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Thematische Bibliographien / Syrian students in the United States / Dissertationen

Dissertationen zum Thema „Syrian students in the United States“

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Veröffentlicht am 27. Juli 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Boyd, Anna E. „Analysis of determinants of student pilot success for United States Naval Academy graduates“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FBoyd.pdf.

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Thesis (M.S. in Leadership and Human Resources Development)--Naval Postgraduate School, June 2003.
Thesis advisor(s): William R. Bowman, Janice H. Laurence. Includes bibliographical references (p. 75-79). Also available online.

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12

Trautman, Konrad J. „Strategic Negligence: Why the United States Failed to Provide Military Support to the Syrian Resistance in 2011-2014“. Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7234.

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The US military’s culture, structure, and process for providing advice to the president and his national security decision-making team are flawed due to the marginalization of unconventional warfare (UW) expertise -- UW is the military’s doctrinal term for support to resistance activities and movements. This marginalization results in inadequate consideration for applying UW as a strategic option for the nation. Through a qualitative methods case study analysis utilizing macro- and micro-level process-tracing with a conceptual framework based on Niklas Luhmann’s Systems Theory, the author shows that viable and acceptable resistance elements existed in Syria in March 2011 to June 2014 and that the conventional US military failed to recognize this development, adequately analyze its implications, and craft a strategic UW option for the national security decision-makers to consider. This finding is significant in that it exposes a deficiency in the US military’s culture, structure and process that results in an incomplete and insufficient menu of military options for the president. If these cultural, structural, and procedural flaws are left unaddressed, the US is likely to repeat this strategic error in the future. The author identifies specific recommendations for national security practitioners; however, the overarching theme is the need to change the institutional culture and the old structures of the conventional military to be able to provide the president a more complete, comprehensive, and creative menu of options to consider when assessing and responding to violent political crises short of conventional war.

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13

Sümer, Seda. „International students' psychological and sociocultural adaptation in the United States“. unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-06192009-153839/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Kenneth B. Matheny, committee chair; Frances McCarty, Y. Barry Chung, Jeff Ashby, committee members. Description based on contents viewed Feb. 16, 2010. Includes bibliographical references.

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14

Gillespie, Patricia A. „Examining the perceptions of American educators on meeting the social and emotional needs of students“. Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/755.

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15

Ball, Heather L. „Caucasian Teachers of Native American Students: The Interplay of Ideology and Practice“. Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/BallHL2011.pdf.

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16

Sumer, Seda. „International Students' Psychological and Sociocultural Adaptation in the United States“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/34.

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International students constitute an important cohort in the United States (U.S.) colleges and universities. In order for the U.S. colleges and universities to better accommodate the significant number of international students and to recruit them in the future, it is critical to identify factors that influence these students’ acculturation and adjustment processes and provide professionals with guidelines for creating culturally appropriate services and programs for them. Therefore the current study examined international students’ adaptation to the U.S. in relation to their acculturation levels, coping processes, and intent to stay in the U.S. after their graduation. Center for Epidemiologic Studies - Depression scale was used as a measure of psychological adaptation. In addition, Sociocultural Adaptation Scale, Acculturation Index, and Ways of Coping Questionnaire, were used to measure sociocultural adaptation, acculturation dimensions, and coping processes, respectively. A total of 204 F1 visa holding international students participated in the current study. This project was a cross-sectional, exploratory study that measured depression and sociocultural adaptation among international students. Cronbach’s alpha for each instrument was calculated to determine the internal reliability for the current sample. Pearson product moment correlational analyses were performed to examine the relations between interval variables. Analysis of variance was utilized to examine gender differences in coping processes. Multiple regression analyses were conducted in order to explore the predictors of international students’ psychological and sociocultural adaptations. Results showed that in females identification with the host culture was associated with lower levels of depression, and Escape-Avoidance was associated with higher levels of depression. Identification with the host culture and Escape-Avoidance were predictors of sociocultural adaptation for both genders. Specifically, students who identified more strongly with the American culture were less likely to experience difficulty functioning in the U.S. In addition, these students were more likely to report higher levels of English proficiency, higher likelihood of staying in the U.S. after graduation, and lower levels of depression. The study identified important gender differences with regards to acculturation dimensions and coping processes. Implications and suggestions for future research were discussed.

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17

Felix, Vivienne R. „The Experiences of Refugee Students in United States Postsecondary Education“. Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460127419.

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18

Erarslan, Mustafa Cenk. „Attitudes of international students in higher education: Implications for educators“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.

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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.

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19

Haddad, Raymond J. „The career maturity of graduate students identified as enhancers or changers“. Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37742.

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The role of work in one's life, especially as it is represented by experienced workers, has been the focus of many studies; the role of education in relation to the traditional college age student's life has also been studied extensively. However, there is limited research concerning the role of education in relation to the career development of the more mature graduate student who is a member of both the educational and the work community. The primary purpose of this study was to determine if graduate students were mature in their career development and whether there was a difference in the career maturity stages of students who attended graduate school with the intention of changing their occupations as compared with those who intended to enhance them. A secondary purpose was to determine whether age, gender, major field of study, or years worked in current occupation had a relationship to the career maturity of these graduate students. A descriptive design was used in the study. Instruments used to collect data were demographic data sheets and the Adult Career Concerns Inventory of Super, Thompson, and Lindeman (1988). The subjects were 200 randomly selected graduate students from one private and one public university in the Washington metropolitan area. Data were collected by survey and analyzed by descriptive statistics, chi-square analysis, t tests, and regression. The results showed a statistically significant difference between Career Enhancers and Career Changers in the Exploration Stage of the ACCI. Age in relation to career maturity was found to be statistically significant. No statistically significant relationships were found between gender, major field of study, or years worked in current occupation and the career maturity of graduate students.
Ed. D.

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20

Belanger, Diane. „An Examination of the Relationship between Post-9/11 Visa Regulations and International Student Enrollment“. Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BelangerD2007.pdf.

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21

Mupinga, Emily E. „Adjustment Experiences of Zimbabwean International Students Studying in the United States and Their Perception of United States Mental Health Counseling“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522429226571264.

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22

Udall, Anne Jeannette, und Anne Jeannette Udall. „Peer referral as a process for locating Hispanic students who may be gifted“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184312.

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The underrepresentation of minority students in gifted programs is well documented, and is due, in large part, to limited definitions of giftedness and inadequate identification techniques. New methods of locating and identifying gifted minority students must be developed. The peer referral procedure has been cited as one method for locating students who may be gifted but are overlooked by the most common referral source--classroom teachers, but researchers have not investigated directly the use of peer referral for locating minority students in any ethnic group. The subjects were the fourth, fifth, and sixth grade students (N = 1564) and their teachers in nine selected schools, divided into three groups: (a) schools with a Hispanic population of over 75%, (b) schools with an equal proportion of Hispanics and Anglos, and (c) schools with less than 25% Hispanic students. Students completed a peer referral form designed to reflect traits of gifted Hispanic students. Also, the number of teacher referrals using the traditional school district procedures was collected. Primary areas of investigation included the (a) relationship between the ethnicity of the nominator and nominee, (b) relationship between the gender of the nominator and nominee, (c) usefulness of peer referral to locate Hispanic students who may be gifted and (d) sensitivity of the peer referral instrument to Hispanic students. Qualitative and quantitative statistical techniques were used, including stepwise logistic regression, cluster analyses, odds ratios, and content analysis. Findings indicated that peer referral was a useful technique for locating Hispanic and Anglo students that teachers did not refer. Few differences were discovered between the Hispanics and Anglos on the instrument. Students referred peers who matched a stereotypical profile of the academically gifted student. In the balanced schools, Anglos tended to nominate other Anglos and Hispanics tended to nominate other Hispanics. Gender nomination patterns varied, depending on the question focus. Peer referral is a promising practice for locating some Hispanic students who may be gifted; however, if minority students who are different from the majority gifted student are going to be found, other methods of referral, besides teachers and peers, are needed. Researchers must continue to explore the differences and similarities between majority and minority children who are gifted.

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23

Mieras, Emily. „"A more perfect sympathy": College students and social service, 1889-1914“. W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1593092096.

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24

Lu, Ray C. (Ray Chun). „Television as an Instrument for Bridging Cultures: A Study of Television's Effects on Taiwanese Students in the United States“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279021/.

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This study tested American television effects on Taiwanese Students in uncertainty reduction and stereotype forming. The study consisted of a questionnaire analysis and a focus group discussion. Fifty-five subjects responded to the questionnaires and twenty of them joined two group discussions.

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25

Schroeder, Daniel Gene. „Self-esteem moderates the effect of wage trends on employment tenure“. Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035977.

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26

Eustace, Rosemary William. „Factors influencing acculturative stress among international students in the United States“. Diss., Kansas State University, 2007. http://hdl.handle.net/2097/452.

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Doctor of Philosophy
Department of Family Studies and Human Services
Karen S. Myers-Bowman
The purpose of this study was to determine the factors influencing acculturative stress among international students from the international student perspective. This study explored how acculturative stressors, social support and stress are related. In addition the study examined the significant socio-cultural and demographic predictors of acculturative stress. The Berry's acculturation stress research framework and Bronfenbrenner's ecological perspective were used to guide this study. Data was collected using an online survey from international students across a cohort of eleven U.S universities. Of the 986 students who took the survey, only complete data from 606 students were included in the current study. Descriptive statistics, univariate and multivariate statistical analyses were employed to summarize and test the proposed hypotheses. The findings indicated that students who were experiencing increased levels of difficulty with the acculturative stressors were more likely to experience higher levels of stress. In addition international students who reported high levels of collective social support were more likely to display less impact of acculturative stressors on acculturative stress. However, the unique moderating influences of various types of social support (family, friends and important others) on the relationship between acculturative stressor and stress was not supported. The findings on the socio-cultural and demographic predictors of acculturative stress suggested that using the assimilation mode and identifying marital status in the "others" category was indicative of lower stress. Lower income and self identified lower social class prior and during acculturation were predictive of higher acculturative stress levels. Findings highlight the fundamental role of the international student's social context and its impact on his/her acculturation process and outcomes. The findings have implications for professionals and scholars who work with international students in practice, education and policy. Suggestions for future research are also included.

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27

Gonzalez, Cornelio. „Incorporation of Mexican immigrant high school students in the United States“. Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3032402.

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28

Alasmari, Abdullah Saeed. „Saudi Arabian Students' Perceptions of Teacher Care in the United States“. OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1505.

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Care is an essential need for human beings, especially students who spend extensive time at school. The goal of this study is to qualitatively explore Saudi university students’ perceptions of teacher care in the US. Fourteen male and female Saudi students at a large Midwestern US university were interviewed. This study offers a literature review about Saudi students’ cultural backgrounds, which make studying their educational experiences more understandable. Several themes emerged from the research data including cultural differences, learning a new language, help and support, making connections, and caring teachers as role models. Recommendations for US American teachers, Saudi Ministry of Education, and future research are offered.

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29

Lee, Benhee. „Korean Students' Motivation to Pursue Higher Education in the United States“. Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/436600.

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Educational Psychology
Ph.D.
The purpose of the study was to investigate the motivation of South Korean college students who come to the United States to study. Does the motivation of these students differ based on their perceptions of values for pursuing higher education? The focus of this study is on what Korean students value in their decision-making. Thus, their perceptions of educational values are presumably influenced by their societal and cultural context. In this study, an expectancy-value perspective is employed to investigate in depth the intentions of the Korean students. In addition, personality cannot be excluded from decision-making. To make the decision, some South Korean students may take high risks; thus, the Type-T personality trait is examined. A mixed-methods design, both quantitative and qualitative, was applied. A survey in the quantitative study explored motivation factors for pursuing college education in the United States, for attaining well-being in a new environment, and for taking risks. To investigate the intentions and decision-making of Korean students, in-depth individual interviews in the qualitative study explored how they perceive a higher education in the United States, whether the tendency of public opinion in South Korea influenced their decision to study in the United States, and what they expect from their choice in the future. The findings have implications for future research and for considering whether Korean “education fever” is on the right track in terms of psychological well-being.
Temple University--Theses

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30

Amburgey, Brent Harrison. „Informal Learning Choices of Japanese ESL Students in the United States“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.

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This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.

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31

Gonzalez, Patricia. „Intercultural adjustment problems of Costa Rican students in the United States“. PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/4054.

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The purpose of this study is to determine the adjustment problems Costa Ricans face while living and studying in the United States. The main concern of this thesis is to identify the intercultural communication problems that arise fundamentally from differences in value systems.

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32

Parker, Karen 1960. „Nonprofit Corporate Colleges: a Description of Their Curricula, Faculty, and Students“. Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332067/.

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The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.

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33

Han, Choong Hee. „Media use and community integration of international students : a study of a mid-size U.S. university“. Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318614.

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The purpose of this study was to examine the relationship of international students' media use and their community integration in their current host society. After starting from the community integration theory, this study broadened its research perspective to internationalstudents' media use, acculturation, uses and gratifications, English anxiety, and the Internet as an informative media. On the basis of previous study results, use of American originated media was expected to have a positiverelationship with community integration, while, to the contrary, home country-originated media was expected to have a negative relationship with community integration.Data was collected with an online survey. A total of 117 international students who were registered for the Ball State University summer semester in 2005 participated in the survey.Correlation and t-tests largely supported the hypothesis, revealing a strong correlation between the university newspaper and community integration. Home country-originated media showed a number of negative correlations to community integration. In addition, data analysis found that different levels of community integration were associated with each other, indicating that community integration on a certain community level can be extended to other levels of community integration. The Internet was found to be a negative factor in community integration. Theoretical and methodological implications of the findings were discussed for future research.
Department of Journalism

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34

Wilson, Lorraine P. „Recruitment and retention practices for African American students in music units of selected colleges and universities“. Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722779.

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The purpose of this study was to investigate recruiting and retention practices for African American music students in selected colleges and universities. This study also investigated model programs formulated for the improvement of African American student enrollment in higher education, generally or in other professional fields and specialized programs.Subjects in the study were twenty-two music executives in music units of selected colleges and universities based on three general criteria as follows: (1) Historically Black Colleges and Universities whose enrollments were 4,000 and above; (2) Institutions that participated in the Richardson Study and cited for having success in minority student access, retention, and graduation; and (3) Institutions that participated in the National Black Student Retention Conferences (1987 or 1988).A survey questionnaire was completed by the subjects in order to determine the effectiveness of recruitment and retention practices and strategies employed by music units. The data were organized for analysis by frequencies, percentages and calculations of chi-squared statistics.The results of this study suggest that there are a variety of recruiting practices and admission policies that may impact increased enrollment of African American students in music units. Various retention practices were determined that may promote persistence and achievement. Support services were identified as financial resources and special assistance programs. Other factors included non-academic retention predictors and the presence of African American faculty in the music unit.Another valuable source of information regarding the recruitment and retention of Black students was found in eight model programs. Recruiting strategies included outreach programs, precollege programs, linkages with elementary and secondary schools, faculty, staff and alumni involvement, and flexible, multiple criteria for college admission. Retention strategies included support services that focused on the academic, cultural and social needs of African American students.This study revealed numerous findings which may be employed by music units. These findings offer supportive evidence for the development of model programs that promote and enhance access, retention, and graduation for the African American music student in higher education.
School of Music

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張偉傑 und Wai-kit Cheung. „Sport participation motives of Hong Kong students and exchange university students from the United States“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31257161.

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Cheung, Wai-kit. „Sport participation motives of Hong Kong students and exchange university students from the United States /“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702183.

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Mirikian, Vahe. „The United States and the Syrian Refugee Crisis| The Impact of Orientalism on the Moral and Legal Obligations to Help Refugees“. Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871630.

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Rondon, de Nunez Leonor Mariasole. „United States and Venezuelan high school students' knowledge of and attitudes towards biodiversity“. Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000rondonl.pdf.

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Badawi, Samir Farag. „The educational differences between Arab students who immigrated to the U.S.A. and Arab students who immigrated to the United Arab Emirates“. Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186361.

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This study examined the question of whether there was a difference in the general school experiences of children who move to a new country with an entirely different culture and language and children who immigrate to a country with a language and culture that is similar to their native culture. It was noted that existing literature had stated that immigrant children's school experiences can be affected by any attitudes about the country of immigration and its people which they pick up from their parents as well as from the degree of parents' willingness to interact with the new culture. Based on these postulates, it was predicted that being in a culture different from one's own makes for far more problems in school than merely language or academic difficulties. Subjects in the study consisted of Arab families whose children were attending school in either the United States of America or the United Arab Emirate and who had one or more children in the fourth or fifth grades. All data were collected using researcher-designed questionnaires given to parents, children, and their teachers. Four research questions were formulated which examined the general school experiences of Arabic school children who immigrated to the United Arab Emirate or to the United States. The findings reveal that U.A.E. parents held more positive views of their children's school experiences than did U.S.A. parents. However, children in both U.A.E. and U.S.A. show positive views in terms of general school experiences. Teachers' perceptions of children's school adjustment and level of school success did not differ in association with cultural differences. Both descriptive (computation of frequencies and percentages) and inferential (t-tests, chi square) analyses were conducted. Findings revealed several differences in association with differences in the similarity/dissimilarity of the country of immigration to the country of birth for parents, children, and teacher groups. The study recommended that objective measures, more social variables, gender differences, time period of immigration, different level of schooling, language proficiency and method of teaching be investigated in the future.

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Bektas, Dilek Yelda. „Psychological Adaptation And Acculturation Of The Turkish Students In The United States“. Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605051/index.pdf.

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PSYCHOLOGICAL ADAPTATION AND ACCULTURATION OF THE TURKISH STUDENTS IN THE UNITES STATES BektaS, Dilek Yelda Ph.D., Department of Educational Sciences Supervisor: Prof. Dr. Ayhan Demir 2004, 162 pages The purpose of this present study was to examine the psychological adaptation of the Turkish students in the U.S. by examining the acculturation variables in Berry&rsquo
s (1997) acculturation framework. The sample of this study was the 132 voluntary Turkish students enrolled in various colleges in the U.S. contacted through various Turkish Students Associations of colleges in the U.S., Yahoo groups of the Turkish people who live in the U.S., and Intercollegiate Turkish Student Society. The participants in San Antonio, Texas were contacted by the researcher. The scales used in the study were
a demographic variable questionnaire prepared by the researcher, Perceived Social Support by Friends Questionnaire, modified version of Acculturation Attitudes Scale, Beck Depression Inventory, Satisfaction with Life Inventory, Rosenberg Self-Esteem Scale and Cultural Distance Scale developed for the present study. Reliability studies of the scales used for the sample of the present study were conducted. Data were analyzed by various statistical analyses. The analyses used in the present study were, multiple hierarchical regression analyses, correlations, t-tests and ANOVAs. Results of the study indicated that Turkish students are found psychologically well adjusted to their new environments in the U.S., satisfied with their new cultural contexts and mentally healthy. Self-esteem, previous travel experience, and met expectations predicted 51 % of the variance in depression
self-esteem, met expectations, English proficiency, perceived social support, and perceived discrimination predicted 41 % of the variance in satisfaction with life. In terms of acculturation attitudes, separation attitude was found to be the most preferred acculturation attitude among the Turkish students and female students were found to prefer integration attitude more than male students. Keywords: Acculturation process, psychological adaptation, acculturation attitudes

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ZIRKLE, Christopher. „Career Guidance and Counseling for Secondary Scbool Students in the United States“. 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2012. http://hdl.handle.net/2237/16891.

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Harpster, Tomoko. „Toward intercultural competence : intercultural training for Japanese students in the United States“. Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/761.

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Stoyell, Michelle C. „Barriers to Group Therapy for Latino College Students in the United States“. Wright State University Professional Psychology Program / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1375742364.

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Parvin, Suraiya. „IDENTIFYING PLACE ATTACHMENT FOR INTERNATIONAL GRADUATE STUDENTS IN NORTHEAST OHIO, UNITED STATES“. Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1625672920689291.

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Qin, Yu. „Challenges in source use for Chinese graduate students in the United States“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Chukwu, Christopher Nkemdi. „Igbo culture : implications for counseling Nigerian Igbo students in the United States /“. View abstract, 1993. http://library.ctstateu.edu/ccsu%5Ftheses/1560.html.

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Thesis (M.S.) -- Central Connecticut State University, 1993.
Thesis advisor: Dr. Paul Tarasuk; Research supervisor: Dr. Rikke Wassenberg. "...in partial fulfillment of the requirements for the degree of Master of Science in Counseling Psychology." Includes bibliographical references (leaves 60-63).

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Liang, Qiu Lu. „Communication stressors and coping strategies among Chinese students in the United States“. PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4184.

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Following China's open door policy in the late 70's and early 80's, there has been a significant increase in the number of Chinese students and scholars attending academic institutions in the U. S. As sojourners in a foreign culture, Chinese students inevitably experience difficulties in their daily life and academic endeavors. The purpose of the thesis is to examine what are the specific situations that are perceived by Chinese students as stressful, how , they cope with the situations, and whether there are correlations between the perceived stressors, coping strategies, and the academic, performance of the Chinese students.

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Wang, Changhua. „Friendship Patterns of Chinese Students and Their Adjustment in the United States“. PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1364.

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International students who experience difficulties in a new culture are often considered to have suffered a breakdown in their normal healthy psychological functioning, and therefore need therapy and counselling (Pedersen et al, 1976). This study views failure and problems experienced by the sojourner as a result of lack of the necessary new social skills and knowledge. Social networks, particularly friendships, are thus extremely important in that such networks are not only source of social support, but also major channels through which such skills and knowledge are acquired. Guided by social support theories and social skills theories, this study examines the following research questions through the survey and the interview with a sample of Chinese students at Northwest University I and five other universities across the United States. How is adjustment of Chinese students related to their friendship patterns? What are the friendship patterns of Chinese students? What are the primary functions of the friendship patterns of Chinese students? How is the degree of difficulty felt by Chinese students in different social situations related to their friendship patterns? How is social adjustment related to the degree of difficulty felt by Chinese students in different social situations? Some additional questions related to the five research questions were also addressed in this study. The study showed there were different functions for different friendship patterns among Chinese students. Despite different functions, friendships are very important for Chinese in their adjustment to the United States. However, students belonging to the bi-cultural friendship pattern were more satisfied with social as well as academic aspects of their life in this country than those who belong to the mono-cultural friendship pattern. Among different factors contributing to social adjustment, social skills account most for the variance of social adjustment among Chinese students. This study concluded with suggestions for forming institutional policies toward international students in American higher education, training of international students both at the home country and the host country, and advice to prospective international students, particularly Chinese students.

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Eugene, Pierre Ph D. Lucien. „Psychosocial Impacts on Young Adult Haitian Immigrant Students in the United States“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5700.

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Abstract Many young adult Haitian immigrant students (YAHIS) move to the United States hoping to achieve better lives. This growing population faces many challenges when acculturating to a new country and educational system. Some obstacles include inadequate family and social support, language barriers, limited education, distinct cultural values, a lack of academic materials, a shortage of Haitian teachers, and inadequate educational programs. These psychosocial factors often prevent Haitian immigrants from succeeding in U.S. schools. This study explored YAHIS' experiences of acculturation and education as they relate to these psychosocial factors. Qualitative phenomenological techniques, guided by Adlerian theory, revealed the assumptions, meanings, and feelings of the study participants via in-depth, semi-structured interviews with 10 YAHIS. Key findings included the identification of common themes regarding critical factors for academic success: (a) family support; (b) role of culture; (c) educational opportunities; (d) challenges of acculturation; (e) questioning of self-identify; and (f) personal attitude. These findings may inform schools, universities, and professionals who seek to assist YAHIS acculturate and succeed in the U.S. educational system. The study findings may facilitate positive social change by enabling scholars, school psychologists, educators, and family members to help YAHIS integrate into U.S. society, succeed in education, and contribute to their communities. Specifically, results suggest that administrators must provide increased transparency regarding access to education in the United States and additional information about the registration process to ensure YAHIS acculturate and have all necessary support to succeed in higher education.

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Byun, Won W. „The physical activity levels of international college students“. Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371687.

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The problem of this study was to determine the levels of physical activity in international college students. A non-experimental, cross-sectional survey design was used to examine the problem of the study. The participants of this study were 64 international college students enrolled in Ball State University. The 13-item instrument of this study consisted of six personal demographic questions and seven measure of physical activity in the past seven days.Data were analyzed using descriptive statistics and inferential statistics. Descriptive statistics, which included frequencies and percentages, were used for demographic and physical activity questions. T-tests were used to test the differences in physical activity level between gender, classification of degree program, and academic majors. One-way ANOVAs was used to test the differences in physical activity level among different continents and among different length of stay in the U.S.The results showed that a high percentage of the participants in this study met the recommended criteria for physical activity. There were no statistically significant differences between genders, classification of degree program, academic majors, different lengths of stay in the U.S., and different continents where the international students come from. The demographic variables were not significantly associated with physical activity level of international college students.
Department of Physiology and Health Science

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