1. Acculturative Stress in International Students: the role of support services Samantha Tan & Christopher J. Devers Indiana Wesleyan University

2. Internationalization of HEIs Internationalization – a growing trend HEIs compete for international students International students enrich education Cultural perspectives Reducing stereotypes Opportunities for difficult discussions Cultural awareness makes campuses more receptive to international students (Altbach & Knight; 2007; Green, 2012; Pandit, 2007; Ikwuagwu, 2010)

3. The International Student Experience Unique experience and struggles Additional stressors Culture shock Language difficulties Academic unpreparedness Interpersonal issues Isolation Alienation Discrimination High risk for psychological difficulties (Chwee et al., 1998; Constantine, Okazaki, & Utsey, 2004; Sandhu & Asrabadi, 1994; Yue & Lê, 2013)

4. Acculturative Stress Acculturation: The process of cultural change that takes place with prolonged, first-hand contact between two distinct cultures Acculturative stress: A reaction in response to life events that are rooted in the experience of acculturation The negative psychosocial consequences that result from unfamiliarity with new customs and social norms (Berry, 1990; Berry, 2005; Redfield, Linton & Herskovits, 1936; Zhang, 2012)

5. Past Research Demographic/personal factors relate to acculturative stress Little research on types of institutional services that effectively support international students Three main areas of support needs: Sociocultural Academic Practical Nature of larger society moderates relationship between experience and stress (Berry, et al., 1987; Compas, et al., 1986; Constantine, et al., 2004; Crockett, et al., 2007; Murphy, 1965 ; Pederson, 1991; Poyrazli, et al., 2004; Wei, et al., 2007; Yeh & Inose, 2003; Zhang, 2012)

6. Why Study Support Services? Provide structure for transition Increase retention Internationalization goals International student alumni network

7. Current Study The purpose of this study is to examine international student’s acculturative stress levels at various higher education institutions. It aims to identify factors correlated to acculturative stress, and identify themes in students’ experience with institutional services.

8. Research Questions What are international students' acculturative stress levels at higher education institutions? How do these acculturative stress levels relate to demographic and institutional variables (location, school demographics, services, etc.)?

9. Method: Overview Self-administered, voluntary, anonymous questionnaire Demographics Acculturative Stress Assessment of support services Mixed-methods Examine data for trends and relationships

10. Method: Participants International F-1 and J-1 students Working to acquire list from Department of Homeland Security!

11. Method: Survey Instruments Demographic questionnaire Age Gender Country of origin Ethnicity Institution attended College classification etc. Predominant social groups Recommend the institution?

12. Method: Survey Instruments Institutional support questionnaire 10 Support services – decreased/increased stress levels 5-point Likert Scale Qualitative questions about support services

13. Method: Acculturative Stress Scale Sandhu & Asrabadi (1994) Compiles common stressors into 12 recurring themes 36 items 5-point Likert Scale Example questions. Please rate the extent to which you agree with the following statements: Homesickness bothers me. I feel uncomfortable to adjust to new foods. I am treated differently in social situations.

14. References Altbach, P. G., & Knight, J. (2007). The Internationalization of Higher Education: Motivations and Realities. Journal of Studies in International Education, 11(3-4), 290–305. doi:10.1177/1028315307303542 Berry, J. W. (1990). Psychology of acculturation. In J. Berman (Ed.), Cross-cultural perspectives: Nebraska symposium on motivation (pp. 201-234). Lincoln: University of Nebraska Press. Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697–712. doi:10.1016/j.ijintrel.2005.07.013 Chwee Lye, C., Jiansan, D., & Perez, M. A. (1998). Validation of the East Asian Student Stress Inventory (EASSI). American Journal Of Health Studies, 14(3), 153. Constantine, M., Okazaki, S., & Utsey, S. O. (2004). Self‐concealment, social self‐efficacy, acculturative stress, and depression in African, Asian, and Latin American international college students. American Journal of Orthopsychiatry, 74(3), 230–241. Dillard, J.M., Chisolm, G.B. (1983). Counseling the international students in a multicultural context. Journal of College Student Personnel, 24, 101-105. Ikwuagwu, V. O. (2010). International Student Satisfaction Levels with Student Support Services at Delaware State University. (Unpublished doctoral dissertation). Wilmington University. Pandit, K. (2007). The importance of international students on our campuses. Yearbook of the Association of Pacific Coast Geographers, 69, 156–160. Redfield, R., Linton, R. & Herskovits, M. (1936). Memorandum on the study of acculturation. American Anthropologist, 38, 149-152. Sandhu, D., & Asrabadi, B. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75, 435–448. Yue, Y., & Lê, Q. (2013). International Students’ Social Engagement and Social Wellbeing in an Australian Regional Area. The International Journal of Health, Wellness, and Society, 2, 119–132. Zhang, Y. (2012). An examination of acculturative stress, perceived social support and depression among Chinese international students. (Doctoral Dissertation). Retrieved from Child and Family Studies - Theses. (Paper 3).

15. Questions? samantha.tan@myemail.indwes.edu christopherdevers@gmail.com