ERIC Number: ED337093
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Profiles 1989-1990. Detailed Analysis of the Foreign Student Population.
Zikopoulos, Marianthi, Ed.
This publication provides a complete census and analysis of the foreign postsecondary student population studying in the United States. The report consists of five chapters. The first chapter compares "Open Doors" (a statistical compilation on foreign students) and this publication, pointing out the unique contributions of each publication as well as the advantages of combining data from both publications to gain information not available in either one. Chapters 2 through 5 report the major findings of the survey in the following areas: (1) the characteristics of subgroups of foreign students in the United States; (2) analyses of foreign student populations at different geographic locations; (3) analyses of graduate and undergraduate foreign students; and (4) an examination of groups of students in the most populous fields of study. (Statistical tables and charts comprise over 60% of the publication.) Appendices include the research methodology and technical notes on the data; breakdowns by field of study and gender as well as by field of study, academic level, and gender; and a report on the characteristics (field of study, gender, and academic level) of foreign students from each country or other place of origin as well as subregion and world region. (GLR)
Descriptors: Census Figures, Comparative Analysis, Data Analysis, Enrollment Trends, Foreign Students, Geographic Regions, Graduate Study, Higher Education, Postsecondary Education, Statistics, Student Characteristics, Student Subcultures, Undergraduate Study, Units of Study
Institute of International Education, 809 United Nations Plaza, New York, NY 10017 ($37.95).
Publication Type: Numerical/Quantitative Data; Information Analyses; Reports - General
Education Level: N/A
Sponsor: United States Information Agency, Washington, DC. Bureau of Educational and Cultural Affairs.
Authoring Institution: Institute of International Education, New York, NY.
Note: Several tables may not reproduce clearly due to small/broken print.