A Comparison of International Student and American Student Engagement In Effective Educational Practices
Although international students are an important source of diversity on American college campuses, relatively little is known about their college experiences. This study examines levels of engagement in effective educational practices of nearly 3,000 undergraduate international students and more than 67,000 of their American counterparts at 317 four-year colleges and universities. Overall, international students were more engaged in educationally purposeful activities than American students, especially during the first year of college. They also reported greater gains in desired outcomes, especially in personal and social development. In the senior year, however, engagement patterns of international students and American students converged considerably. The ethnic/racial background of international students and the proportion of international undergraduates (density) on a campus evidenced mixed effects on student engagement. Implications for institutional policy and practice were discussed.
Source: Chun-Mei Zhao, George D. Kuh, and Robert M. Carini. Forthcoming 2004. "A Comparison of International Student and American Student Engagement in Effective Educational Practices." The Journal of Higher Education. <http://www.indiana.edu/~nsse/html/research.shtml>
Authors: AndreaDeCapua, Will Smathers and Lixing Frank Tang,
Source: Educational Leadership; Mar2007, Vol. 64 Issue 6, p40-46, 7p
Abstract: The article reports on English language learners who have had their schooling experience interrupted or never had formal education to begin with. U.S. schools are challenged with a large number of student enrollments with limited English proficiency. Sometimes teenage student immigrants without formal education arrive and are difficult to place academically. Bicultural transience is a phenomena where students move back and forth between the U.S. and their homeland. Suggestions and methods are made to assist these students with interrupted formal education for success in U.S. schools and in U.S. communities.