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ERIC Number: ED363190
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
The African Student in the American University.
Riley, Doris
This paper gathers information on the values, cognition, and educational background of African students studying at universities in the United States. The section on values notes that Americans are task-oriented individualists, while Africans are primarily relationship-oriented collectivists. These values of sharing and relationship orientation mean that the African may have difficulty with the notion of strict deadlines for class projects. In the section on cognition the paper shows that due to sociocultural differences the African may not appear to perform on a sophisticated level. Americans and Africans differ in their organization and development of thought. Americans think in a linear fashion, systematically, sequentially, logically and use specific, explicit language. The typical African thinks globally and non-specifically and as they are a high-context, oral culture, they do not emphasize details. The section on educational background notes that Africans often have two different types of experiences: in the family children receive a moral education through observation, imitation, and listening in an informal setting; and in school they often experience an authoritarian, colonial style, British-model education. Additional sections address the African's expectations for the American teacher (an authoritarian and formal style) and nonverbal aspects of communication (differences in facial expressions and in personal space needs). (Contains 68 end notes.)
Publication Type: Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa