Bibliographic Details
| Title: |
Against All Odds: Socio-Cultural Influence on Nontraditional International Learners Pursuing Higher Education in the United States |
| Language: |
English |
| Authors: |
Hunter-Johnson, Yvonne |
| Source: |
Commission for International Adult Education. 2016. |
| Availability: |
Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-m |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2016 |
| Document Type: |
Speeches/Meeting Papers
Reports - Research |
| Education Level: |
Higher Education |
| Descriptors: |
Higher Education, Cultural Influences, Social Influences, Nontraditional Students, Foreign Students, Adult Students, Student Adjustment, Qualitative Research, Structured Interviews, Student Experience, Learning Experience, Language Acquisition, Acculturation, Interpersonal Relationship, Racial Identification, Ethnic Stereotypes, Barriers, School Support, Educational Environment |
| Abstract: |
The decision to migrate to a foreign country with an unfamiliar educational system to pursue higher education as a nontraditional adult learner is a decision that is not taken frivolously. Despite the motivation and excitement coupled with such a journey, there are numerous unforeseen accompanying challenges from a socio-cultural perspective that can influence this experience and hence have a rippling impact on the learning process. This qualitative study explored the experiences of seven nontraditional international students that travelled to the United States to pursue higher education. Data were collected through structured interviews using convenience sampling. The study revealed that the major challenges experienced by international students from a socio-cultural perspective were a) Language and communication barriers, b) Acceptance and assimilation to social-cultural differences, c) Racial identity and associated stereotypes, and d) Networking (making friends). With regards to socio-cultural influences that impacted the learning process, the following themes emerged: a) Language barriers, b) Difference in the learning environment, and c) Support from faculty and classmates. The study contributes greatly to the field of adult education and adult learning from an international perspective. [For the full proceedings, see ED581791.] |
| Abstractor: |
As Provided |
| Number of References: |
39 |
| Entry Date: |
2018 |
| Accession Number: |
ED581847 |
| Database: |
ERIC |
