International Student Persistence: Integration or Cultural Integrity?

Autor/in	Andrade, Maureen S.
Titel	International Student Persistence: Integration or Cultural Integrity?
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 8 (2007) 1, S.57-81 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Universities; Academic Persistence; Integrity; Foreign Students; Cultural Maintenance; Qualitative Research; Interviews; College Seniors; Student Diversity; Social Integration; Acculturation; Religious Cultural Groups; United States + Suchen Sie Ihr Suchwort? University; Universität; Integrität; Qualitative Forschung; Interviewing; Interviewtechnik; College; Colleges; Senior; Hochschule; Fachhochschule; Soziale Integration; Akkulturation; Kirchliche Gruppe; Religionszugehörigkeit; USA
Abstract	As diverse student populations expand in colleges and universities in the United States, attention must be given to preserving students' cultural integrity. Dominant theories of student persistence contend that integration, not cultural preservation is necessary to student success. This qualitative study examines the experiences of one group of diverse students who had low retention and graduation rates. International students in their senior year at a private, religiously-affiliated university were interviewed to determine if they had integrated into the mainstream campus culture to be successful. Three areas of change were identified: those that most students make when transitioning to college, those required by the religious environment of the institution, and those related to students' home cultures. The study demonstrates that one group of diverse students, international students, saw integration as positive. They did not view their integration as assimilation and felt that they had preserved their cultural integrity. Appended are: (1) Changes Related to Becoming a College Student; (2) Changes Related to the Religious Environment; (3) Changes Related to Students' Home Cultures; and (4) Student Views Toward Transitional Changes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10