Thematische Bibliographien / Syrian students in the United States

Auswahl der wissenschaftlichen Literatur zum Thema „Syrian students in the United States“

Autor: Grafiati
Veröffentlicht am 27. Juli 2024
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Syrian students in the United States"

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Switky, Bob. „Simulating a Foreign Policy Dilemma: Considering US Humanitarian Intervention“. PS: Political Science & Politics 47, Nr. 03 (19.06.2014): 682–86. http://dx.doi.org/10.1017/s1049096514000833.

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ABSTRACTThe humanitarian impulse in the United States routinely clashes with isolationist sentiment, with appeals to the national interest, and with apathy in and out of government. This class exercise encourages students to explore the contours of the debate over humanitarian intervention with a crisis unfolding in Belagua, a fictitious Latin American country. As the crisis deteriorates, students increasingly feel the tension between wanting to help the at-risk civilian population and avoiding a messy conflict from which the United States could have trouble extracting itself. The project requires students to address key questions about the US role in the Belagua case and to consider what the United States could or should have done in actual situations, such as Rwanda and Syria. Because these crises are likely to occur in the decades to come, this exercise initiates students to the challenges that the United States, as well as the international community, undoubtedly will face.
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Todoran, Corina, und Claudette Peterson. „Should They Stay or Should They Go? How the 2017 U.S. Travel Ban Affects International Doctoral Students“. Journal of Studies in International Education 24, Nr. 4 (03.07.2019): 440–55. http://dx.doi.org/10.1177/1028315319861344.

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In the wake of the U.S. government’s executive orders restricting travel from six Muslim-majority countries (Iran, Libya, Somalia, Sudan, Syria, and Yemen) in January 2017, we collected data from four focus groups consisting of international doctoral students aiming to provide insight on the following research question: How do international doctoral students make sense of the U.S. political climate on their lived experiences? This article contributes to the literature by discussing a timely issue concerning international students in the United States and points out that the 2017 travel ban has affected not only international doctoral students from those banned countries but has also alarmed students from other countries, who described the climate as stressful, confusing, and hostile. Several students changed their travel plans for conferences or family visits being worried that they might not be able to reenter the United States. Other students feared the immigration rules might suddenly change and affect their visa status. Students also expressed their concerns in regard to job prospects after graduation. This article derives from a larger qualitative study exploring the experiences of international doctoral students in the U.S. academic and cultural settings.
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Rabia, Hazza M. Abu. „Undergraduate Arab International Students' Adjustment to U.S. Universities“. International Journal of Higher Education 6, Nr. 1 (07.12.2016): 131. http://dx.doi.org/10.5430/ijhe.v6n1p131.

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The adjustment process and issues of 16 Arab international students enrolled at two universities in the Northeast of the United States were examined through this qualitative, exploratory study. The participants were from Iraq, Jordan, Kuwait, Oman, Saudi Arabia, Syria, and United Arab Emirates and had been in the US for 2 to 5 years. In-depth interviews were employed to document and analyze the experiences and challenges of these students on U.S. campuses. One-on-one interviews with the participants revealed multiple factors obstructed Arab international students' academic success and limited their socialization within the context of their postsecondary institution, their host community, and their host nation. Several prevailing themes were discovered among the participants, including culture shock, language barrier, cultural differences, and isolation. While further research is needed, these findings suggest that specific programming and outreach by U.S higher education institutions could be implemented to assist Arab international students' adjustment to the academic and social environment of their host campus.
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Ismail, Mentalla. „Assessing Functional and Comprehensive Health Literacy in a Syrian Refugee Community“. ENGAGE! Co-created Knowledge Serving the City 4, Nr. 2 (29.11.2022): 24–32. http://dx.doi.org/10.18060/26771.

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Newly resettled refugees have poorly managed acute and chronic health conditions as a result of their migration experience. To add to an already complex experience, poor health literacy complicates effective utilization of healthcare among these communities (Wångdahl et al., 2014). Health literacy has been described in the literature as one of the key determinants of and potential barriers to optimal health (Kickbusch, 2001). Anecdotally, health literacy curricula have been implemented in other low-literacy communities with success. Yet there are very few known structured curricula built into the resettlement experience in the United States (U.S.), and even fewer have been described in the literature. In collaboration with Closing the Health Gap and Refuge Collaborative, a six-week health literacy curriculum was developed and disseminated in adult Syrian refugee populations within the Greater Cincinnati Area. Using a pre-post intervention design, I aimed to assess the baseline health literacy of newly resettled adult refugees in the Greater Cincinnati Area and evaluate the effectiveness of the health literacy curriculum in improving the functional health literacy of these communities. This pilot study informed the development of a health literacy curriculum aimed at high school refugee students enrolled in Cincinnati Public Schools. Establishing the effectiveness of such a curriculum has the potential to have far-reaching impacts on other refugee communities undergoing the resettlement experience. Other communities experiencing low health literacy, such as African Americans, may also benefit from a similar curriculum. Most importantly, improved health literacy can indirectly translate into more effective health care utilization and lead to overall better health outcomes for disadvantaged communities.
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Rose-Redwood, CindyAnn, und Reuben Rose-Redwood. „Rethinking the Politics of the International Student Experience in the Age of Trump“. Journal of International Students 7, Nr. 3 (01.07.2017): I—IX. http://dx.doi.org/10.32674/jis.v7i3.201.

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We are living in troubling and uncertain times. Xenophobia is on the rise as right-wing, authoritarian nationalism has witnessed significant electoral gains and the very ideals of democratic inclusiveness and international pluralism are under direct attack. With the election of Donald Trump as President of the United States, the country with the largest share of international students globally is increasingly becoming an unwelcoming place to study abroad. On January 27, 2017, Trump issued an executive order prohibiting entry of citizens from seven Muslim-majority countries(Iran, Iraq, Libya, Somalia, Sudan, Syria, and Yemen), and severely restricting the admission of refugees, into the United States. This initial attempt at a “Muslim travel ban” was subsequently blocked by the federal courts, yet the ongoing efforts of the current U.S. administration to discriminate against Muslim travelers at the border have had a chilling effect on international travel more generally
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Zhukovskyi, I. „THE DEVELOPMENT OF THE IDEA OF ARAB NATIONALISM IN THE WORKS OF SATI' AL-HUSRI“. Bulletin of Taras Shevchenko National University of Kyiv. History, Nr. 143 (2019): 14–17. http://dx.doi.org/10.17721/1728-2640.2019.143.3.

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The article is dedicated to the influence of Sati’ al-Husri philosophical, political and scientific heritage on the formation of Arab Nationalism and Pan-Arabism movements. The author analyzed main Sati’ al-Husri’s works and noted direct citations and references to his ideology. As a synonym of the European word nation Sati’ al-Husri used Arabic term al-ummah. By this concept he understood common language, culture, believes, state, history and common hopes for the future. His theory of Arab nationalism was formed under the influence of European examples, primarily German and Polish national ideas. He was especially interested in the history of nations divided between several states. Thus, Arabs could claim their national identity without united Arab state. According to Sati’ al-Husri, Arab nation was formed even before the emergence of Islam and the main features of Arab national identity are Arabic language and common history. Even more, Sati’ al-Husri argued that religious ties are weaker than cultural ones, therefore Islam should not be a core of the Arab nationalism. Such approach allowed him to include non-Muslim Arabs into the Arab nation. In accordance with the theory of Sati’ al-Husri, Arab identity should be above personal liberty. Anyone should be ready to sacrifice himself for the benefit of national idea: “Patriotism and nationalism are above all”. Rejecting personal freedom, Sati’ al-Husri proposed to impose the Arab identity by force among Arabs with another identity – Syrian or Libyan etc. There should not be any other identity except of Arabian – as states Sati’ al-Husri. During the reign of Faisal I of Iraq Sati’ al-Husri was holding high offices in the ministry of education. His main goal was to educate patriotic and nationalist feelings among students in purpose of making them faithful to the idea of Arab unity. In conclusions the author states that nationalist ideas of Sati’ al-Husri were authoritarian and manipulative. Despite the long existence of separate Arab states, the idea of Arab unity still remains relevant.
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Al-Badayneh, Diab M., Hasan Y und Yahya A. „Regional Differences in Arb Countries’ Young Female Radicalization“. International Journal of Forensic Sciences 9, Nr. 2 (2024): 1–8. http://dx.doi.org/10.23880/ijfsc-16000379.

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The research describes current states of radicalization among Arb youth women and investigates the regional differences in the levels of radicalization among young Arab women from 12 Arab states: the Levant, which includes Jordan, Lebanon, and Syria; North Africa, which includes Morocco, Tunisia, Libya, and Algeria; and the Gulf Cooperation Council (GCC), which includes Kuwait, the United Arab Emirates, Oman, Kuwait, Qatar, and Bahrain. As a sample, 2326 female students in their teen years were selected. Of these, the GCC comprises 1180 (50.7%), North Africa comprises 521 (22.4%), and the Levant comprises 625 (26.9%). We used a scale-appropriate questionnaire. The radicalization scale has a construct validity of (r = 0.73, α = 0.00) with the LSC scale., and the scale has high reliability (α = 0.96, N = 2326, items 44). Researcher founds a substantial impact of regional location on female radicalization in the GCC, North Africa, and Levant countries, as well as on each of the radicalization components individually.
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Sabouni, Ammar, Abdelkader Chaar, Yamama Bdaiwi, Abdulrahman Masrani, Heba Abolaban, Fares Alahdab, Belal Firwana und Ahmad Al Moujahed. „An online academic writing and publishing skills course: Help Syrians find their voice“. Avicenna Journal of Medicine 07, Nr. 03 (Juli 2017): 103–9. http://dx.doi.org/10.4103/ajm.ajm_204_16.

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Abstract Purpose: A group of Arab-American physicians and researchers in the United States organized a blended online course in academic writing and publishing in medicine targeting medical students and physicians in war-torn Syria. This was an effort to address one of the reasons behind the poor quantity and quality of scientific research papers in Syria and the Arab region. In this paper, we report on the design, conduct, and outcome of this course and attempt to evaluate its effectiveness. Methods: The educational intervention was a 2-month blended online course. We administered a questionnaire to assess satisfaction and self-reported improvement in knowledge, confidence, and skills of academic writing and publishing. Results: The course succeeded in reaching more than 2588 physicians and medical students from the region; 159 of them completed most of the course. Eighty-three percent of the participants felt that they were confident enough to write an academic paper after the course and 95% felt the learning objectives were achieved with an average student satisfaction of 8.4 out of 10. Conclusion: Physicians in Syria and neighboring countries are in need of training to become an active part of the global scientific community and to document and communicate the crisis their countries are going through from a medical perspective. Low-cost online educational initiatives help respond, at least partially, to those needs.
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Palmer, Jeremy. „Intercultural Competence and Language Variety on Study Abroad Programs: L2 Learners of Arabic“. Frontiers: The Interdisciplinary Journal of Study Abroad 22, Nr. 1 (15.01.2013): 58–83. http://dx.doi.org/10.36366/frontiers.v22i1.319.

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The issue of intercultural competence among students of Arabic has not received much attention in academic literature. The ability to comfortably thrive in more than one culture and language is certainly of importance for students in this age of global contact, exchange, and even strife. At a time of wars and frequent misunderstandings, cultural and linguistic tolerance and understanding between the Arab world and the West is paramount. Fortunately, more and more American students are signing up to study Arabic. Enrollments in Arabic at institutions of higher education in the United States increased 126% - more than any other language - between 2002 and 2006 (Furman, Goldberg, & Lusin, 2007). In order to understand Arabic language and culture well, it is generally accepted that students should spend time abroad in an Arabic-speaking country. The benefits of study abroad have long been praised (Carroll, 1967; Kinginger & Farrell, 2004; Berg et al., 2008). Contradictorily, however, there are not many American students who choose to study abroad in the Arab world each year (Gutierrez et al., 2009). This paper presents the results of a research project that queried over 90 research participants who spent time on study abroad programs in the Arab world. These research participants completed an online questionnaire about their cultural and linguistic experiences abroad. This paper reports results pertaining to research participant difficulty in performing certain social and linguistic functions while abroad using an adapted instrument to measure acculturation from Ward & Kennedy (1999). The research participants were also asked about the amount of interaction in which they engaged with host nationals. Finally, research participants were asked about their use of Arabic language varieties. Results show that research participants were able to perform the social and linguistic functions with greater ease at the end of their study abroad programs. Results also showed that students who had exposure to spoken colloquial Arabic before arrival felt more acculturated at the beginning of their programs. Interestingly, research participants who interacted more with host nationals tended to speak more colloquial Arabic than the more formal variety. In addition, research participants in Egypt, Syria, and Jordan (to a lesser degree) had a greater desire to speak colloquial Arabic than those in Morocco and Yemen.
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Newman, Brian. „Who Supports Syrians? The Relative Importance of Religion, Partisanship, and Partisan News“. PS: Political Science & Politics 51, Nr. 4 (15.05.2018): 775–81. http://dx.doi.org/10.1017/s1049096518000562.

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ABSTRACTWho supports allowing Syrian refugees into the United States? As a candidate, Donald Trump clearly opposed doing so. In contrast, religious leaders across the broad spectrum of religious traditions in the United States have drawn on sacred texts to call their people to action in response to the Syrian refugee crisis. Many explicitly ask the government to resettle Syrian refugees in the United States. Thus, many Republicans may have experienced cross-cutting pressures. Analyses of three surveys from 2015 and 2016 found that party identification, ideology, support for Trump, partisan-news consumption, religious-service attendance, age, and education predicted support for bringing Syrian refugees to the United States. Overall, the partisan and ideological variables were far more predictive of attitudes than religious variables. These results raise important questions about refugee politics and contexts in which religious forces conflict with partisan and ideological forces.
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Dissertationen zum Thema "Syrian students in the United States"

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Hasan, Jabella M. „Rhetorical situation analysis of United States-Syrian discourse : the hostage crisis /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487668215806799.

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Shihadeh, Sheren Iskandar. „Social and Cultural Integration Process Among Syrian Refugees in the United States“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/425.

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The purpose of this study is to examine the cultural and social integration process among Syrian refugees in the United States, and to what extent the direct and indirect challenges have played a role in the process of their social and cultural integration. The challenges include, but are not limited to, cultural conflicts, religious values, stereotypes, and English language proficiency. In order to investigate my research questions, interviews as a research methodology were used as a theoretical framework for this project to collect and analyze data. I conducted semi-structured interviews with ten Syrian refugees who currently live in the United States. These interviews were audio-recorded and transcribed in full in both Arabic and English by me. My data analysis investigated what the interviewees indicated about their processes of social and cultural integration in the United States’ society as refugees. Specific extracts were chosen because they served as rich materials to analyze and provide answers to questions in this paper. Findings indicated that Syrian refugees needed to overcome significant personal, social, linguistic, and psychological barriers and challenges in order to integrate socially and culturally in the United States’ society. Results showed that participants in this study adopted various “acculturation strategies”. Only three out of ten were socially and culturally integrated. However, acculturation strategies adopted by participants are dynamic and changeable overtime, so further longitudinal study is needed to examine their integration processes over a longer time.
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Stahl, Mary Louise. „Chinese Students in United States High Schools“. Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248232.

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Chinese students have historically come to study in the United States at the college and post- secondary levels. In the last ten years, this phenomenon has spread exponentially to the high school level, but scant research exists on this topic. This paper investigates why Chinese students come to study in U.S. high schools, who these students are, what their academic and social experiences are, and what can be done to support them. A qualitative study was conducted, with one on one interviews with 14 high school students from three different high schools, one all male school, one all-female, and one co-ed. Cultural capital theory (Bourdieu and Passeron, 1977) underscores and helps illuminate the data. While the findings mirror those of research completed at the college level, something deeper emerged. Chinese students possess the cultural capital to make this journey, and the habitus that gives them the courage and perseverance to navigate it, but that capital and habitus doesn't always transfer to the field of the U.S. high school environment. While Chinese students perceive students and teachers as helpful and kind, there is much more U.S. high schools can do to support them. In the end, Chinese students use the traits they've learned from their families and their culture to meet their goals, escape the Chinese style of education and the Gaokao exam, acclimate to the culture, and go on to attend U.S. colleges.

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Johnson, Matthew James Johnson. „An Application of Three Ethical Theories to the United States' Response to the Syrian Refugee“. Marietta College Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1525204024288389.

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Bhatia, Parul. „India Vaale in the United States“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc935597/.

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This documentary reveals the thoughts and feelings of seven Indian students at the University of North Texas, Denton, Texas. It portrays that better material comforts in the U.S. condition the decision of Indian students in not returning to India even after the completion of their studies. It also shows their feelings of nostalgia for the social and cultural milieu of their home country, India. For this project 18 Indian students at the University of North Texas were interviewed and seven of them became part of the final documentary.
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Ward, Peter. „Can the United States and Russia Cooperate? Analyzing the results of bilateral and multilateral cooperation on the Syrian conflict“. Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22687.

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The discourse regarding US/Russia relations focuses intensely on the competitive nature between these two powers. Policy makers echo strategies of the past by making recommendations which embrace competitiveness and mutual mistrust as unavoidable characteristics for future relations. Although these perspectives are not entirely misled, they fall short of illustrating the finer nuances of relations. This paper offers an extensive analysis of three instances of cooperation between the US and Russia in Syria between 2011 and 2017 in order to offer concrete observations about how these antagonistic powers work together. The analysis shows that although the US and Russia are competitive and often have opposing agendas, this does not necessarily prevent them from cooperative engagement that produces substantive results. Their polarity can even contribute to more effective cooperation. This paper also draws conclusions about what circumstances improve the effectiveness of US/Russia cooperation and makes recommendations for future mutual efforts in Syria.
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Lei, Lei. „Do immigrant students consume less energy than native-born American students?“ Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4961.

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This paper uses a sociological model to compare the residential energy consumption between immigrant students and native-born American students and to explain the difference by demographic characteristics, values, and specific attitudes. Further, it tries to explore whether the relationship between immigration status and residential energy consumption is mediated by value orientation towards frugality and specific attitudes towards energy conservation. The data of an online survey among native-born and foreign-born students at the University of Central Florida are used. The results suggest that immigrants consume less energy at home than native-born Americans, but the time stayed in the US doesn't have an impact on the energy consumption of immigrants. In addition, the results do not show evidence that value orientation towards frugality and specific attitudes toward energy conservation mediate the relationship between immigration status and energy consumption at home.
ID: 029809628; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 38-40).
M.A.
Masters
Sociology
Sciences
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Ruddy, Anne-Maree. „Internationalisation : case studies of two Australian and United States universities /“. Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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Peng, Liying. „DIETARY ACCULTURATION OF CHINESE STUDENTS IN THE UNITED STATES“. University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1134770987.

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Correa, Minerva. „Ethnic Identity : An Examination of Hispanic International Students“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277654/.

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I interviewed twenty-four International students from the following countries: Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Peru, Colombia, Brazil, Puerto Rico and Spain. Hereafter I shall refer to the respondents as Hispanic International students. My primary interest was to learn the way in which Hispanic International students defined themselves in view of ethnic definitions imposed on them by the administrative system in the U.S. First, Hispanic International students defined themselves primarily by their nationality. The second finding dealt with the usage of language. The Hispanic International students spoke Spanish with relatives and friends. They spoke English when a non-Spanish speaker joined the conversation. The third finding was related to the problems and adaptations encountered by Hispanic International students.
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Bücher zum Thema "Syrian students in the United States"

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Ellen, Shatswell, Hrsg. International students' guide to the United States. New York: Random House, 1996.

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Alberts, Heike C., und Helen D. Hazen, Hrsg. International Students and Scholars in the United States. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137024473.

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Sonari, Alateme Jesse. International student companion: Studying in the United States. [United States]: Sonari Publications, 1994.

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Raskin, Jamin B. We the students: Supreme Court decisions for and about students. Washington, D.C: CQ Press, 2000.

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Raskin, Jamin B. We the students: Supreme Court decisions for and about students. 2. Aufl. Washington, D.C: CQ Press, 2003.

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Snell, Martha E. Instruction of students with severe disabilities. 7. Aufl. Upper Saddle River, N.J: Pearson, 2011.

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Ma, Wen, und Wang Chuang. Learner's privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States. Charlotte, NC: INFORMATION AGE PUBLISHING, INC., 2014.

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Kroeger, Michael. Paul Rand: Conversations with students. New York: Princeton Architectural Press, 2008.

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Educational Guide for Syrian Students in the United States. Creative Media Partners, LLC, 2023.

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Educational Guide for Syrian Students in the United States. Creative Media Partners, LLC, 2023.

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Buchteile zum Thema "Syrian students in the United States"

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King, Russell, Allan Findlay, Jill Ahrens und Alistair Geddes. „British Students in the United States“. In International Students and Scholars in the United States, 25–45. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137024473_2.

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Gani, J. K. „Syria’s Postwar Position and Policy toward the United States“. In The Role of Ideology in Syrian-US Relations, 91–111. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137358356_5.

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Pandit, Kavita. „International Students and Diversity“. In International Students and Scholars in the United States, 131–41. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137024473_7.

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Alberts, Heike. „German Faculty in the United States“. In International Students and Scholars in the United States, 89–107. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137024473_5.

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Renn, Kristen A., und Robert D. Reason. „Transition to College“. In College Students in the United States, 55–70. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443445-6.

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Renn, Kristen A., und Robert D. Reason. „College Environments“. In College Students in the United States, 71–101. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443445-7.

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Renn, Kristen A., und Robert D. Reason. „Retention and Persistence“. In College Students in the United States, 139–59. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443445-10.

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Renn, Kristen A., und Robert D. Reason. „Serving College Students in the United States Today and Tomorrow“. In College Students in the United States, 188–92. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443445-12.

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Renn, Kristen A., und Robert D. Reason. „Student Outcomes“. In College Students in the United States, 160–87. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443445-11.

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Renn, Kristen A., und Robert D. Reason. „Characteristics of College Students in the United States“. In College Students in the United States, 3–22. 2. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443445-2.

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Konferenzberichte zum Thema "Syrian students in the United States"

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Zergollern-Miletić, Lovorka. „Croatian Students’ Perception of American Culture“. In Cross-cultural Readings of the United States. Filozofski fakultet u Zagrebu, FF Press, 2014. http://dx.doi.org/10.17234/wpas.2014.6.

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Walker, Janet, Jennifer Blakeslee, Batoul M. Khalifa, Ramzi Nasser und Atmane Ikhlef. „Adjustment to College in the United States: Perceptions of Qatari Students“. In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.sshapp1563.

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3

Zhu, Lei. „College Choice Process for Chinese International Undergraduate Students in the United States“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431188.

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Weng, Tsung-han. „The Doctoral Gaze: Transnational Doctoral Students' Language Socialization in the United States“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580468.

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Prykhodkina, N. O. „Particularities of media education metodology for students in the United States of America“. In CURRENT TRENDS AND FACTORS OF THE DEVELOPMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-80-8-2.22.

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Dollinger, Mollie. „Fair trade The relationship between study abroad Chinese students and the United States“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.51.

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„Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa“. In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.

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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Mahalingappa, Laura. „Teaching Linguistically Diverse International Students: Faculty and Institutional Readiness in the United States“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690084.

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Felder-Small, Pamela. „Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892571.

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„Trends in brain injury among United States female students linked to consumer products“. In 25th International Congress on Modelling and Simulation. Modelling and Simulation Society of Australia and New Zealand, 2023. http://dx.doi.org/10.36334/modsim.2023.le254.

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Berichte der Organisationen zum Thema "Syrian students in the United States"

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Maguire, Dylan. A Perfect Proxy? The United States–Syrian Democratic Forces Partnership. Virginia Tech School of Public and International Affairs in Association with Virginia Tech Publishing, Mai 2020. http://dx.doi.org/10.21061/proxy-wars-maguire.

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Hu, Terry. Adjustment Problems of Chinese College Students in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1722.

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Amburgey, Brent. Informal Learning Choices of Japanese ESL Students in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.755.

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Gonzalez, Patricia. Intercultural adjustment problems of Costa Rican students in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5938.

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Feldgoise, Jacob, und Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, Oktober 2020. http://dx.doi.org/10.51593/20200023.

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In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
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Wang, Changhua. Friendship Patterns of Chinese Students and Their Adjustment in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1363.

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Liang, Qiu. Communication stressors and coping strategies among Chinese students in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6068.

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Kurogi, Atsuko. Communication stress and coping strategies among Japanese university students in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5956.

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Zwetsloot, Remco. Keeping Top AI Talent in the United States. Center for Security and Emerging Technology, Dezember 2019. http://dx.doi.org/10.51593/20190007.

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Talent is core to U.S. competitiveness in artificial intelligence, and international graduate students are a large source of AI talent for the United States. Retaining them in this country as they transition into the workforce is key. Graduate student retention has historically been a core U.S. strength, but that strength is endangered by recent events.
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Ruangjaroon, Sugunya. An Evaluation of English Spoken Fluency of Thai Graduate Students in the United States. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7169.

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