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ERIC Number: ED567642
Record Type: Non-Journal
Publication Date: 2015
Pages: 182
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-9648-1
Arab International Students' Experiences in a U.S. University
Abo Rabia, Hazza M.
ProQuest LLC, Ed.D. Dissertation, University of Hartford
This qualitative, exploratory study described the experiences of Arab international students in a U.S. postsecondary institution. This research identified those factors that Arab international students reported as facilitating or obstructing their academic success, promoting or limiting their socialization within the context of their postsecondary institution, their host community, and their host nation. The conceptual framework that guided this study was derived from the International Student Identity (ISI) theory developed by Kim (2012). The key components of Kim's model are: (a) pre-exposure, (b) exposure, (c) enclosure, (d) emergence, (e) integration, and (f) internalization. The model allows researchers to understand the process by which international students form their identities in their new environment and adjust to their new learning setting while studying abroad (Karkouti, 2014). Not only does the ISI model explain international students' identity formation, but it also addresses the social, academic, and cultural adjustment processes that they experience as they adjust to life as postsecondary students in the United States. The researcher conducted intensive, one-on-one interviews with sixteen Arab international students to collect data. The results that emerged from the interviews were organized according to themes in order to convey the findings. The results revealed that the most prevalent challenges that Arab international students faced while completing their studies in the participating U.S. higher education institution were language, culture shock, cultural differences and discrimination. The study also revealed that the Success Center, professors, international students' network and family support were the most important factors that assisted Arab international students to adjust academically and culturally. The study ends with a series of conclusions derived from the findings, as well as recommendations for practice and for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States