Impact of Cross-cultural Orientation Activities on Continuing Intercultural Interaction

1. Impact of Cross-cultural Orientation Activities on Continuing Intercultural Interaction Jana McQuaid EPPL 751- Sociology of Education July 30, 2012

2. Topic Statement • Began with interest in the lack of interaction between domestic and international students • Explored the issue of friendships, values and mission of the program, link to academic performance • Had difficulty finding the correct terminology “multicultural vs. intercultural” • Decided to narrow in on specific orientation activities that might enhance cross-cultural collaboration I am interested in evaluating cross-cultural orientation activities because I want to find out to what extent they affect future intercultural interaction and academic performance of international students. I intend to help my reader understand the impact of encouraging intercultural interaction on international student success.

3. Sociological Orientation Interactionist Theory • Deals with the issue of relationships • Social construction of self • Set of symbols and meanings • Micro-level

4. Questions • What are the perceptions and attitudes of all students toward interacting with students from different cultures and how do these attitudes and perceptions affect the level of interaction among students? • What impact does multicultural interaction have on academic success of international students? • Does incorporating multicultural activities at new student orientation help to foster interaction between students during academic program, and if so, which types of activity are most beneficial?

5. Literature Review • The researchers have focused on intercultural interactions as part of complex and dynamic systems. The conclusion is that students’ attitude toward intercultural engagement is based on a compilation of experiences and exposure to various social contexts. Adopting a person-in-multiple context perspective is recommended. The authors conclude that more research is needed in the broader contexts of social interactions. (Kimmel & Volet, 2012) • The greatest challenges found were insufficient English, free-riding, and poor communication. Perceptions of these challenges vary among cultures as do expectations of others in the group. Although this study took place outside of the United States I do feel that the information is relevant and can be applied in US university settings. (Popov, Brinkman, Harm, Mulder, Kuznetsov, & Noroozi, 2012) • Results showed a correlation between friendships with host country individuals and satisfaction as well as social connectedness. This study highlights the importance of having host nationals in an international student’s friendship network. (Hendrickson, Rosen, & Aune, 2011)

6. Literature Review • Study focused on the correlation between GPA, degree plans, academic integration, as well as English skills and academic integration, and the persistence of international students to remain in US institutions. The results showed the importance of collaboration between international student services and academic departments and the success of international students should be a shared endeavor. (Mamisseishvili, 2012) • Students who participated in the program developed more friends and maintained interest in the local culture. The study followed intervention program was a bus tour that introduced international students to the local culture and then a survey was conducted after a few weeks and then again in three months. (Sakurai, Mc-Call-Wolf, Kashima, 2010) • The key message is that identifying one’s own set of concepts to the idea of culture helps develop intercultural empathy and curiosity. The author suggests examining the self-study method to students from different cultures as this practice was done solely with American students. (Weigl, 2009) • Observations: • Much of the literature focused on institutions outside of the United States • Easy to cross over into the area of psychology

7. Literature Review (continued ) • Cross-cultural Programs • Intervention program resulted in more friendships and interest in local culture • Self-study exercise helped to develop multicultural empathy • Use of moving pictures in developing sensitivity Observations: • Much of the literature focused on institutions outside of the United States • Easy to cross over into the area of psychology

8. Methodology/Plan Mixed Methods Action Research Plan Phase 1 Initial Research: • One-on-one interviews with existing students to determine current scenario • Questionnaire to all students • Field notes observing existing interaction in classrooms • Existing data on retention rates and academic performance Phase 2 Implementation: • Field notes from observation in new orientation activities Phase 3 Results: • Researcher notes from observations in the classroom and at extra-curricular activities • Survey of students, instructors, and program advisors • Recorded group discussion with students and instructors • Data on retention rates and academic performance

9. References Kimmel, K., Volet, S. (2012). Understanding motivation, engagement and experiences of intercultural interactions at university: a person-in-multiple contexts perspective. European Journal of Psychology Education, 27(2), 227-245. Popov, V., Brinkman, D., Harm, J.A., Mulder, M., Kuznetsov, A., Noroozi, O. (2012). Multicultural student group work in higher education: An explorative case study on challenges as perceived by students. International Journal of Intercultural Relations 36(2), 302-317. Hendrickson, B., Rosen, D., & Aune, R.K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35(3), 281-295. Mamiseishvili, K. (2012). International student persistence in the U.S. postsecondary institutions. Higher Education, 64(1), 1-17. Sakurai, T., McCall-Wolf, F., Kashima, E.S. (2010). Building intercultural links: The impact of a multicultural intervention programme on social ties of international students in Australia. International Journal of Intercultural Relations, 34(2), 176-185. Weigl, Robert C. (2009). Intercultural competence through self-study: A strategy for adult learners. International Journal of Intercultural Relations 33(4), 346-360.