations could display or sell aspects of their culture. Likewise, University newspapers could be

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High Educ (2010) 60:33-46 45

approached to include more stories about international students in order to raise their profile on campus. These stories may include recognition of the awards, degrees, pre- sentations and other achievements of international students on campus. International stu- dents, or representatives of international organizations which have a strong presence in the local community, could also be invited to the University to give free seminars about their culture. As well, important cultural and religious holidays for international students could be recognized on the University website.

Other recommendations from this study are specifically aimed at areas raised by international students such as financial problems - which can be addressed with increased assistance with tuition costs and the provision of more scholarships for international stu- dents (particularly undergraduates, as graduate students have increased access to graduate assistantships and tuition waivers). In terms of the English language skills of international students, the very strong links and positive relationships between international students and the Writing Center should be recognized and encouraged, and the Writing Center should be vigorously promoted to new international students. There are a small number of interna- tional students at this University who do not feel very comfortable communicating in English, and who rarely use English outside of the University. They may have additional needs for English language tuition which need to be assessed and addressed as appropriate. Alternatively, they may be encouraged to get involved in informal conversational groups as a way of enhancing their skills and confidence speaking in English. A social club could be established to enhance the links between international students and other students on campus, potentially focusing on informal social interactions and improving the verbal communication skills of international students.

This study has also highlighted those areas where the experiences of international students has been overwhelmingly positive - including making friends at the University, having positive relationships with Professors, and working effectively with the Writing Center. Some of the recommendations from the study could be cheaply and effectively implemented by manu universities and would undoubtedly assist more international stu- dents to feel welcome and appreciated at the University. For instance, international stu- dents could be asked to identify Professors who have been particularly helpful in their studies, and the Office of International Student Services could send them a thank-you letter, or a certificate of appreciation. Professors may choose to include such letters in the portfolios which are used for tenure and promotion. Such reforms could enhance the reputation of a University for being student-centered and could enable even more successes for international students.

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