Korean International Students in the Midwest: How Do They Understand Integration? Jordan T
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Taylor University Pillars at Taylor University Master of Arts in Higher Education Thesis Collection 2015 Korean International Students in the Midwest: How Do They Understand Integration? Jordan T. Bolte Taylor University Follow this and additional works at: http://pillars.taylor.edu/mahe Part of the Higher Education Commons Recommended Citation Bolte, Jordan T., "Korean International Students in the Midwest: How Do They ndeU rstand Integration?" (2015). Master of Arts in Higher Education Thesis Collection. 45. http://pillars.taylor.edu/mahe/45 This Thesis is brought to you for free and open access by Pillars at Taylor University. It has been accepted for inclusion in Master of Arts in Higher Education Thesis Collection by an authorized administrator of Pillars at Taylor University. For more information, please contact [email protected]. KOREAN INTERNATIONAL STUDENTS IN THE MIDWEST: HOW DO THEY UNDERSTAND INTEGRATION? _______________________ A thesis Presented to The School of Social Sciences, Education & Business Department of Higher Education and Student Development Taylor University Upland, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Higher Education and Student Development _______________________ by Jordan T. Bolte May 2015 Jordan Bolte 2015 Higher Education and Student Development Taylor University Upland, Indiana CERTIFICATE OF APPROVAL _________________________ MASTER’S THESIS _________________________ This is to certify that the Thesis of Jordan Thomas Bolte entitled Korean International Students in the Midwest: How Do They Understand Integration? has been approved by the Examining Committee for the thesis requirement for the Master of Arts degree in Higher Education and Student Development May 2015 __________________________ _____________________________ Todd Ream, Ph.D. Date Skip Trudeau, Ed.D. Date Thesis Supervisor Member, Thesis Hearing Committee _____________________________ Tim Herrmann, Ph.D. Date Member, Thesis Hearing Committee ______________________________ Tim Herrmann, Ph.D. Date Director, M.A. in Higher Education and Student Development iii Abstract South Korean international students represent a significant portion of international students in the United States, yet research shows they have a difficult time integrating at American institutions. These students face challenges socially, culturally, academically, and emotionally when they come to the US. Many higher education institutions try to provide support programming and services for these international students, but the students still do not integrate into the larger student body. The present study sought to determine how South Korean international students understood integration and how they integrated at two American higher education institutions. The researcher conducted ten semi-structured interviews with ten participants, coded and transcribed the interviews, and looked for major themes. The researcher found stress, cultural differences, barriers, understanding of integration, and support significantly affected understanding of integration and the actual integration of the participants. The study highlighted the importance of English language support for international students, the need of a “buddy system,” the value of removing acculturative stressors, and the fact a definition of integration and how integration applied to a participant’s life may prove incongruent. Further research should study similar institutional types, different groups of international students, and American participants. iv Acknowledgements This thesis is an achievement for me. I never anticipated I would continue to pursue my education after graduating college; however, I am not the chief author of my destiny. To that end, I am filled with gratitude when I think about this project, for I would not have accomplished it without the help of many wonderful people in my life. To Dr. Chris Viers and Dr. Todd Ream, whose supervision helped shape this study. To my dear friends, D’Andre Coats, Seth Oldham, Kirsten TenHaken, and Hannah Adderley for their encouragement and support when I did not think I could finish. To Dr. Scott Gaier, for having a gentle and firm hand that steadied and focused my all-too fractious mind. To Dr. Randall Dodge, the man who inspired me to seek beyond what my small view of the world could offer. To Dr. Chin Chang, a man of immeasurable talent and hospitality who sparked my love of South Korea. To my love, my partner, Bethany Bolte. Without you, your patience, and your willingness to sit and listen to my ramblings, this thesis would not be a reality. To my parents, Jim, Tami, Greg, and Peg, for your continued support, cheerleading, and interest. To my industrious and talented sister-in-law, Emily Cleveland. Finally, to Christ, who showed me the beauty of the Kingdom. Thank you. v Table of Contents Abstract .............................................................................................................................. iii Acknowledgements ............................................................................................................ iv Chapter 1 Introduction ........................................................................................................1 International Student Integration .............................................................................1 Purpose of Study ......................................................................................................4 Definition of Key Terms ..........................................................................................5 Need for Study .........................................................................................................5 Research Question ...................................................................................................6 Chapter 2 Literature Review ...............................................................................................7 Introduction ..............................................................................................................7 Transition Theory.....................................................................................................7 Difference in High and Low Context Cultures ........................................................9 Acculturation and Acculturative Stress .................................................................10 Acculturative Stress and Implications for International Students..........................12 Acculturative Stress among International Students in U.S. Higher Education ......14 Coping Mechanisms When Moving Through Acculturative Stress ......................18 International Student Integration ...........................................................................19 Conclusion .............................................................................................................21 vi Chapter 3 Methodology .....................................................................................................23 Participants .............................................................................................................23 Instruments and Measurements..............................................................................25 Procedure ...............................................................................................................25 Data Analysis .........................................................................................................26 Chapter 4 Results ...............................................................................................................28 Transitions and Stress ............................................................................................28 Negative Transitions ..............................................................................................31 Support ...................................................................................................................32 Integration ..............................................................................................................36 Barriers and Feeling Invisible ................................................................................38 Cultural Differences ...............................................................................................41 Conclusion .............................................................................................................45 Chapter 5 Discussion .........................................................................................................46 Support Is Vital for Integration ..............................................................................46 Understanding of Integration Is Based on Acculturative Stressors/ Personal Desires .....................................................................................................47 Cultural Context Significantly Affects Ability to Integrate and Manage Stress ...49 Implications for Higher Education Practice ...........................................................50 Limitations .............................................................................................................52 Suggestions for Further Research ..........................................................................54 Conclusion .............................................................................................................55 References ..........................................................................................................................56