International Students in the US: Paper Example

Introduction

The US has been a leading destination for students from other countries owing to its efficient and quality system for higher education, the open labor market, and the welcoming culture. However, it is essential to note that studying in the US presents numerous difficulties to international students who must overcome academic and personal challenges, adapt to the American environment, and fit into the new academic and cultural life in the US to satisfy academic requirements. International students are multicultural communities whose values and norms are different from those of local American students. It is, therefore, paramount to create awareness on the importance fully embrace international students in their midst. Moreover, local American students need to have an in-depth knowledge of the difficulties that international students experience as they pursue education in their country. This paper reviews relevant research studies that discuss the benefits that the American communities and institutions of learning accrue from non-US students and the difficulties they face during their course of stay and education in the US.

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Benefits the US Accrue from Embracing International Students

Many research studies exist that discuss the benefits and challenges of international students in their host country. From existing literature and the interview conducted an international student, findings revealed the significant contribution of international students to the education system of the US and the entire country as a whole. International students contribute to internationalization of communities, campuses, and schools (Brennan & Dellow, 2013). For instance, they add various perceptions in the US lecture halls and facilitate common appreciation and understanding of diverse cultures across national borders. Additionally, international students immensely contribute to the US economy. For example, Altbach (2015) explains that in the year 2000, the revenue that international education brought to the US economy was US$ 11 billion, with 73% of the international education finance coming students with no US funds as their main source of financial support. In a similar study, Contreras-Aguirre and Gonzalez (2017) explain that these expenses that international students incur are related to transportation, housing, academic materials, and health insurance and are vital revenues for the US economy.

In their study, Hattingh (2016) noted that most international students are high achievers in academics in their home countries, which make them at the forefront in facilitating academic excellence of the US colleges admits them. The researcher also notes that Other than promoting academic excellence, international students bring divergent thinking ways which enhance innovation and academic competition in the US. Another study by Fabricius, Mortensen, and Haberland (2017) revealed that international students are paramount as far as international relations and large economic investments are concerned in the US. It is important to understand that through living expenses and tutoring expenditures, they help universities and colleges in the US raise higher revenue that they use to run these institutions (Fabricius et al., 2017).

In another research study, Cao, Li, Jiang, and Bai (2014) underscored that international students promote diversity in universities and colleges in the US. These students enrich the cultural diversities of the universities they attend with their ethnic experiences and their home culture (Cao et al., 2014). Moreover, through his study, Green (2018) elucidates that international students help native students and the faculty to develop their skills and cultural sensitivities in working with communities from various backgrounds. They, thus, provide opportunities native US students, faculty, and the American society at large to experience different traditions, cultures, and languages, which then enable them to improve their competence as far as intercultural relationships are concerned. Furthermore, he explains that international students help American students to have a divergent worldview. Also, International students from countries with great sporting culture who study in colleges and universities of the US bring a rich background of extracurricular activities and team loyalties. A study by Coakley (2015) sports culture of these international students can be instrumental in helping local students to mediate sports participation. He further points out that embracing such students will promote sports in the US, making the country a hotbed of sports champions.

Challenges That International Students Face in the US

Despite the advantages associated with international students, they face numerous challenges and struggles that impede their academic excellence and wellbeing at various learning institutions in the US. In their research, Schulte and Choudaha (2014) reveal that international students suffer from cultural shock and various changes they experience in their host country, the US. It is worthy to note that these changes are due to acculturation process and occur across numerous domains such as biological, psychological, cultural, and physical perspectives. Also, Valenzuela, Palacios, and Intindola (2015) acknowledge that even though international students bring status, diversity, and revenue to the US, they suffer from acculturative stress that impedes their education. However, Valenzuela et al. (2015) note that existing literature fails to explain the origin, the occurrence and the emic aspects of acculturative stressors. Notably, the acculturation process can result in both positive and negative influence on international students' mental and physical health.

In his research, Patron (2014) relates the negative influence of acculturation process to the challenge of adaptation to new culture and environmental conditions of their new habitat. The interview conducted revealed that the interviewee had problems adapting to his new environment. He recounted how hard it is to cope with cultural transition and overwhelming life in the US. According to the research by Lin and Scherz (2014), most international students find it hard to acclimatize to the US language, academic culture, and complications in successfully communicating with peers and the faculty. Additionally, Lin and Scherz (2014) cited that international students constantly feel isolated and lonely in the US, which resulted in stress and anxiety and consequently resulting in a decrease in his academic performance and health complications.

Most international students studying in America seek counseling services due to stress and trauma they experience while studying in the US. Research studies document that international students have financial challenges since most of them come from low-income families who are unable to cater for their financial needs overseas (Gomez, Urzua, & Glass, 2014). However, Li, Marbley, Bradley, and Lan (2016) note that they have not fully embraced counseling services that the university provides, a situation that can be attributed to fear as well as the perception that international and local students have on counseling services. Li et al. (2016) further notes that international students hold the belief that counseling is for students who do not have relatives and friends. In this regard, these researchers pinpoint that it is imperative for international students to have an in-depth understanding that counseling is paramount in helping them adapt to new life.

Another challenge that international students encounter is related to academics. In fact, their main hindrance to academic prowess in the US is the language (Young, 2017). In most cases, they fail to achieve exemplary academic performance due to their incapability to candidly converse with their peers and teachers in the American English language. The interviewee, an international student from Asia, affirmed that lack of fluency in the English language was a major hurdle that deters him from achieving excellence in his academics. He could not actively participate in activities of his host community nor interact with most native students. It is essential to note that most university and college staffs condemn international students for poor language proficiency and their inability to take responsibility for the advancement of their academics. Sometimes, low English proficiency generates a negative impression that international students do not adequately prepare for a class.

A study by Dorsett (2017) revealed that students in many non-native English-speaking nations take too much effort and time on reading English than listening, communicating, or writing the language. The researcher further elucidate that even though international students who reside as well as study in the US face many different kinds of barriers, the greatest barrier for students who come from non-native English speaking countries is the lack of confidence as well as the command in their English language and skills. This lack of proficiency in English is a detrimental to international students since they cannot initiate and sustain a conversation with native students. It is worthy to note that even international students from English speaking countries still have problems with the American accent. To illustrate this fact, Mokua (2012) noted that Kenyan students studying in the US had difficulties conversing with native students from the US. They felt that the US accent inhibited their communication and understanding since they were unfamiliarity with the US accent and slang. The researcher further explains that the US accent and slang may prove a great challenge for new international students during orientation. Consequently, this may hinder their understanding of American academic culture and college rules.

Most international students face discrimination and prejudice from native students. According to Charles-Toussaint and Crowson (2010), most native students regard non-native US scholars as threats to the cultural, education, physical, and economic well-being of the American community. Differences in the intercultural communication result in a negative stereotype of international students in the US. It is also vital to understand that international students face challenges in accommodation and transportation. They have to travel from their residence to college or campus on a daily basis to catch up with lectures, which induces stress and consequently affect their health and wellbeing. In another related research, Kwon (2009) explains that international students in the US experience many challenges such as feelings of insecurity, uneasiness, anxiety, inferiority, perceived discrimination, and language difficulties that in turn lower their academic performance.

Rabla (2017) explains that cultural and language barrier make it hard for international students to meet as well as adjust to school requirements. The researcher pinpoints that if these barriers are unaddressed, international students studying in the US may feel alienated, which may make them drop out of college. Rabla (2017) also suggest that cultural and language barriers may impede the interaction of international students with college professors. In another research, Ravichandran, Kretovics, Kirby, and Ghosh (2017) list writing challenges that most non-native English speakers experience as grammar, critical thinking, flow, and organization of ideas, vocabulary, and plagiarism. These writing challenges make the students to score low grades are they are unable to express themselves, thus a miscommunication between them and their tutors.

In her research, Jennings (2017) noted that international students studying in American comm...