Academic and Social Experiences of Exchange Students from Japan Attending an American University.

Abstract

The purpose of this study was to identify and analyze the views of exchange students from Japan about their sojourn experiences at an American university. The participants were eight exchange students from Japan (four males and four females). This descriptive-qualitative study was conceptualized within sojourner theory (Siu, 1952). The data sources were a demographic survey and semi-structured interviews conducted during the participants' study abroad sojourn. The interview data were analyzed using constant comparative method (Merriam, 1998). The emergent themes were (a) academic frustration in ESL courses, (b) academic and social envy and jealousy, and (c) academic transition challenges. Recommendations are provided to improve international exchange students' academic and social experiences at American universities. Key Words: International exchange students, academic and social transitions, and sojourn Introduction International students are an increasingly important vibrant source of diversity on college and university campuses in the United States (U.S.). They contribute new perspectives to discussion and enhance student and faculty awareness of appreciation for other national origins and cultures (Bevis, 2002). Students from Asian countries such as India, China, South Korea, Japan, and Taiwan comprised 46% of all international students enrolled in American colleges and universities (HE Network, 20011). More specifically, in the 2009-2010 academic year there were 230,904 international students from Asian countries where English is not one of the official languages (HE Network, 2011). This indicates the importance on American campuses of exchange students from Asia countries. Troublingly, however, the literature reveals that Asian exchange students often experience a host of issues and difficulties. Studies show that some Asian students at American colleges and universities experience academic and language difficulties exacerbated by cultural differences between their native countries and the dominant culture (Samuel, 2004; Sato & Hodge, 2009; Spurling, 2009). Sato and Hodge (2013) studied the academic and social experiences of six undergraduate Japanese students at one major university in the US and found that their cultural and linguistic differences caused their academic and social difficulties. They also were marginalized and isolated, which led to negative disposition shifts again American students. The students felt that in order to achieve academic success they had to assimilate linguistically and culturally to the dominant language and culture of their undergraduate programs. They also spoke of difficulties in building social relationships with White peers in the academic programs, which made them feel uncomfortable and hesitant to communicate with these cohorts. More positively, the students had formed positive bonds with other Asian students at their universities, and they felt that their cultural values sustained them despite feeling marginalized. There is a growing segment of the study abroad market consists of exchange students who study at an overseas university for one semester or one year (Llewellyn-Smith & McCabe, 2008). The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) (2009) has announced that Japanese colleges and universities must increase the number of Japanese students studying abroad to 300,000 by 2020. In kind, some Japanese universities have included strategic plans that advertise and promote study abroad programs under the authority of internationalization by the Japanese government (Paige, 2005). For various reasons, many Japanese students have selected American universities for their academic sojourn such as American universities often allow for all students to provide flexibility of courses (e.g., taking outside of their academic major) (MEXT, 2009). Conceptual Framework and Purpose The current study draws on the concept of an academic sojourner (Sato & Hodge, 2009; Siu, 1952; Spurling, 2006). …

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 15 citations exist upstream.