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"Just having different isolated groups occupy the same building at a university does not mean cultural awareness, diversity, or an inclusive climate for all students has been attained."

(White & Rosado, 2014 p. 246)

Themes:

  • Increasing U.S. national students' involvement in FIUTS would align with the FIUTS mission
  • Culture
  • Only certain personality types are interested in international students
  • The appeal of FIUTS is it is an international student community

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References

Foundation (for)

International

Understanding

Through

Students

Local connections

Global community

(FIUTS, 2015)

FIUTS connects university students with local and global communities through programs that build international awareness, cross-cultural communication, and informed leadership.

(FIUTS, 2015)

UW: international vs. U.S. national students (FA 2014)

International Student Enrollment trends: U.S. vs. UW

15%

85%

FIUTS: international vs. U.S.

national students ('14-'15)

9%

149% increase (UW)

11% in the past year

91%

(University of Washington International Student Services, 2014)

(University of Washington Admissions, 2014)

(Institute of International Education, 2015)

(University of Washington International Student Services, 2014)

Research Questions:

1) Why are so few U.S. national students at UW Seattle involved in FIUTS?

  • Awareness
  • Knowledge
  • Attitude

2) Do the UW students involved in FIUTS want more U.S. national students to be involved?

  • Undergraduate, graduate, IELP, Scholars
  • International vs. domestic
  • Level of involvement in FIUTS
  • English language ability
  • Western vs. non-Western country of origin

Research Methodology

University of Washington:"U Dub"

  • Surveys
  • UW students (domestic & international) involved in FIUTS
  • 106 survey participants (wow!)
  • 14 open & closed-ended questions
  • Sample questions
  • Limitations

  • Interviews
  • UW domestic students that are not involved in FIUTS
  • 15 interviewees
  • 8 open-ended questions
  • Sample questions
  • Limitations

Literature & Findings

Co-national networks

Host-country networks

Median: 41-50%

(most common)

  • Most common
  • Ethnic/cultural values are rehearsed & expressed
  • Inhibit adaption in the long-run

(Kim, 2001)

Median: 21-30%

(least common)

Host-national friendships (only international students)

Bochner, McLeod & Lin’s Functional Model (1977)

  • 2nd most common
  • Academic/professional
  • These relationships define success
  • Better in the long-term

Multinational networks

International student stresses & challenges

Median: 31-40%

  • Least common
  • Companionship for recreational, non-culture related tasks & language
  • More satisfied with bonds with host-nationals than other international students

Host-national students-

Median satisfaction: 9

Structured social integration

International students

Median satisfaction: 7

  • Both parties desire more interaction
  • Relationships do not occur naturally
  • Extracurricular activities & casual contact with University staff aids social integration and adaption

(Maslow, 1943)

Benefits to host-country students & community

  • Economic
  • Ambassadors
  • Internationalization at Home (Nilson, 2003)
  • Concentration on learning &

relationships -> sustainable

  • Emic perspective
  • Educate a greater number of people
  • International students are a great resource
  • Learn from one another
  • Confidence interacting across cultures
  • Positive attitudes after an international crisis

Discrimination

  • Excluded in social situations & the classroom
  • Victims of targeted aggression
  • Domestic students disappointed by having to work with international students

Non-Western culture

Known Barriers

(University of Washington International Student Services, 2015)

English Language Ability

Strengths & Weaknesses

  • Language confidence
  • Correlated to quality of social life and capacity to adjust
  • Homesickness
  • Barrier to initiate meaningful relationships
  • Small talk & humor
  • Median English Level 8

  • Mutually beneficial relationship
  • Importance of social networks
  • Large focus on culture shock and adjustment within the classroom

  • Little known about barriers to integrating two groups
  • FIUTS has not asked its constituents
  • Little known from the host-country student perspective

Discussion

Other Findings

Practical Application

Suggestions for the Future

Spread Awareness

Cross-Cultural Trainings

  • More data from host-country students
  • Monitor & evaluate social integration programs
  • How do we motivate host-nationals?

Survey - FIUTS community

Interview

First year Programs Dawg Daze:

Wednesday Lunch on the first day of class

Other Suggestions:

  • American culture night
  • Partnering with campus offices/departments
  • Promotional video that gives domestic students incentives to join ("Happy" video)

(Future Day, 2015)

  • Western vs. non-Western
  • English language level
  • International vs domestic
  • Education level
  • Level of involvement in FIUTS

Recommendations of advertising platforms

  • Friends/word of mouth
  • Social media
  • Campus-wide Email
  • Organizations tabling on campus
  • Posters (by food, in libraries, in dorms)
  • UW student directory
  • Orientation

Before I continue.....

Given the results, what ideas do you have to reduce the gap?

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