Introduction
According to the statistical data, the number of international students in the United States has significantly increased since the middle of the twentieth century. Approximately fifty thousand people prefer studying in the USA. This phenomenon can be explained by various reasons. First and foremost, it is the quality of education, this is probably the major factor. The second reason is that, these students have a good opportunity to master their English and broaden their horizons. Thus, we can speak of the so-called “cultural quest”.
However, people who decide to enroll into a college or university in the United States will have to face many problems of various kinds. Our major task is to discuss them and suggest the way in which these challenges can be resolved.
Difficulties arising in connection with the application process
As we have already mentioned, there can various kinds of obstacles that an international students have to surmount. Perhaps, it would be better to start from the very beginning, the application process. It is necessary to obtain VISA, which is not so easy to accomplish, especially if a students live in some developing country, and embassy officials usually tend to look with suspicion at such people, believing that their primary purpose is not to study but work. The problem is that the embassy officials are often very biased in their judgment and they often may be prejudiced against some students, especially if we are speaking about the so-called racial profiling. It may sound like an accusation of racism, but as sociologists believe, deep-rooted racial stereotypes are still present even among the officials. Many applications of international students are rejected just for the reason that these people allegedly look suspicious.
Main criteria for the application to the university
Additionally, this person must be proficient in English, at first glance it may sound commonplace to say the least. However, the point is that the application committee first evaluates results of the proficiency tests such as for instance TOEFL or Michigan Test, if a person has less than 400 points in TOEFL or less than 70 in the Michigan his or her academic achievements are often disregarded. Perhaps, our educational institutions should adopt some new policy. Probably, we should attach primary importance to the academic performance but not the language skills, because any international student can easily improve his English if he or she lives in the United States (Mallinckrodt, B. & Leong, 79). Moreover, very often-international students are rejected, because he or she fails to cope with some standardized test. The thing is that such international student is not used to taking such tests, because in some countries, tests are not so often used and other tasks are more preferable. Thus, the application committee has to make allowances for the students educational background, which can be different of that one in the United States (Barrat, 423).
Cultural shock
The second major problem that any international student inevitably encounters is the so-called cultural shock or the period of adjustment as psychologists often call it. It involves a great number of aspects and it is worth mentioning that not every person is able to overcome it. In the overwhelming majority of cases, it depends upon the person, and there is no infallible solution of this problem. Overall, it can be characterized by the feeling of disorientation and anxiety. An international student may not be familiar with the behavioral norms established in the American society, and some of them can easily arouse surprise or sometimes even dislike (Kelly, 786). In addition, it is quite possible for us to say that any students who come from abroad may experience the so-called language barrier. Some people, especially extroverts tend to be more reticent when they speak with foreigners (Poyrazli, 28). This created some sense of alienation, it seems to a person that he or she is lonely and to a certain extent abandoned. There are many manifestations of culture shock if we take the process of studying. Many educators believe that international students are more successful in written work; however, some of them have a strong disinclination to contributing at seminars, because it seems to them that they speak in “broken English” and that they will be laughed at (Furnham, Alibhai, 715). Naturally, that mostly depends upon the person, and many people, especially outgoing and sociable can easily break this psychological barrier (Wan, 211). However, cultural shock can never be conquered if native people do not help international students. Besides, a student must be provided with the list of student organizations that can help him or her to get through the period of adjustment.
As regards cultural shock, we should also mention that foreign students experience some difficulties, establishing new relationships. It can be ascribed to various factors, like for instance, the difference in cultural values and behavioral norms. Besides, the concept of friendship is highly subjective and it may depend upon the personality and the culture. It stands to reason that it can easily affect the students academic performance, because many assignments are based on teamwork, and it will be difficult for the international student to become a full member of the team if he or she is reticent or tends to be separated from other members (Hayes, 10). However, by being an active participant in different social gatherings whereby students share thoughts and ideas with others may help a lot.
Problems connected with the period of adjustment to the new country
As far as cultural differences are concerned, we may also speak about the system of education, established in the United States and the country from which the international student comes from or probably it would be better to say educational approach. For example, in the United States, a test is considered to be the most expedient way to check the students knowledge, moreover written form of exam is more preferable. The point is that educator in many countries do not share such view. For example, in post-Soviet countries, teachers mostly give preference to viva voce examinations. As a result, an international student may not be as successful as he may or she could be (Charles, 175). Perhaps, American educators should take into account this fact and make some alterations that could help international students to fully express themselves.
Such social phenomenon as racism can also have a strong influence on the international students. Some people may easily make an objection to this statement and say that it is far-fetched and that it cannot be substantiated. However, racism has many forms and manifestations, for example insensitivity to the cultural background of the foreign student. People usually tend to believe that rules and norms, established in their society are the most appropriate. The person, who does not adhere to these norms is viewed as strange, and deviant. Very often, any foreign student can feel very depressed, if he or she is looked upon as a contrarian or white crow. As a result, a person can retreat into himself and make practically no attempt to establish friendly relationships with other people (Mori, 140).
Regarding cultural problems or culture shock, one cannot disregard such feeling as homesickness. Being separated from home for a considerably long time can make a person feel lonely and isolated. He or she can even perceive foreign county as hostile. There are many explanations for this phenomenon. First, a person does not have opportunity to speak his native language. It can be quite depressing sometimes. Besides, a student can miss his relatives and friends, especially if he or she cannot make new friends with people in the United States. As a result, such person will want to leave this county as soon as possible. What was supposed to be an interesting cultural and social adventure will prove to be torture for him. The only possible solution to this problem is to be sociable and outgoing. Moreover, a student should always try to find the positive side of being in a foreign country. Other students should also encourage him or her to be more open. Probably, this can alleviate the symptoms of homesickness (Sue, 123).
Financial difficulties experiencing by international students
Now that we have discussed bureaucratic and cultural problems, that an international student may face, we should proceed to the financial aspect. The thing is that study in some of American Universities can cost sometimes a large sum of money. It is not surprising that not everyone can afford it. Certainly, many institutions provide scholarships for gifted students but in the majority of cases, they are given to the native students. Besides, it is very difficult for an international student to prove that he or she really deserves the scholarship or probably some financial support living abroad.
It is estimated that approximately 1000 scholarships are available for international students, and approximately 30 top students from various counties lay claim to this grant. Some colleges or universities provide loans for the international student, but it is a very serious step to make and international students usually disregard this option.
Certainly, some institutions give campus jobs to the international students, like for instance working in the health club, library or cafeteria, but there are hundreds of native students, who also need these jobs.
Providing, that an international student wants to work outside campus, he or she is obliged to have a green card, a permission to work in the United States, which is not always easy to obtain.
Perhaps, American state and private institutions should pay more attention to international students, because it can be beneficial for the country itself. The problem is that many talented people do not have a chance to show what they are capable of.
If these people are provided with sufficient financial support, they may easily become naturalized Americans and contribute to the well-being of the country. There are many examples proving this statement, for instance Einstein, Tesla, Nabokov and many others. These people have now become an inseparable of the American image. Perhaps, the government and educational institutions should think of long-term effects.
Conclusion
Now, that we have discussed the major problems that an international student may experience, while living and studying in the United States, we can arrive at the conclusion that these problems usually fall into three categories: bureaucratic, cultural and financial. Bureaucratic problems are closely connected with the process of application and obtaining visa. As regards, the cultural problems, it is quite possible for us to mention language barrier, homesickness, and the difference between behavioral norms and cultural values. Speaking about the financial problems, we should say that the aid given to the international students is not sufficient.
Bibliography
Barrat, M. F., & Huba, M. E. Factors related to international undergraduate student adjustment in an American community. “College Students Journal”, 28, (1994). 422-436.
Charles, H., & Stewart, M. (1991). Academic advising of international students. Journal of Multicultural Counseling and Development, 19, 173-180.
Furnham, A. & Alibhai, N.. The friendship networks of foreign students: A replication and extension of the function model. International Journal of Psychology, 20, (1985) 709-722.
Hayes, R. L., & Lin, H. R.. Coming to America: Developing social support systems for international students. Journal of Multicultural Counseling and Development, (1994) 22, 7-16.
Kelly, J. G. (1990). Context and the field of community psychology. American Journal of Community Psychology, 18, 769-792.
Mallinckrodt, B. & Leong, F. T. L. International graduate students, stress, and social support. Journal of College Student Development, 33, (1992). 71-78.
Mori, S.. Addressing the mental health concerns of international students. Journal of Counseling and Development, 78, (2000) 137-144.
Senel Poyrazli. Kamini Maraj Grahame. Barriers to Adjustment: Needs of International Students within a Semi-Urban Campus Community. Journal of Instructional Psychology. 34. 1, (2007), 28.
Sue, D. W.. “Counseling the culturally different”. New York: Wiley, 1981.
Wan, T., Chapman, D. W., & Biggs, D. A. (1992). Academic stress of international students attending U.S. universities. Research in Higher Education, 33, 607-623.