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' ‘ J ‘ THE DEVELOPMENT 9E AN INVENTORY TO DETERMINE THE PROBLEMS OF ,A . FOREIGN STUDENTS. ”'13 EreEEnted by John W, Porter has been accepted toyaxfds julfillment ‘ ‘ of the requirgtoents 'for PhD i'hgg'mg 4;; EDUCATION: Major pr essor Dme August 2; 1962 0-169 ABSTRACT THE DEVELOPMENT OF AN INVENTORY TO DETERMINE THE PROBLEMS OF FOREIGN STUDENTS by John W. Porter The purpose of this research study was: (1) to develop an inventory which would enable the investigator to determine if the problems of foreign students could be generalized from the problems of foreign students as reported in the literature and elsewhere; (2) to determine if these problems and concerns once identified would be considered unique as compared to the problems of United States students; and, (3) to determine if significant problem differences existed among selected groups of foreign students. The Michigan International Student Problem Inventory, or M.I.S.P. Inventory, which has eleven sub-scales corres- ponding to certain student personnel services, was develOped as the principal instrument for the study. The Mooney Problem Check List-College Form was also used in this study to aid in determining the validity of the M.I.S.P. Inventory. The investigation was conducted on the campus of Mich? igan State University, although other Michigan campuses were visited during phases of the study. John W. Porter _2_ Subjects included 108 foreign students and fifty United States students. Each student was given the M.I.S.P. Inventory, and forty-six of the foreign students and forty- seven United States students were also given the Mooney Problem Check List-College Form. This procedure was followed to establish the concurrent validity of the M.I.S.P. Inventory. The results recorded from administering the Mooney Problem Check List-College Form showed a difference signifi- cant at the .05 level between the mean scores of the United States students and foreign students. The United States students' mean score was 44.97 as compared to the foreign students' mean score of 21.24. The results from administering the M.I.S.P. Inventory showed that a difference significant at the .05 level existed between the mean scores of the 108 foreign students and the fifty United States students, the mean scores being 15.06 and 11.26 reSpectively. These results tend to establish the concurrent validity of the M.I.S.P. Inventory. A reliability estimate of .58 was found for the M.I.S.P. Inventory by use of the Kuder-Richardson Formula for the total scale, and a total scale reliability estimate of .67 was found by using the Spearman-Brown split-half method. Sub-scale relia- bility estimates ranged from .47 to .76 using the Kuder- Richardson Formula. 0‘ .5 11 UV-‘ 04>.» 0 I‘- '1'» ’lqa I ~. “1.. .‘OI ' .-'v t I u..__. e7 John W. Porter -3... Results of t-test scores based upon seven variables taken from the sample of 108 foreign students revealed that female foreign students checked more problems than males, and undergraduate foreign students checked more problems than graduates. It was also found that foreign students on campus for thirteen months or longer checked more problems than those foreign students on campus for one year or less, and that/foreign students who did not speak English as a first preference checked more problems than those who did speak English as a first preference. It was further found that those foreign students who were classified as "non-Western“ checked more problems than those foreign students classified as “western“. These differences were significant at the .05 level. Although not significant at the .05 level, it was found that single foreign students checked slightly more problems than married students, and the younger foreign students, age twenty-five or younger, checked an average of more problems than the older foreign students. Item analysis revealed that in comparing the scores of the forty students ( 37 per cent ) checking the highest number of items and the forty students checking the lowest number of items, three items were not checked by either group. There were no items checked more times by the low score group than John W. Porter _ 4 _ were checked by the high score group. Sixty-five, or 49 per cent, of the items differentiated significantly at the .05 level between the students with the highest scores and the students with the lowest scores. The sub-scale of Financial Aids had the largest number of discriminating items, a total of ten out of a possible twelve. The sub-scale of Religious Services had the least number of discriminating items, two out of twelve. Measures of central tendency for the 108 foreign stu- dents showed an average of 15.06 items checked. The median number of items checked Was 12.50, and the mode was 17.00. or the 132 items on the M.I.S.P. Inventory, 127 of the items were checked by at least one student. The highest number of items checked byzan individual Was fifty-three. Seventy-six per cent of the students felt that the M.I.S.P. Inventory provided a complete picture of the problem areas currently troubling them. Eighty—five students, or 79 per cent, felt that the procedure was worthwhile. The major conclusiOns based upon the study are as follows: 1. The results of this study suggest that it can be concluded as tenable that the M.I.S.P. Inventory can differen- tiate between the problems of foreign students and United States students. ,.. John W. Porter - 5 _ 2. There is evidence to conclude that the M.I.S.P. Inventory can be used as a tool to help foreign students express their areas of concern according to recognized student personnel services. 3. There is further evidence to conclude that the M.I.S.P. InventOry can be used to show differences which exist among groups of foreign students regarding their problems and concerns. 4. It can be concluded further that a majority of the students in this sample felt that the M.I.S.P. Inventory covered most of their areas of concern, and that the pro- cedure was worthwhile. Since this was the first administering of the M.I.S.P. Inventory, these conclusions must be viewed as tentative, and they are confined only to the foreign student population at Michigan State University. THE DEVELOPMENT OF AN INVENTORY TO DETERMINE THE PROBLEMS OF FOREIGN STUDENTS by_ John erPorter A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 19 62 ACKNOWLEDGKENTS The writer wishes to express his appreciation to Dr. Buford Stefflre, who as major professor has carefully read the manuscript and provided assistance throughout the study. Appreciation is also extended to Dr. A.O. Haller for assistance in planning the M.I.S.P. Inventory which.was developed for this study, and to those who helped refine the instrument. The writer acknowledges the help provided by members of his guidance committee, Dr. A.O. Haller, Dr. John Hansen, Dr. Robert Horwitz, and Dr. Walter Johnson. Special gratitude is extended to Dr. Arvo Juola for his assistance in the statistical procedures, and to Homer Higbee, Assistant Dean of International Programs for his assistance and interest in the research. Grateful acknOW- ledgment is directed to International Programs, Michigan State University, for financial support of a portion of this study. To the many students and to the foreign student advisors who voluntarily participated, the writer is also especially indebted. Sincere appreciation for assistance in all phases of the study is extended to my wife, Lois. TABLE OF CONTENTS iii CHAPTER PAGE I. INTRODUCTION AND STATEMENT OF THE PROBLEM . . . 1 Statement of the Problem . . . . . . . . . . 8 Limitations of the Study . . . . . . . . . . 9 Assumptions Underlying the Study . . . . . . 11 Questions Considered . . . . . . . . . . . . 12 Theoretical Setting for This Study . . . . . 13 The university and world affairs . . . . . 13 The need for this study . . . . . . . . . . 16 Definitions of Terms . . . . . . . . . . . . 21 Summary . . . . . . . . . . . . . . . . . . . 22 II. REVIEW OF THE LITERATURE . . . . . . . . . . . 24 Foreign Student Problems as Related to Student Personnel Services . . . . . . . . . . . . 29 Selection and Admission . . . . . . . . . . 30 //' Orientation . . . . . . . . . . . . . . . . 32 Living and Dining . . . . . . . . . . . . . 35 Student Aid . . . . . . . . . . . . . . . . 37 Health Services . . . . . . . . . . . . . . 38 Religious Services . . . . . . . . . . . . 40 Student Activities . . . . . . . . . . . . 40 Student Conduct . . . . . . . .. . . . . . 42 Remedial Services . . . . . . . . . . . . . 42 CHAPTER Academic Records and Reports . . . . . . . Placement . . . . . . . . . . . . . . . . Counseling Services . . . . . . . . . . . 15>Problems Related to Nationality Groups . . . ””¥9Patterns of Adjustment of Foreign Students . Attitude Formation According to Low and High Status Nationality Groups . . . . . . “* f5Problems as Related to Size of Campus . . . Problems as Related to the Sex of Foreign Students . . . . . . . . . . . . . _ Summary . . . . . . . . . . . . . . . . . . III. DESIGN AND METHODOLOGY ,., . . . . . . . . . . Procedures and Methods Used in Designing the Study . . . . . . . . . . . . . . . . . The Design . . . . . . . . . . . . . . . . . The Mooney Problem Check List—College Form Description . . . . . . . . . . . . . . Norms for the Mooney Problem Check List-College Form . . . . . . . . Research Related to the Mooney Problem Check Lists . . . . . . . . . . . . . . Michigan International Student Problem Inventory 0 O O O O O O O O O O O O O O 0 iv PAGE Le 44 46 49 62 69 72 76 77 80 83 85 85 86 88 88 93 CHAPTER PAGE Description . . . . . . . . . . . . . . . 93 Administration and scoring . . . . . . . 95 Location of source materials and identification of problems for developing the M.I.S.P. Inventory . . . 96 Refining of the statements for the instrument . . . . . . . . . . . . . 99 Antecedents to the Final Study . . . . . . . 103 Methodology. Populations, Samples, and Statistical Analysis Used . . . . . . . . . 105 Methodology . . . . . . . . . . . . . . . 106 P0pulations and samples . . . . . . . . . 107 Statistical analysis . . . . . . . . . . 113 Limitations on the Design and Methodology . 114 Follow-up of Students' Request for Counseling . . . . . . . . . . . . . . . . 116 Summary . . . . . . . . . . . . . . . . . . 117 IV. ESTIMATES OF THE VALIDITY'AND RELIABILITY OF THE MICHIGAN INTERNATION-L STUDENT PROBLEM INVENTORY . . . . . . . . . . . . . . 119 The Computational Procedures . . . . . . . . ll9 Estimates of the Validity of the M.I.S.P. Inventory . . . . . . . . . . . . . 121 vi CHAPTER PAGE Concurrent Validity of the M.I.S.P. Inventory . . . . . . . . . . . . 126 Item Inspection of the M.I.S.P. Inventory Using a Sample of Foreign Students and a Sample of United States Students . . . . . 131 Estimates of the Reliability of the M.I.S.P. Inventory . . . . . . . . . . . . 134 Intercorrelation Estimates of the Sub-Scales of the M.I.S.P. Inventory . . . . . . . . . 143 Item Analysis of the M.I.S.P. Inventory . . . 145 Summary . . . . . . . . . . . . . . . . . . 152 V. AN ANALYSIS OF THE RESULTS OBTAINED FROM THE EXPERIMENTAL SAMPLE . . . . . . . . . . . 156 Analysis of the Data by Seven Classifications of Foreign Students . . . . 157 Analysis of Measures of Central Tendency and Other Related Data . . . . . . . . . . 167 Measures of Central Tendency . . . . . . . 168 Measures of Dispersion . . . . . . . . . . 168 Analysis of the Results of Questions (Page Four) of the M.I.S.P. Inventory . . 168 no t.. vii CHAPTER PAGE Correlation Coefficients Based Upon the Scores of 108 Foreign Students Who Indicated Their Concerns and Most Serious Concerns on the M.I.S.P. Inventory . . . . . . . . . . . . . . . . . 172 Summary . . . . . . . . . . . . . . . . . . 174 VI. SUMMARY, CONCLUSIONS AND IMPLICATIONS FORFUTURESTUDY...............178 Summary . . . . . . . . . . . . . . . . . . . 178 The Design . . . . . . . . . . . . . . . . . 180 Experimental Procedures . . . . . . . . . . 181 Instruments Used . . . . . . . . . . . . . 181 Computational Procedures . . . . . . . . . . 183 Results . . . . . . . . . . . . . . . . . . 183 Limitations of the Study . . . . . . . . . . 188 Conclusions . . . . . . . . . . . . . . . . . 190 Implications for Future Study . . . . . . . . 192 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 195 APPENDIX . . . . . . . . . . . . . . . . . . . . . . . 206 TABLE I. II. III. IV. IVEA: V. LIST OF TABLES viii PAGE Composition of the Population and a Sample of Foreign Students at Michigan State University (Winter Term, 1962) . . . . . . . . 108 Composition of a Sample of United States Students Enrolled in a Sociology Class at Michigan State University (Winter Term, 1962) . . . . . . . . . . . . . . . . . . . . 112 Results of the t-Test of the Differences Between Mean Scores of United States Students and Foreign Students on the Mooney Problem Check List-College Form . . . . . . . . . . . 127 Results of the t-Test of the Differences Between Mean Scores of United States Students and Foreign Students on the M.I.S.P. Inventory . . . . . . . . . . . . . . . . . . 129 Examination of the Differences Between Mean Scores of 50 U.S. Students and 108 Foreign Students on Eleven Scales of the M.I.S.P. Inventory . . . . . . . . . . . . . . 130 Chi-Square Test to Compare the Proportion of Items Checked by a Sample of Foreign Students and a Sample of United States Students . . . . 132 TABLE VI. VII. VIII. IX. XI. XII. XIII. ix PAGE Sub—Scale Reliability Coefficients, Means, and Standard Deviations for the M.I.S.P. Inventory . . . . . . . . . . . . . . . . . . 141 Intercorrelation Coefficients for the Sub- Scales of the M.I.S.P. Inventory . . . . . . 144 Item Analysis of the Forty Foreign Students (37%) with the Highest Scores on the M.I.S.P. Inventory as Compared to the Forty Foreign Students with the Lowest Scores on the M.I.S.P. Inventory . . . . . . . . . . . . . 147 Results of the t—Test of the Differences Between Scores of Foreign Students, Males and Females . . . . . . . . . . . . . . . . . . 158 Results of the t-Test of the Differences Between Scores of Married and Single Foreign Students 159 Results of the t-Test of the Differences Between Scores of Graduate and Undergraduate Foreign Students . . . . . . . . . . . . . . 160 Results of the t—Test of the Differences Between the Scores of Foreign Students by Number of Months on Campus . . . . . . . . . . . . . . 161 Results of the t-Test of the Differences Between Scores of Foreign Students by Age . . . . . . 163 TABLE XIV. XVII. Results of the t-Test of the Differences Between Scores of Foreign Students Who Speak English as a First Language and Those Who Have Another First Preference . . . . . . . . . . . Results of the t-Test of the Differences Between Scores of Foreign Students Classified as “Western" and “Non-Western“ . . . . . . . . . Results of the Responses of 108 Foreign Students to the Question: “To Whom Do You Most Frequently Go For Help in Resolving Problems Which Have Confronted You?“ . . . . . . . . . Rank Order of Responses According to the Eleven Sub-Scales o o o o o o o o o o o o o 0 PAGE 164 166 171 173 LIST OF APPENDICES APPENDIX A. B. C. E. INSTRUMENTS USED IN THIS STUDY . . . . . . M.I.S.P. Inventory . . . . . . . . . . Mooney Problem Check List-College Form . ANTECEDENT FORMS TO THE M.I.S.P. INVENTORY Problems Confronted by Foreign Students Who Attend Colleges and Universities in the U. S. A. . . . . . . . . . . . An Inventory of Problem Areas . . . . . The Halport Problem Check List . . . . . DIRECTIONS TO THE JUDGES . . . . . . . . Directions to Judges for Appraising the Halport Problem Check List . . . . . . Letter to the Judges . . . . . . . . . INVITATIONS TO THE FOREIGN STUDENTS . . . First Letter Mailed to Foreign Students Special Letter Mailed to Foreign Student Organization Presidents . . . . . . . Follow-up Letter Mailed to Foreign Students . . . . . . . . . . . . . . COUNSELING CENTER COOPERATION . . . . . . Letter from Counseling Center Acting Director to the Students from Other Countries . PAGE 207 208 212 218 219 222 226 230 231 234 235 236 237 238 239 240 xii APPENDIX PAGE F. ORIGINAL DATA AND CODE DETAILS . . . . . . . . 241 Original Data and Code Details for Individual Scores . . . . . . . . . . . . 242 Countries Represented by the Foreign Student Sample . . . . . . . . . . . . . . 246 Languages Spoken by the Foreign Student Sample . . . . . . . . . . . . . . . . . 247 G. SUB—SCALE RESULTS OF THE DIFFERENCES BETWEEN MEAN SCORES OF THE FOREIGN STUDENT SAMPLE ON SEVEN VARIABLES . . . . . . . . . . . . . 249 H. AN ITEM INSPECTION OF THE RESPONSES OF A SAMPLE OF FOREIGN STUDENTS AND A SAMPLE OF UNITED STATES STUDENTS ON THE M.I.S.P. INVENTORY . 253 CHAPTER I INTRODUCTION AND STATEMENT OF THE PROBLEM “The Foreign Student" is perhaps an appropriate and legitimate term for an immigration officer to use since it does describe.a legal and administrative category of per- sons. But for purposes of study, for college and university faculties, and especially for student personnel workers to treat a great variety of foreign students as a single cate- gory is a human error and a scientific monstrosity. In reality, those who come to the United States from other lands to pursue their education are of an infinite variety of nationalities, temperaments, cultures and backgrounds. If colleges and universities desire to have students from other lands on their campuses, and if these institutions are interested in ”foreign" students reaching their poten- tial, it would seem only wise to work with them as indivi- duals. United States institutions of higher education enroll thxnzsands of foreign students annually, and send faculty mem- bers who are specialists overseas to assist in raising stan- daixis of living, and in planning new schools. The Federal Govervmwnt has instituted numerous programs to assit foreign .- 2 .- countries. at hens, and to encourage them to send represen- tatives to this country for further education. The Govern- ment has been active in this field since the Good Neighbor Policy of the late 1930's, which encouraged Latin-American students to come to this country for study. In 1959, the Department of State established a Bureau of Intercultural Relations, which reflects the increasing emphasis by the United States Government on the development of understanding between the peeples of this country and the peoples of the rest of the world through a medium other than diplomatic negotiations. American families also participate actively in intercultural exchange—hundreds of foreign students are invited to family dinners, church socials, and asked to speak before civic groups. many of these overseas students spend considerable time living in the homes of Anerican fan- ilies. Even private business participates by assisting the Government and institutions of higher education in providing services to the foreign sojourner for numerous reasons. The evidence, on the surface at least, indicates that hericans do desire to be helpful and to be understood by the foreign sojourner. The evidence Sandman” that the group of persons that the federal Government, the institu- tions of higher education and the American people have some in contact with are primarily not the rank and file persons ’m- .- es i-l s'... a ' . .u-el U. a 6 m.“ 1 h U . ».:. 5.- U" - 3 _ from abroad, but in many instances are the best academically that the sending countries have to offer and are highly acceptable. The evidenceTfurtherkindicates that there are problems involved in being a foreign student, problems which exist in spite of all of the surface activities of Americans who have hOpes of making the students' sojourn pleasant. Many of these foreign students are by and large seeking more education and more technical skill in order to assist their countries in developing their natural resources. Anything that can be done to facilitate this process beyond providing superficial services to the student should be undertaken. Therefore, the colleges and universities have a vital role to play, assuming that the American institutions of higher education are the focal point in the activities of the students 1 from overseas.) Systematic study of the literature reveals a *H-L~._‘_‘\‘- . 4—- growing three-pronged problem. First, in reviewing the quantitative changes in the foreign student population of the United States, it seems appropriate to reflect upon the past thirty years. In 1930 the impact of the depression years had not yet made itself felt and it, therefore, can be considered as "normal“ for a basis of comparison. There were 9,643 foreign students studying'in this country in that year. By the first half of the academic year 1948-49, the first normal year follow- . an.» ,. ~11 s ’Bv- 'h "‘ any. . a '- a'na N" ~He v I... .- _ “:1“ ev.‘ ;~- ll‘~~ 6 w. , ~- IL. c .‘ is“ DI -~: In... our -1..- ing the Second World War, there were a total of 26,759 stu- dents from 151 countries, colonies, and dependencies enrolled in 1,115 colleges, universities and technical schools in every state and territory of the United States. By 1953, the number had grown to 33,647, which represents a three hundred per cent increase over the 1930 population, as compared to an increase of slightly more than one hundred per cent for the enrollment of American students for approximately the same period. In 1961, there were 69,683 foreign students and educators studying in the United States, more than double the number enrolled eight years previously.1 The litera- ture suggests that many institutions of higher education have not been geared to effectively meet the post war in- creases of foreign students which inevitably has caused problems. Second, in reviewing the activities of institutions of higher education in regard to this ever-increasing number of students, it can be noted that no general pattern of agree— ment has been reached in regard to admitting these students, assisting them or evaluating their work. Many of the colleges 1 0 en Doors 1961, Report on International Exchange (NeW'York: nstitute of International Education, 1961), p.7. - 5 .. and universities seem to believe that they should be treated no differently than any other student once admitted. Others have established elaborate International Centers to provide a haven of refuge for these students. Because of the increas— ing numbers asking to be admitttd, many institutions are in a period of transition and are constantly changing procedures without thorough study of the problem areas. There is still no agreement among the institutions on who should be gener- ally responsible for the foreign students. Hanyfiinstitgtions! of hiWW'foreign student adviser" who is expected to be a 'jack-of—all-tradesfl but ends up only a master of visa processing. \Hcst academicians have insuffi- .‘,~WW eient time in their schedules to help resolve the individual problems of the foreign students because of increasing num- bers in their classes and other problems. Host administra- tors have been concerned with expansion and obtaining funds, and although interested have not formulat ed policies regard- ing the foreign students on campus. Because of these factors, the special problems of the foreign students on many campuses have by natural gravitation largely been directed to the people responsible for student personnel services. These services are categorized by many authors into about twelve areas: (1) Admissions, (2) Records and Reports, (3) Orien- tation, (4) Counseling and Guidance, (5) Living and Dining, \‘§“ ‘1‘, 33‘5“ m . ‘ (6) Health Services, (7) Remedial Services, (8) Religiousgggd Services, (9) Student Aid, (10) Student Activities, (11) Stu- dent Conduct, and (12) Student Placement. An abundance of literature reports that foreign stu- dents have repeatedly expressed problems in each of these twelve areas. The literature also suggests that student personnel programs have not been geared to meet their newly acquired and growing responsibilities. Many colleges and universities have a Dean of Students or administrative head who is responsible for the coordination of these student per- sonnel activities, but to have personnel from these divergent areas come together more than once a year to consider the related problems of the foreign students,trou1d be a project of great proportions. So, it seems that in the past each area has been responsible for the student when he is at the point of being involved with the particular activity it is concerned with and not before. Third, in reviewing the literature, it can be noted that the kind, type and color of the foreign student has changed significantly. Not so long ago foreign students appeared to many college administrators as a marginal lux- ury. They brought to the campus a touch of exgctic color. They enriched the educational milieu of the United States students, and there was no apparent "foreign student problem“. 4' ,. ‘eiqu Iovsvi on -,"E u»;- elk-a .b-V 1A.... s.i«s to. ' I 5.... PIA! .. '1 va-uh ‘~-.. I! o... v Q." s u l‘ -'a 3n no h- 1"!!! r0 2" ~21 r «1 If f D ..7... Since the war, however, and especially during the past five ' years, the rapidly increasing number of foreign students has ‘pcome from ”under-deveIOped countries", possessing different gcharacteristics than the students from the Western cultured icountries. 'Their concerns, anxieties and goals are differ— } pent. They bring “on roblems not before of major conse- 1 quence. Their numbe increase. Their needs are indivi- Kgdual needs. They ca e classified as “The Foreign Stu- ?;dents'. This problem, as indicated by the literature, is one of gearing the nation and the colleges and universities to accept the fact that those who now need our help most are : a little different than we are in many respects. John A. Hannah revealed insight into this problem 'area several years ago when he said: It is disturbing to see that even among those who have accepted intellectually the necessity of our in- volvement with peOple and nations everywhere in the world, there is continuing reluctance to lift their vision beyond our own country, our own continent, and Western Europe. We still are hypnotized by domestic events, and those in France, the British Isles, Ger- many, Italy,and the Scandinavian countries. We read, hear, see, and think too little about Central and South America,. the Middle East, Asia, and Africa. Yet those are the areas in which the future is being shaped to an extent that should alarm all of us and stir us to action.2 2 John A. Hannah, "International Education", Business Topics, VI (September, 1958), p.2. rent, a :32: l l!“‘-. :1 ‘Hai us tic: u :1: rel.- 1‘53 I.‘ 511-: pm $17!: 11 :1: "u s... 0 .1: sea: 3!“ ‘2 1.1; It}! «.22: "I11 t‘..£‘q V :en H n .19 r 8 - Standardized tests of scholastic aptitude, achieve— ment, and special ability, and social-personal and problem check lists have been used extensively to ascertain the aptitudes, abilities, successes, personality characteris- tics and problems of American students. Primarily due to the relatively recent skyrocketing of the population of for- eign students ontAmerican campuses, similar tests have not been prepared for this group. Foreign students are being given in many instances the same American designed tests that the United States students receive when there may be a need for measuring unique/characteristics and problem areas of individual foreign students. (The literature is replete with: indications that the problems of foreign students, although similar to those of therAmerican students in many respects, are definitely more diversified and complcg i1. STATEMENT or THE PROBLEM} The major concern of this study was to investigate the problems of a sample of foreign students at Michigan State University by means of a Problem Inventory to dctcr~ mine whether the problems of foreign students as reported in the literature are experienced by these students, and whether their problems are atypical from the problems of United States students enrolled at Michigan State Univer- 5 51‘ {Jo 3' Me I ma: III A”: 1: lick: sity. of the cern: 1. ...9-. This investigation was designed to determine by use scientific method, the answers to four areas of con- Vhat are the problems of foreign students as reported in the literature and elsewhere? Does a sample of foreign students at Michigan State. University experience these problems? Are these same problems experienced by a sample of American students? Do certain groups of foreign students experience more, or less, of certain types of problems than other groups of foreign students? II. LIMITATIONS OF’THE STUDY This study was made within certain limitations: 1. This study was limited geographically to the campus of Iichigan State University, East Lansing, Michigan. This limitation was placed upon this study due to the complexity and nature of the study. This limitation, however, does not prohibit another institution of higher education, pub- lic or private, in Michigan or anyWhere in the United States :fron either replicating the study, or using the instrument‘/4 'to conduct a similar study. 2. The subjects for the study were limited to a sample S‘\. _ 10 - of foreign students as listed in the 1961 foreign student directory at Kichigan State University. Also included in the study was a sample of students who were residents of the United States attending Michigan State University. Limiting the sample in this way provided more similarity of age and amount of experience at Michigan State University among the experimental groups. 3. A.further limitation was that one of the instru- ments used was developed by the investigator, titled, llThe . Michigan International Student Problem Inventory.’ The conp struction of the instrument is similar to the Mooney Problem/z Check List for college students. h. There Was a limitation on the number of instru- ments used. Only two instruments were used in this study, and both instruments were administered to both experimental groups. 5. There‘were also time limitations on this study which need to be considered. This study was limited to obtain- ing from foreign students and students who are residents of the United States, data on problems they have experienced during their college days. This information was obtained in the‘linter Term of 1962. .At one sitting each student was asked to complete two instruments, the Mooney Problem Check List and the Michigan International Student Problem Inventory - 11 _ (hereafter referred to in this paper as the“M.I.S.P. Inven- tory“.) This method was necessary to control the time of responses and thus to prevent one segment of the population from experiencing additional problems during the interval of time elapsing between sittings. 6. Another limitation upon this study was the inability of some foreign students to interpret certain items on a prob- lem inventory or check list due to language barriers and cul- tural differences. Follow—up interviewing of students who were administered the instruments used would assist in deter- mining any language or cultural difficulties which had been encountered by a foreign student as he completed the check lists. Because of the pressure of class assignments upon the students, follow-up interviews were not scheduled. III. ASSUMPTIONS UNDERLYING-THE STUDY This study was undertaken on the basis of certain well-known premises which currently exist about foreign students who study on United States campuses. These assump- tions are that: 1. An extensive review of literature indexing foreign student problems according to student personnel service areas would be a valuable contribution to the field of stu- dent personnel work. h) firsts, i Mi 0 () I'D 7"”: ‘n‘ _ - 12 - {S. Because of the increasing number of foreign stu- dents, individuals engaged in performing student personnel services should be aware of the problems of foreign students:>/ 3. Counseling centers and foreign student advisers need specific tests and inventories which.would assist them in better serving the increasing number of foreign students. (Mu Information obtained from.this study regarding the problems of foreign students will provide a basis for fur- ther research in the field of cross—cultural exchangez . 5. Results of this study regarding the problems of foreign students may contribute to the area of counseling. 6. A.problem inventory which has been tested for validity and reliability will be a way of ascertaining the problems of foreign students at Michigan State University. / IV. QUESTIONS CONSIDERED This study was concerned with.the gathering of infor- mation to attempt answering the following questions: 1. Can the problems of foreign students, as reported in the literature and elsewhere, be generalized/to the for— // eign student population at Michigan State University? 2. What is the nature and the extent of the problems and concerns of a sample of foreign students at Michigan State University? - 13 - 3. Are the problems and concerns of this sample of foreign students different in any way than the problems and concerns of a sample of students who are residents of the United States and are studying at Michigan State University? 4. Are there any differences in the problems and con- cerns of this sample of foreign students as to: (a) Sex (b Age (c Marital Status (d Grade Level (e Months at Michigan State University (f) Language (8) Culture and Country Answers to these questions may enable others to view the foreign students as individuals with unique problems and concerns. V. THEORETICAL SETTING-FOR THIS STUDY The University and World Affairs In a study of the students from India, Coelho notes: The wandering student is not a new phenomenon. From the twelfth century on, thousands of students from all over Europe swarmed to Paris and Bologna. In the year 1200, the majority of the 10,000 students in Bologna were probably foreigners. They came from England and Ireland, from Germany and Bohemia, from Spain and the Levant. They organized themselves into national associ— ations from whose name is derived the term university. Some returned home with their new knowledge to establish new centers of learning and thus propelled such movements of thought as scholasticism, science, and humanism into :ng: the : incati rich r it; 1: tries 1 ‘.:.i"' he. ' 4 ‘11 1:1 {F 1,. n “We _ 14 - civilisation-wide revolutions.3 Today, there can be seen a resurgence of travel among foreign students. We are also witnessing major world powers other than the United States gear their institutions of higher education to provide these foreign students with experiences Which will be profitable in their own lands and which may help in promoting understanding between the respective counr tries involved. This has come as another challenge to the institutions of higher education in the United States. Because of these new challenges, American colleges and universities have been especially sensitive to their role in international affairs. In 1950, the Carnegie Endowment for International Peace began a program of studies focused on the relation of American universities to world affairs. Eight institutions of higher education cooperated with the Endowment in exploratory surveys of their resources and activ- ities bearing on international relations. The results of their exploration were reported in a small volume on Universities and‘florldnAffaigg, published in 1951. The report stressed the fact that the modern univer- BGeor ' ge V. Coelho Chan in Images of America.‘A Study of Indian Students' Perceptions (glencoe, Illinois: The ree fie“, I958), The Preface. U 31 .31 as; u. 5 5 J: of 6" ‘I I int} {‘2 “is i - 15 - sity's involvement in world affairs is not limited to the formal‘teaching of international relations. In addition to previding instruction, both for the general students and fer specialist-to-be, a college or university has heavy and complex responsibilities for advancing research bear- ing on the conduct d international relations. It can be noticed that campus voices also have strong influence upon.adult education concerning world affairs, and universities conduct consequential programs reaching large off-campus audiences in an effort to expand the thinking of the.Ameriean public at large. Dr. John Hannah. speaking on “Education for the World of Today and Tomorrow,“ said: A fact of life, of which many‘Americans are not fully aware, is that the United States is permanently and inevocably committed to an active interest in the affairs ef peoples and nations throughout the world. Isolation dies slowly, even in the face of facts, and there are still those among us who would have us withdraw behind our ogean barriers and let the rest of the'world go hang. Dr. Hannah went on to discuss the need for a reorien- tation of American education to produce both specialists who are fully qualified to serve the national interest in over- seas posts of responsibility, and a national attitude of mind 1+ Hannah, _ep. 93;... p. 7.. I O" J EB:- Spli‘. N ,0; Lee: "Yé in?! r.:' #232 TIC I. t' «'- uLC U: 9!. 6‘- M in! w: l"? - 16 - and spirit that will serve as a solid foundation for a fully effective program of helping other countries help themselves. All of the evidence points to the fact that our universities should play a vital role in the cultural.exchange program. Thus, the arrival of a great number of foreign stu- dents and professors has been received as an outstanding phenomenon in the relationship of colleges and universities in the United States to the contemporary American situation in the world and its affairs. But, this general enthusiasm and acceptance cannot be measured consistently throughout our country. Because of the independence and autonomy of most larger United States institutions of higher education, no consistent pattern could be foundsregarding the institu- tion's role to the foreign student. , Need for This Study Michigan's four year publicly supported institutions f; -./ of higher education admit approximately seventy-seven per cent of all the foreign students enrolled in the State. These nine institutions had enrolled for the Fall of 1961, 2,738 of the 3,754 foreign students enrolled in some fifty- two institutions of higher learning in Michigant5 5 Open Doors 1261, 92. 9g... p. 1+1. ‘ evhfi ‘cl . 4e‘vfifiv' . III'. ‘ 'y‘~ .‘l .122 about. in e.‘ I3 0 \ QV‘I‘C‘ a.* I“ ‘. I t“ _ 17 _ More specifically, Michigan State University had enrolled in 1961 over eighteen per cent, or 678, of the 3,754 foreign students in the state. But, at Michigan State only one professional person has been responsible for the administration of the foreign student program. Very recently, however, the position of this person was transferred from that of a student personnel service to a part of the Office of International Programs. This change was made to provide more leadership for the foreign student adviser, and better coordination of services to foreign students. Whether or not this change will assist the program for foreign students at Michigan State University is not yet known. This study is designed in part to provide ways Of3// identifying problems and concerns of these students as a first step toward assisting them. The Michigan State Univer— sity Counseling Center is Open to foreign students, as for any other students at the University, for counseling and ther- apy, but at the present time there have been no specific tests or problem inventories designed which would assist counselors at the Center in working with the foreign students. 3 This research might provide the Counseling Center with/1 data which could Justify hiring a specialist in the counseling‘ of’foreign students; or, on the other hand, with data which Ivould indicate that the problems of foreign students are not _ 18 _ significantly different than those of United States students, and special services are not needed at this time. This was a significant purpose for conducting the study, but not the only reason that this study was needed at this time. Public institutions of higher education in the State of Michigan have been in great need of more financial assis— tance for the past several years. Legislators have been faced with.difficult choices when allocating funds. Sugges- tions for limiting the enrollment of nonahichigan residents because of insufficient funds for staff and facilities, has been one of the results of this unfortunate situation. Some representatives of publicly supported institu- tions of higher education contend, however, that the foreign{ student is a key figure on the campus because he brings to \ the campus a way of life apart from that to which.American 2 students are accustomed, providing an educational experience a in itself. Other representatives of these institutions fur- ther contend that although the foreign student population only represents four per cent of the State's enrolled students in 1961, the number may well present more possibilities in terms of world leadership than does the remaining ninety-six per cent of the college and university population. Officials at the institutions, using some new approaches, can help citizens and Legislators become aware of this aspect a '4. is a. £3 '3. £3 ‘1“! : ‘v‘uh "PM; "HI r...- a, .‘ '.. 'm.‘ u“; - 19 - of the foreign student's attendance at Michigan's colleges and universities.' In preparing to meet the demands of the current decade, institution representatives will need to examine their offer- ings and services to the foreign students. In terms of inter-t5. national relationships, these foreign students are important personalities, yet from a survey by the investigator rela- tively few efforts have been made to assure them of any extra assistance in reaching their specialized objectives. Needed is basic research which will begin to lay a foundation of information before the people who have concern about and responsibility for the services to foreign students. 6} It was most appropriate that this study was conductedtf" 9ten the Michigan State University campus, for it is important not only because of the school's reputation in the field of international education, but also because of recent changes at the University in the organization of the office provid- ing services to foreign students. Because of the nature of the research.which has been conducted on the foreign students during the past ten years, a few fragments of information have been assembled. However, sufficient basic research on differences among individual for- eign students has not been conducted. The writer believes that it is important to have this kind of information about u t,- I." ‘l‘ «- F4. .15., s 1. u u I)- b... tf'sr 0'. s e- g I. I .I \ ‘ 's ‘- Q ‘. n. . . i 1 ‘§‘ § _ 20 _ the students' needs and problems available. The research reported in this thesis was a step toward categorizing information about foreign students in America. The importance of this study was recognized several years ago when similar research was proposed at an International Com- munication's Study Seminar at Michigan State University in October of 1958. Again, during the summer of 1960, a repre- sentative group of persons who were associated with foreign students recommended this particular reSearch at a ten~day conference at Waldenwoods, Michigan.6 Also, the investigator was told by the chairman of the National Association of Foreign Student Advisors Committee on Research and Evaluation that this research was needed and would be an important contribution to the field. All of the immediate evidence would indicate that this study is significant and should provide some important guide lines for those working with foreign students. 6 Josef A. Mestenhauser (ed.), Seminar on the Utilization _g£ Research i3 Programs for Foreign Students TWaldenwoods, Ifiichigan: Sponsored by the National Association of Foreign Student Advisors and The Danforth Foundation, August 14-27, 1960), pp. 35-111. (Dittoed). | ‘l'hs ”5": .1 ‘4‘” 'A. P ‘ “" G oé . ‘ e- R. '6": a. I I ‘ B.‘ \ \n; ‘~‘l 'a _ 21 - VI. DEFINITIONS OF TERMS Experienced. If a foreign student when reading one of the problems on the M.I.S.P. Inventory circles it, it will signify that he has experienced this as a problem area, or is, overtly concerned (troubled, worried) about the problem area. ~\/ “Foreign Student“. Any one of the several students who come to this country for further education, but who is not a permanent resident of the United States, nor a citi- zen of the United States. Literature. All reports, studies, dissertations, books and research regarding problems of foreign students available to the investigator. Michigan State University. Defined as the main cam- pus in East Lansing, Michigan, with a total student popula— tion in the Winter of 1962 of nearly 20,000 of which approxi- mately 678 were classified as "foreign students.“ M.I.S.P. Inventory. The Michigan International Student Problem Inventory, an instrument developed from the problems of foreign students as reported in the literature and else- —. ‘where, compiled by the investigator and used for research ;purposes in this study. Problems. Any troubles, worries, fears, concerns, or fiuzstrations which have been experienced by students while uttenrli rul‘“~' (VIA-4"; ‘I‘ .Q «.79. . I I.:: , I.“ I. ‘. . ‘t‘eti I 1 “‘7 _ 22 - attending a college or university in the United States. gojourn..A length of time that a student from another country stays in the United States. Student Personnel Services. Defined as college and university services which art within the areas of (l) Admis- lions, (2) Records and Reports, (3) Orientation, (h) Counsel- ing and Guidance, (5) Living and Dining, (6) Health Services, (7) Remedial Services, (8) Religious Services, (9) Student Aid, (10) Student Activities, (11) Student Conduct, and (12) Student Placement. Unique Problems. Defined as problems which are exper- ienced by foreign students at Michigan State University, but are not experienced by United States residents studying at Michigan State University. 2 ‘ggited Statgg. Rufers to the fifty states that comprise the United States of America. VII. SUMMARY This chapter begins with an introduction to the study, followed by a statement of the problem which.was to determine 'whether or not the foreign students' problems at Michigan State University are similar to the problems reported in the iliterature for foreign students at various institutions of higher education in the United States; and, to determine if to. C: s... I.- aw. I I ll- m“... _ 23 _ the problems are unique as compared to the problems of resident United States students. Limitations of the study are discussed, followed by the assumptions underlying the study and questions raised. A major feature of the first chapter is a section on the theoretical setting of United States' institutions of higher education in their role as world agents, with Special empha— sis upon Michigan institutions and Michigan State University. Considered in this section are the reasons why the investi- gator believes this to be an important study and one which should be logically ' approached in this manner. A defini- tion of terms follows as the last section of Chapter I. Chapter II presents a review of the literature and pertinent information on studies which have been conducted regarding the problems of foreign students. In Chapter III, the design and methodology of the study are discussed, includ— ing a description of the instruments used in the study. Chapter IV provides an analysis of the validity and reliability estimates of the M.I.S.P. Inventory, and Chapter V is an analysis of the results obtained from the experi— mental sample. The summary, conclusions, and implications for future study are contained in Chapter VI. CHAPTER II REVIEW OF THE LITERATURE The purpose of Chapter II is to present a review of the literature regarding reported problems of foreign students ‘who come to the United States for higher education. Problems will be categorized according to the service areas of a stu- dent personnel program andealso other significant areas.’ The ascertaining of problems of foreign students as reported in the literature and elsewhere will be the basis for the development of the problem inventory which is discussed in Chapter III. Beebe, who conducted extensive research on the prob- lems of foreign students in New York City, states: There is another problem which is revealed when we look at the gap between the existing services at many institutions and the students' statements of their use of these services and of their need for help. It does appear that there should be re-checks occasionally with the foreign student population at any institution to make sure that the more obvious problems of all students as well_as specific problems of a foreign group are not being overlooked. This is to say that most of them do become integrated after several months in the United States; that many of them, for reasons of personality and because of different philosophy of social behavior, do not raise problems because they do not perceive the 5‘ l——‘ (9' (1) I " ‘ sn (n A! I II‘ n a (I) 3! a” f _ 25 _ problems or because they consider it an imposition to discuss personal matters impersonally with.people that they know are busy and often over-committed. It appears that after the pressure of the first week or two, no matter how much counseling skill has been offered, most foreign students seek no further assistance from their counselors. Acute problems or the need for guidance fre- quently does not show up until the student is ready to leave, or at least to change his course of action or his enrollment in a given institution. Then there is some- times revealed a complex of problems which could be labeled preventable. 1 An assumption in the United States is that the burden of responsibility for seeking personal guidance should rest with the student. But, we may err in applying this policy so striCtly to foreign students, especially since errors are so hard to retrieve and the impact of these problems easily becomaamagnified when foreign students return home. This chapter will provide a background which will enable those responsible for personnel services to consider whether the needs of these students are being met. In the first section of this chapter, an attempt will be made to orient the reader to the general problems of for- eign students who sojourn in the United States. The second section will consider the problems of specific nationality groups, primarily Indian, Japanese, Mexican and Scandinavian 1 George A. Beebe, g Study 3; Foreign Students i3 Greater New York (New York: Greater New York Council for Foreign Students, 1955), p. 15. .. 26 .. students. These four groups were selected because the most complete and comprehensive research in this relatively new field was conducted using these four groups for study during the early part of the 1950's. Next, the investigator will review patterns of adjustment of foreign students while in the United States, taking into account the now famous U curve theory which divides the adjustment patterns of foreign stu- dents into four phases. The fourth section of this chapter Will deal With the problems of foreign students as viewed from a high or low status perception of their home country. This section is designed to highlight some of the inherent problems of being a foreign student from a country with non- Western values. Section five will consider the problems of foreign students as they might be influenced by the size of the college campus or size of the university community. The last section of this chapter will be devoted to research and literature references pertaining to the problems of foreign students as they relate to the sex of these students. These six sections do not represent the onlyyvay of approaching and categorizing the problems of the foreign stu- dents. The writer considered adding two further categories, one of the problems of graduate and under-graduate students, and another regarding the problems of married foreign students as; contrasted to single foreign students. However, the liter- mre mi :2 are at 1:791: infiex .. 27 .. ature provides virtually no information in these two areas, and those references which do refer to these classifications are covered within the other six sections. The instrument developed for this study, it is believed, will provide an index in these and additional areas. ‘ To the knowledge of the investigator, no present work has been completed that would enable student personnel workers to be aware of what the literature says are the problems that trouble or disturb foreign students as they pertain to student personnel work. Several studies have been conducted to deter- mine whether foreign students have problems, but these studies have not concluded that there are necessarily specific prob- lems of the foreign students that differ from those of the ,American students nor have they been classified according to the areas of a student personnel program. 3, Peterson and Neumeyer prepared a set of foreign student problems in 19h8, and determined by use of a questionnaire that these were problems experienced by foreign students at Indiana University.2 2! In 1951, Forstat replicated the audy with some minor revisions in the questionnaire and found that of a total 2 Janee.A. Peterson and Martin H. Neumeyer, “Problems of Porei Btudents,‘I Sociology and Social Research. XXXII new-1+8 . pp. 787-79 . ~ a. M. he I“ ‘H I... - 28 - of 182 internationa1.students at Purdue University represent- ing thirty-seven countries, that every item on the question- naire was checked a number of times which.wou1d indicate that the foreign students felt they had experienced problems, (dif- ficulties and troubles.)3 Thirty items were used in making the instrument, and form a basis for the problem inventory ‘whioh.was develOped by the writer for this study. These thirty iteme‘were as follows: Finding suitable dates. Being permitted to work by immigration office. Reciting or speaking in class. Giving oral reports. Having enough funds for school expenses. ‘ firiting reports. Finding adequate housing. Getting visa extended when doing part-time work. Receiving money value in currency exchange. ' Competing'with.American students for grades. ‘ Finding part-time work. ' Getting registered. ’ Understanding examination procedures. ‘ Understanding lectures. Getting aoquain ted with American educational methods. Finding eating facilities within budget limitations. ‘ Finding housing without racial or religious restric- tions. . Finding adequate worship group of own religion. ' Being accepted in social or recreational groups away from campus. . Securing adequate counseling. Getting adequate evaluation of credits. Participating freely in athletic and extra-cur- ricular activities. 3 Reisha Forstat,'AdJustment Problems of International Student e , " October, 1951 . PP. 23:50. Sociolog: and Social Research, XXXVI (September- I a . u e r \r , I I e O 0 e . O o C n e e l O .— L . I e u r l . I e I I e e O n e O - . e e e' e e O - - .. . e n . . - - - o a E224? l 1“ AI :~. EVQ. -29... 23. Becoming used to American customs and laws. 2“. Feeling welcome at college functions. 25. Part-time Job interfering‘with school work. 26. Making personal friends of,American students. 27. Having too little time to complete studies because of immigration laws. 28. Being accepted in a friendly group. 29. Understanding textbooks. 30. Finding adequate healfih and hospitalization facilities at Purdue. Some experts in the field accept the fact that these above listed items and others might constitute problems for some foreign students, but they in turn believe very strongly that many of the items would also constitute problems for a large number of.American students. Thus, this review of the literature will be the basis for determining the answers to several questions which were raised in Chapter I. I. FOREIGN STUDENT PROBLEMS AS RELATED TO STUDENT PERSONNEL SERVICES The problems of foreign students as related to student personnel services can be divided into the twelve service areas defined in Chapter 1. Each of these twelve areas will be con- sidered with.regard to problems of foreign students as reported \ in the literature. J u rpm. ..o-\\., “I Selection and Admission Many writers agree that the problems of the l'foreign student“ begin in many instances prior to his arrival. Blegen and others state that the foreign student has: . .all the difficulties which.American students have of fitting into an academic institution, plus many spec- ial and unexpected problems which are to be found in the selection and placement of students from abroad. An aca- demic badkground different in content and method of in- struction, a new language, unfamiliar social customs and traditions are added to the obstacles normally faced.by our own students.5 This report on Counseling Foreign Students explains why these initial problems might arise because of the possible differences between the objectives set by the educational in- stitution and those of the individual foreign student. Each must understand the other's purpose. If the college accepts the student merely for the sake of gaining prestige and en- rollment without due regard for the fact that he will want to feel he has accomplished something tangible, or if the stup dent is coming with his mind closed to all values outside of technical knowledge and improved professional competence, problems may naturally arise. Persons associated in this field have stated that the college should therefore insure itself that the three criteria listed below are satisfied 5 Theodore Blegen and Others, Counselin Foreigg Stur dents (washington, D.C.: American Council on ucation Series, I930}. P. 7. w UV. ‘1‘ fiM‘ ,H UV»; 6'» a .52 "7‘1 ... l“ h. "J. - 31 _ before the student arrives on campus if it is interested in initially reducing the number of problems confronted by the overseas student: (1) that proper methods of selection have been used in determining the student‘s admissibility; (2) that the college can provide the type of training desired by the student; and, (3) that all possible measures have been taken before the student's arrival to prepare him for adjustment to the society in which.he will spend some of the most important years of his life.6 Cieslak found in a nation wide study of foreign stup dents that in the process of being admitted some students 'were troubled in the following ways: (1) by the lack of proper evaluation of their credentials, (2) by the size of the institution, and (3) the age differential with American students.7 Other studies cited problems of foreign students as: (1) misunderstanding of college catalog, (2) the strange and rigid routine of registering, (3) distances to classes, (h) academic red tape, and (5) lack of freedom of choice of courses. 6.!2l2» 7 same c. Cieslak, The Foreign Student in American Colleges (Detroit: Vayne University Press, 19557.— pp. 33:90. .. 32 .. DuBois emphasized the salient factors in pro-arrival attitudes. She noted that when a student's felt national status ranked considerably higher than the status accorded his country by people in the United States the adjustment required may diminish his self-esteem. She further indicated that he may find upon arrival that he cannot understand or speak English as well as he had thought, and the damage again may be more serious to his self-esteem than to his studies. although his complaint may be about his studies and the quality of his instructor's speech.8 Beebe in discussing the problems of foreign students' admittance says: Thus the students are constantly annoyed to discover that each time their credentials are weighed, the total is different. In their shopping around in the city and nation, they become cynical concerning the mysterious arts of evaluation and incline to personalize the whole experience. (University X is either more desperate for students or likes me better, in any case it gives me more credit than University I.) Orientation Once the student has been admitted to the college, he plans for his arrival. Many students report their desire to _—_A 8 Cora DuBois, .Forei n Students and Higher Education _i_._1:i_ _t_h_e_ United States ashington D.C.: American Council on Education, 19535, pp. 38-51}. 9 Beebe, loc. cit.. p.11. a. II! - 33 - be met upon arrival on our shores. An effective orientation program at this point might do much to eliminate many prob- lems reported in the literature. Danckwortt lists some problems which have arisen dur- ing the first few days after arrival: l. Disappointment in idealized expectations. 2. Differences in food and language. 3. Gaps in students' academic knowledge. 4. High cost of living and many unrealized extras. 5. Nostalgia and loneliness. 6. Feeling of constantly being watched on account of one's color or dress. 7. Uncertainty of the rules of behavior. 8. Unsuccessful attempts to find lodging.1° Because of the initial cultural shocks faced by many foreign students upon arrival, DuBois suggests that persons responsible for organizing orientation sessions be prepared to cperate them with the greatest possible flexibility. Each member of a group should be sensitively interviewed upon arrival at an orientation center, and made to feel from the beginning that he is appreciated as an individua1.11 Blegen indicates that all orientation information should be forwarded to the student'with.his admission papers.12 A_. 10Dieter Danckwortt, The Young Eletc‘gf Asia and.Africa 93 Guests and Pu ils _i_._n_ Europe (Firm-(burg: Euroraische Kultun- stiftung, I959 . P.'#2. llDuBois, pp. 91.3., pp. 1&9-150.‘ lzsiegsn and Others, pp. citi. pp. 13-11;. I‘II‘I ‘It -314... Several studies have indicated that foreign students were subjected to problems once school had begun because of a lack of information regarding: (l) objective examinations, (2) kinds of examinations, (3) paternalism of American educa- tion, (h) strong Western orientation of classes, (5) fre- quency of examinations, and (6) competitive grading system. The relative merits of campus orientation centers and of orientation for foreign students based on a month in an American home have been discussed in a study by the Depart- ment of State. The subjects were fifty-five German students who had received six weeks of orientation at university cen- ters and ninety-eight German students who had been placed for four weeks in homes. Implications were that both.types were satisfactory devices for getting the German students to learn more about the.American way of life.13 Bennett, Passim, and McKnight warn, however, that an orientation program which is not geared to the sophistica- tion, needs, and goals of the overseas student can.be as damaging as not having a program.1u Much reference has been . 1 1iThe University Centers and the Experiment.;g Inter- met one EIv n am 2 Pro am Co ared nternationaI Edu- cationaI xc nge ervice (NashIfigton, D.C.: Department of State, 1953). Mimeographed. thohn Bennett, Herbert Passim and Robert McKnight,.;g Search.gf Identit : The Japanese Overseas Scholar ip.America and 3a (EInneapolIs: n vers ty 5? HInnesota,Prsss,I9§8), PP.307- ,0. . 6’ _ 35 - made in the literature regarding the inadequacy and ineffec- tiveness of orientation programs for foreign students in this country. Living and Dining One of the early problems confronting many foreign students is that of finding suitable housing. Withoutassis- tance the student from abroad can scarcely be expected to make a wise choice of housing. Sympathetic aid is particu- larly needed if the student's race, color, religion, dress, or speech should mark him as notably different from.Ameri- cans.15 DuBois discussed the various kinds of living arrange— ments proposed for housing foreign students and the problems involved.16 Beals and Humphrey indicate that a number of problems are evident regarding housing facilities which include: 1. Distances to college from residence. 2. Transportation. 3. Discrimination by home owners. 4. Discrimination by other students. 5. Unnaturalness of dormitory. 6. Paying high rent. 7 . Lack of privacy. 8. Not being able to live with fellow countryman. 9. Thievery. lO. Opposite sex not allowed in dormitory. 15Blegen and Others, pp. cit., pp. 19—23. l6DuBois, 22. cit., pp. 178-181. ll. Policies of fraternities and sororities. 12. International house. 13. Neise and horseplay. 17 In view of the fact that most foreign students come to the United States for academic instruction and learning, living quarters which are conducive to study and which encour- age the student‘s academic goals appear essential. In a re- search study conducted by the investigator, it was discovered that one of the acute problems of foreign students at several of Michigan's smaller campuses was finding suitable housing during the frequent vacation periods. Beebe stresses the acuteness of the problem of housing of foreign students when he states that this is another of those areas so often encountered where the gesture sufficient for the domestic student is almost worse than nothing when the foreign student comes into the picture. One evidence of the degree to which this housing problem is distracting and wasting the time of foreign students is the frequency with which they move during a one—year stay.l8 Closely associated with the housing problem is the one of eating. Inabilbity to adjust to American-styled food is a .4 17Ralph Beals and Norman Humphrey, N2 Frontier.§g Learning: The Mexifian Student in the United States (Minnea— polls: University of Minnesota—Frees,'1957), ppJ—63-78. 18Beebe,‘_gp. cit., pp. 22-23. - 37 - reason cited by foreign students to justify their off-campus housing arrangements. Among the problems of foreign students reported in the literature regarding eating, are: (1) dis- satisfaction with American family dinners, and (2) taste- lessness of.American food. There has not been a great deal of research on the problems of foreign students' eating taste, but this problem seems to be one of the enduring areas of concern for many foreign students. Student.Aid Financial problems of foreign students are discussed by Blegen and others, who state that among the causes of financial embarrassment to t he students from abroad are: 1. The dollar shortage and the consequent limitation by foreign governments of dollar purchases by stur dents or their representatives. Incomplete and misleading budget information in college and university catalogues and bulletins. National emergencies and catastrOphies. Inflation of foreign currencies. Inflation of the dollar. Family emergencies affecting the source of the student's funds. Personal emergencies such as illness. . Unexpected travel needs. . Delay in authorization of foreign exchange. N e ~othe number of items checked by a sample of foreign students. These results .tend to support the hypothesis of the investigator regarding the use of the Mooney Problem Check List-College Form as an instrument for identifying most of the problems of foreign students. Administration of the Mooney Problem Check List-College Form was a prerequisite to the investigation of the primary concern of the writer which was whether the mean score differ- ences of the same two sample groups would differ significantly when given the M.I.S.P. Inventory. It was hypothesized that the sample of foreign students would have higher mean scores on the M.I.S.P. Inventory than the sample of United States students. Such results, if obtained, would tend to support the concurrent validity of the M.I.S.P. Inventory as an instru- ment better able to identify problems of foreign students. The M.I.S.P. Inventory was administered to both samples and the results are summarized in Table IV. | Table IV shows the results of the t-test based upon the mean scores of 108 foreign students and fifty United States students who were given the M.I.S.P. Inventory. _129_ TAHUSIV RESULTS OF THE t-TEST OF THE DIFFERENCES BETWEEN MEAN SCORES OF UNITED STATES STUDENTS AND FOREIGN STUDENTS ON THE M.I.S.P. INVENTORY Group N I 82 FS% df t t5% Foreign Students 108 15.06 29.17 1.52 13h 5.08 1.65 U.S.Students 50 11.26 1M1 The variances of the two groups were not homogeneous as measured by an F—test. Welch's formula for obtaining the degrees of freedom was employed. The test of difference between the two groups is significant beyond the .0005 level. This finding tends to verify the applicability of the M.I.S.P. Inventory for assessing the problems of foreign students. The M.I.S.P. Inventory appears to elicit a greater number of problems from the foreign student sample than the United States student sample. Although this evidence can only be considered as tentative, the results strongly suggest that the use of the M.I.S.P. Inventory may prove to be more useful than any instruments now known to exist in helping the foreign students identify areas of concern. The M.I.S.P. Inventory is divided into eleven sub—scales _ 13o _ which.were also used to provide mean scores between the two groups. Since the M.I.S.P. Inventory has not been factor analyzed, the test has not been sufficiently standardized as to the sub-scales, a statistical analysis was not made on the sub-scales. An examination of the scores on the eleven sub-scales, however, reveals that the foreign students had a higher mean score on eight of the eleven sub-scales. The United States students scored higher in the areas of: (1) Aca- demic Problems, (2) Health Services, and (3) Religious Ser- vices. Table IV—A illustrates these mean score differences. TAEUBINnA EXMflNATKMIOF WE}DIWHEENGBEEDfihNWMflWISGMflS OF 50 UQS. STUDENTS AND 108 FOREIGN STUDENTS ON ELEVEN SCALES OF THE M.I.S.P. INVENTORY Sub-Scale Foreig; Student U.S. Sgudent Difference Admission and.Seleotion 1.33 .62 .71 Orientation Services 1.31 .56 .75 Academic Records 1.82 2.98 -1.16 Social and Personal 1.38 .86 .52 Living and Dining 1.66 .92 .7h Health Services 1.10 1.72 - .62 Religious Services .68 .7h - .06 English Language 1.89 .70 1.19 Student Activities .95 .h6 .149 Financial Aids 1.61; 1.10 .51; Placement Services 1.31 .60 .71 _ 131 - From Table IVéA it can be seen that the highest mean score was made by the United States students on the sub-scale of Academic Problems. The foreign students had the highest mean score on the EnglishrLanguage sub—scale. These results suggest the possible utility of the sub—scales in differen— tiating concerns of foreign students according to student personnel areas. These results also support the writer's review of the literature which suggested that many of the problems of for— eign students stem from an inadequate knowledge of English. It can be concluded from these findings that there is evidence of the validity of the M.I.S.P. Inventory as an instrument which can be used to help foreign students identify areas of concern as related to most student personnel services. Item Inspection of the M.I.S.P. Inventory Using a Sample of Foreign Students and a Sample of United States Students A relevant question when computing the validity of an instrument is how well the individual items contribute to the total validity. The writer hypothesized that an item inspection would reveal that the number of statements checked at least once by a group of foreign students on the M.I.S.P. Inventory would be significantly higher than the number of statements checked at least once by a group of United States - 132 _ students. This type of item inspection is merely another form of illustrating the significant difference between the two groups illustrated previously. Appendix H shows that the sample of forty—six foreign students checked a total of 127 out of 132 items, and the sample of forty-seven United States students checked only 92 out of 132 items. A Chi-square test was used to determine if a signi- ficant difference existed in the proportion of items checked. Table V shows the results of this test. TABLE V CHI-SQUARE TEST TO COMPARE THE PROPORTION DP 111316 CHECKED BY A SAMPLE OF FOREIGN STUDENTS AND.AEHHETE(M?UNTfifl)STADfi5STUMEHS Response Foreign U.S. Total 12 12.05 Students Students Checked 127 /;96 92/.70 219/.83 31.59 3.8h Not Checked 5/.0h ho/.3o h5/.17 Total 132 132 26h The results of the Chi-square test reveal a difference significant at the .05 level between the proportion of items checked at least once by the two groups and is another way - 133 _ to measure significant differences between the two groups. The results of this test support the writer's assumption that although the items on the M.I.S.P. Inventory are identical in many instances to the items on the Mooney Problem Check List- College Form prepared for United States students, many of the items are measuring problems and concerns that are unique to foreign students. The above item inspection adds considerably to know- ledge about the validity of the M.I.S.P. Inventory, and sug- gests that the instrument is valid for differentiating between the problems of foreign students and'the problems of United tates students. Although not of immediate relevance for this study, the Writer did compare the responses of a group of fifty-eight foreign students with the reSponses of fifty foreign students on the M.I.S.P. Inventory, and found no differences between these two groups of foreign students significant at the .05 level. A similar Chi-square test was made on the scores of thirty-eight United States students on the M.I.S.P. Inventory whose responses were compred to the responses of the fifty United States students referred to in Table IV. Again, no differences were found in the responses of the two United States groups which were significant at the .05 level. These results would suggest that the differences found between the - 134 - foreign student sample and the United tates student sample were not caused by the use of atypical groups. III. ESTIMATES OF THE RELIABILITY OF TEE M.I.S.P. INVENTORY Because the blanket term, "test reliability", does not adequately convey the type of error variance taken into con- sideration when applied to a test, the writer deemed it desir- able to review the various methods used for computing test reliability. In order to effectively accomplish this task, various sources of error variance had to be considered, and the principal techniques for determining the reliability of a test examined. The American Psychological Association's Technical Recommendations for Psychological Tests and Diag- nostic Techniques and a reference by Anastasi were used as principal sources.2’3 It was found that the reliability of a test refers to the consistency of scores obtained by the same individual on different occasions or with different sets of equivalent items. This concept of reliability enables one to assess the error of measurement of a single score by esti- 2 Ibid., pp. 28—31. 3 Anne Anastasi, Psychological Testing (second edition; New York: The Macmillan Company, 1960), pp. 105-134. _ 135 _ mating the range of variance likely to occur on an individual's score as a result of irrelevant chance factors. Although the M.I.S.P. Inventory is not a test, it is of value to have some indication of the reliability of the instrument. In considering the use of a technique to measure the error variance of the M.I.S.P. Inventory, the investigator had to consider the principal sources for finding error var- iance underlying the common measures of test reliability. One source of error variance is temporal stability, which is to be found in the random fluctuations of perfor— mance occuring from one test session to another. Temporal stability indicaTes the degree to which scores on a test are affected by random fluctuations in the conditions of the sub- ject or of the testing environment. Because of the time limi- tations and the difficulties involved in securing students to participate, this source of error variance was not measured. A second source of error variance comes from'itgg.§§m- Blips. Item sampling error variance can be explained as the extent to which a person‘s score On a test depends upon factors specific to the particular selection of items used in the test. Thus a student may feel that he studied the right sample of content when scoring high on an examination on one occasion, whereas at another time a similar situation might reveal that the same person's sampling of content for an examination was -136- not as favorable. Another way to view item sampling is to have two persons prepare a test byiaking samples from the same body of information independently. The comparing of the items of the two persons will reveal that the same items were not selected in every instance. Item sampling reveals, therefore, the extent to which scores on a test depend upon factors spe- cific to the particular selection of items. The writer be- lieves that by involving a group of judges in the final selec- tion and phrasing of items, this source of error variance was lessened. A third source of error variance considered by the writer was homogeneity of ipggg. Test homogeneity refers essentially to consistency of performance on all items within a test. For example, if one test includes only items on addition and anoth- er includes items on addition, subtraction, and multiplication, the former testvvould be considered as having more inter-item consistency or homogeneity. It is apparent that test scores will be less ambiguous when derived from relatively homogen- eous tests. A highly relevant question, however, is whether the criteria that the test is trying to measure is itself relatively homogeneous. Considering this problem, the M.I.S.P. Inventory has been allocated only one criterion—-does it help the “foreign“ student indicate most of his problems, concerns, and anxieties. Attempts have been made to lessen the effects _ 137 - of this type of error variance by the open-ended questions on the last page of the instrument, one of whichzsks the student if the statements covered most of the problems and concerns he has encountered while in the United States. A fourth source of error variance is examiner and scorer reliability. Due to the technique of self-adminis— tration and self-scoring of the M.I.S.P. Inventory, and the academic sophistication of those responding to the statements in the instrument, there was no attempt to measure these two types of error variance. In reviewing these four types of error variance, the writer was cognizant of the fact that only two types could be measured statistically in this study, those of item sam- pling and homogeneity of items. The other two measures required the use of techniques not appropriate for this study. Since the several types of reliability coefficients do not answer the same questions, they had to be carefully distinguished. For example, a measure based upon internal analysis of data obtained on a single trial of a test is referred to as a coefficient of internal consistency. One of the more prominent of these is the analysis of variance, Kuder-Richardson method. A correlation between two scores from two forms given at essentially the same time is referred to as a coefficient of equivalence, of which the _ 138 _ odd-even (split-half) method is apprOpriate. The correlation between test and retest, with an intervening period of time is referred to as a coefficient of stability.)+ Several methods for computing the reliability of an instrument are available, and many publications indicate that there are four generally used methods.5 One method is the parallel form method which may be both a measure of temporal stability and consistency of responses to different item samples. This method is virtually the same as splitting a test into two short forms, such as between odd and even items. Although equivalent forms are not possible because two forms of the M.I.S.P. Inventory are not available, the second method egplit-halves- would prove satisfactory. The investigator used a split-half (odd-even) technique to obtain a measure of equiv- alence and item sampling. A third method employed tocietermine test reliability is based upon the consistency of the subjects' responses to all items in the test. This has been labeled an inter-item _oonsistenoy method. Such a reliability coefficient provides a measure of both equivalence and homogeneity. The most common procedure for finding inter-item consistency is that A Technical Recommendations for Psychological Tests and Diagnostic Techniques, op. cit., p. 28. 5 Anastasi, 92. cit., pp. 118-123. _ 139 _ develOped by Kuder and Richardson. Asin the Split-half method, the inter-item consistency reliability coefficient is found from a single administration of the instrument. Rather than requiring that the scores be halved, such a technique is based upon an examination of performance on each item. This technique of test reliability was used by the writer since it gave the proportion of persons reSponding to each item on the instrument thus providing information on homogeneity of items as well as equivalence. The fourth and most obvious method of finding the reliability of a test is by means of test-retest method which considers temporal fluctuations. Such a reliability coefficient is known as the coefficient of stability. Only tests that are not appreciably affected by repetition lend themselves to the retest technique. For'some psychological tests the retest method is not suitable, but for this study the method could be used. However, because of the limita— tions of time and the unavailability of students, this pro- cess did not prove to be feasible. After consultation with staff members in Evaluation Services at Michigan State University, the writer decided to use the Spearman—Brown split-half (odd—even) and Kuder- Richardson inter-item consistency methods to obtain an esti- mate of the reliability of the M.I.S.P. Inventory. The writer — 140 - was aware that only reliability coefficients for internal con- siBtEncy and equivalence were possible for this study due to the limitations placed upon the research design. Using the Kuder and Richardson Formula to find the reliability estimate of the scores of the 108 foreign students, a correlation of .58 was found for the full scale.6 The Kuder-Richardson formula Was also used to find the reliability estimates for each of the eleven sub-scales. Thin technique yielded correlation coefficients ranging from .u7 for the sub-scale of Orientation Services to .76 for the sub-scale of Financial Aide. These results suggest a certain degree of stability or reliability for each of the sub~scales, as well as for the total scale, since none of the reliability estimates of the sub-scales drOpped appreciably. These results must be viewed as tentative, however, since this is the first administration of the M.I.S.P. Inven— tory. These reliability estimates could be increased substan- tially by item analysis if the least differentiating items were replaced, and/or the number of items substantially increased. Table VI provides information on the means, standard deviations, and reliability coefficients of the eleven sub- ecales of the M.I.S.P. Inventory. 5 Ibié., p. 122. TABLE VI —1l+1- SUB-SCALE RELIABILITY COEFFICIINTS, MEANS, AND STANDARD DEVIA‘I‘IONS FOR THE M.I.S.P. INVENTORY Sample N I 108 Sub-Scale Mean 3.1). Rofiability Coefficients lldmission and Selection 1.33 1.53 .56 Orientation Services 1.31 1.1.1 .57 Academic Records 1.83 1.63 .52 Social and Personal 1.38 1.1.7 .514 Living and.Dining 1.66 1.79 .6h Health.Services 1.10 l.h0 .57 Religious Services 0.68 1.19 .61 English Language 1.89 2.15 .7h Student Activities 0.95 1.29 .53 Financia1.Aids 1.6h 2.08 .76 Placement.Services 1.32 1.60 .61 In addition to using the Kuder—Richardson Formula, the writer used the Spearman-Brown Formula to find the split-half (odd—even) reliability of the scores of the sample of 108 for- eign students. This resulted in a total scale reliability estimate of .67. 7 7 Ibid., p. 122. - 142 - Although the Kuder-Richardson correlation coefficient results are to be used by the reader when interpreting subse- quent data, the writer felt it desirable to compute the split— half coefficient of correlation to determine the increase in the correlation when homogeneity of items was not being con- sidered. Anastasi states that: Two tests that have equally high reliability in terms of equivalent form or split-half coefficients may vary in their coefficients of inter-item consistency if they differ in the degree of homogeneity of their items. In fact, the difference between split-half and inter-item consistency coefficients could be use as an index of the heterogeneity of the test items. The M.I.S.P. Inventory does not have a high reliabil- ity coefficient regarding measures of equivalence and home- geneity, and this circumstance suggests that further analysis of items is desirable prior to any future researchivhich might be conducted using the M.I.S.P. Inventory as the prin- cipal instrument for investigation. However, the fact that the M.I.S.P. Inventory measures what it purports to measure, is assumed a sufficient basis for the analyses of subsequent data in this study. 81bid. _ 143 _ IV. INTERCORRELATION EST NXTES OF THE SUB-SCALES OF THE M.I.S.P. INVENTORX In establishing the reliability estimate of a test With several scales, one of the important considerations is how well each sub-scale relates to other sub—scales. The MISTIC was used to find the intercorrelations of the sub-scales of the M.I.S.P. Inventory. Sub—scale correlation coefficients above .16 are significant at the .05 level for degrees of freedom of 106. No attempt was made to determine the significance level for sub-scale total correlations since the determination of such a value would not add appreciably to interpretation of Table VII. Guilford states that when an item (or sub-scale) is correlated with the total score of which it is a part, the value of 1‘11; - tends to be inflated.9 The correlation coefficients for the sub—scales‘total in Table VII are spurious due to the part-whole effect. It can be seen that these sub-scale total coefficients range from .49 on the EnglishrLanguage--Total Scale to .78 for the Admission-Selection-~Total Scale. These data would suggest that the English-Language sub-scale is measuring problems u 4-«c - 9 J.P. Guilford, Egychometric Methods (second edition;New York: McGraw-Hill Book Company, Inc., 195E7, p. 439. scales. TAEUBVII INTERCORRELATION COEFFICIENTS* FOR THE SUBnSCALES OF THE M.I.S.P. INVENTORY - 11u+ — and concerns which tend to be independent of the other sub- Sdbdhuflss Aws (143 A41 8-? IPP 1L3 lbs lad. SmA FHA IHS lhtdl Adnigaion SCIOCtiOR 0511‘» 0’40 .50 053 .30 0,414 021 out .56 05h (e78) 9§§§3§§§%°‘ .hl .Su .u9 .19 .39 .20 .52 .38 .h6 (.71) $383.38: .26 .29 .28 .18 .31 .12 .33 .30 (.57) s¥:%:% ‘ .51 .22 .33 .26 .50 .3h .uv (.69) Li and Dig-£38 029 026 031 .hh 056 037 (07,4) Huflthfikm— '1... .16 036 019 .29 029 (051) Ralhflsmn SGMCOB .02 0’48 039 037 (053) EmgUJh language 013 0114 015 (0&9) Shmbnt Activities .30 .35 (.60) Financial Aids .ho (.69) Ehummnnt Services (066) 1* Sub-scale correlations above .16 are significant at the .GSIuwel:fin-df==lfl6 ( ) Spurious due to part-whole effect -145- Table VII illustrates that the intercorrelation between Religious Services and English Language is lowest, .02, and two inter correlations for Financial Aids were found to cor- relate highest with.Admissions-Selection and LivinghDining at .56. To some extent low correlations show a degree of independence between the two sub-scales, and high correlations tend to show a degree of homogeneity or overlap between the two sub-scales. Further research may prove that some of the sub-scales measure similar concerns. V. ITEM ANALYSIS OF THE M.I.S.P. INVENTORY An additional dimension related to the validity and reliability estimate of the M.I.S.P. Inventory is how well the items of the instrument discriminate among contrasted groups from the same sample. Many psychological tests are designed to have items which discriminate rather accurately between the responses of those persons who have high scores and those who have low scores. The tOp and bottom 27 per cent of a group of participants is oftendesignated as a satis- factory point where the items of contrasted groups from the same population can be adequately examined by the process of item analysis. Since this study is designed to gather as much infor- mation as possible about the M.I.S.P. Inventory, the scores - 146 - of the forty student; or 37 percent, who checked the most items and the forty students, or 37 per cent, who checked the least number of items were compared. The 37 per cent level Was used instead of the 27 per cent level since the number of items checked by the sample of foreign students was not appreciably high. This method enabled the investigator to have an additional ten students in the high and low groups. The purpose of this analysis was to determine which items were discriminating significantly between the groups of students who checked the highest num- ber of items and the group who checked the lowest number of items. In the item analysis situation where upper and lower groups are equal in number, Guilford has an abac for solving for phi, given the upper prOportion for an item checked and the lower proportion for an item checked.lo In addition, Guil- ford illustrates the equation necessary for obtaining the phi coefficients significant at the .05 and .01 levois.11 Using Guilford's formula, it was found that item phi coefficients above .22 were significant at the .05 level for Table VIII. Table VIII illustrates the results of this item analysis. 10 Ibid., p. 431. 11 Ibid., p. 432. TABLE VIII - Jiy7 _ ITEM ANALISIS OF THE FORTY'FOREIGN STUDENTS (37%) WITH THE HIGHEST SCORES ON THE M.I.S.P. INVENTORY AS COMPARED TO THE FORTY FOREIGN STUDENTS WITH THE LOWEST SCORES ON THE M.I.S.P. INVENTORY SJ:— Sub-Scale Item High(37%) Low(37%) Range Pu! PI“ Phi Admission 1. 8 1 7 .20* .03** .27 and 2 o 6 1 5 .15 003 .18 Selection 3. 9 5 h .23 .13 .10 Orientation h. 2 1 1 .05 .03 .03 Services 5. 12 5 7 .30 .13 .20 6. 15 1 14 .38 .03 .37 Academic 7. 13 u 9 .33 .10 .28 Records 8. 4 h 0 .10 .10 .00 9. 10 7 3 .25 .18 .05 Social- 10. 3 O 3 008 000 011 Personal 11. 12 l 11 .30 .03 .33 12. 5 0 5 .13 .00 .23 living- 13. 17 3 1h .h3 .08 .h3 15. 6 O 6 015 .00 o 28 Health 16. 8 l 7 .20 .03 .27 Services 17. h 1 3 .10 .03 .13 18. 6 O 6 01.5 o m 028 Religicw 19 o 2 O 2 o 05 o 00 o 13 Services 20. 1 O 1 .03 .00 .09 21. 3 0 3 .08 .00 .11 English 22 o 10 1 9 025 003 030 Language 23. 11 l 10 028 .03 .35 2h. 1h h 10 .35 .10 .30 Student 25. 2 2 0 .05 .05 .00 AC tiVitiGB 260 h 0 ’4 .10 .00 020 27. 7 5 2 .18 .13 .07 Financial 28. 22 5 17 .55 .13 .h3 Aid: 29. 6 o 6 .15 .oo .28 30. h 0 h .10 .00 .20 Placement 31. 7 2 5 .18 .05 .20 semce‘ 320 12 h 8 .30 010 .25 33. 11 3 8 .28 .08 .27 * Upper proportion .20. 7&0 Phi Coefficients above .22 significant at the .05 level W ‘i* Lower proportion .03 ' 7L0 TABLE VIII - Continued -l48- Sub-Scale Item, High(37%) Low(37%) Range Pu P1 Phi WSSiOn 3140 7 1 6 o 18 .03 021 and 3S. 12 2 10 030 005 .32 SGlBCtion 360 6 2 h .15 005 .18 Orientation 370 5 1 h .13 003 020 Services 38. 6 O 6 015 000 .28 39. 3 O 3 008 .00 .11 Academic ho. 10 S S .25 .13 .11. Records hlo 1h 7 7 035 .18 019 h2. 13 2 11 .33 .05 .37 SOCial- ’43. 15 5 10 .38 013 o 29 Parsonal the S 0 S 013 000 023 NS. 9 2 7 .23 .05 .26 Living- h6o 13 1 12 033 003 .hO Dining 1:7. 7 o 7 .18 .oo .30 NB. h 0 h .10 .00 .20 Health 1:9. 7 o 7 .18 .oo .30 Services 50. 6 1 5 .15 .03 .18 51. h 0 h .10 .00 .20 Religious I 52. o o o .oo . oo .oo SerVicaa 530 2 1 l .05 003 003 She 6 0 6 015 .00 .28 Ehglish 55. 5 0 5 .13 .00 .23 Language 56. 9 h 5 .23 .10 .18 57. 10 2 8 .25 .05 .27 Student 58. 8 3 5 .20 .08 .15 ‘CtiVities 59. 6 0 6 015 000 .28 6o. 8 1 7 020 003 027 Financial 61. ll 2 9 .28 .05 033 Aids 62. 12 3 9 .30 .08 .28 630 9 0 9 023 000 038 Placement 6h. h l 3 .10 .03 013 Services 65. 8 3 S .20 008 015 66. 5 O 5 .13 .OO .23 Phi Coefficients above .22 significant at the .05 level TABLE VIII - Continued -m- Suqucale Item High(37%) 1.011107%) Range Pu P1 Phi .Admission 67. 3 0 3 .08 .00 .11 and 68. 3 0 3 .08 .00 .ll Selection 69. 9 3 6 .23 .08 .20 Orientation 70. 9 4 5 .23 .10 .18 Services 71. 5 l h .13 .03 .20 72. 5 h 1 .13 .10 .05 .Academic 73. 7 1 6 .18 .03 .21 Records 7h. 7 O 7 .18 000 .30 75. 19 7 12 .h8 .18 .30 socialP 760 7 2 5 .18 .05 .20 Personal 77. 18 7 ll .h5 .18 .29 78. 0 0 0 .00 .00 .00 Idving- 79. 5 0 5 .13 .00 .23 Dining 80. 19 3 16 .h8 008 ohh 81. 7 l 6 .18 .03 .21 Health 82. 6 O 6 .15 .00 .28 Services 83. 10 3 7 .25 .08 .21 8h. 6 O 6 .15 .00 .28 Religious 85. 2 2 O .05 .05 .00 SBrViCGB 86. 9 3 6 .23 008 .20 87. 6 O 6 .15 .00 .28 English 88. 16 7 9 .h0 .18 .2h Language 89. 10 3 7 .25 .08 .21 90. 20 3 17 .50 .08 .b5 Student 91. 2 0 2 .05 .00 .13 ACtiVities 92. h 0 h .10 000 .20 93. h 1 3 .10 003 013 Financial 9h. 11 2 9 .28 .05 .33 Aids 950 16 0 l6 .hO 000 .h8 96. 9 0 9 .23 .00 .38 Placement 970 13 5 8 033 013 .23 SBrVices 980 S 3 2 .13 008 008 990 8 l 7 020 .03 .27 Phi Coefficients above .22 significant at the .05 level TABLE VIII - Continued .. 15c) _ Sub-Scale Item High(37%) Low(37%) Range Pu P1 Phi Admission 100. )4 l 3 010 003 .13 and 1010 19 3 16 g ’48 00 8 .11-)4 Selection 102. 12 0 12 .30 .OO .83 Orientation 103. 5 2 3 .13 .05 .17 Services 10h. 10 0 10 .25 . ' .hO 105. 19 2 l7 .h8 .05 .50 Academic 1060 3 l 2 008 .03 012 Records 107. 9 l 8 .23 003 028 108. 3 0 3 .08 .00 .11 800131. 109. O O O 000 000 .00 Personal 110. 2 0 2 .05 000 .13 111. 21 5 16 .53 .13 .hO Lthg- 1120 6 1 5 .15 .03 .18 11h. 7 1 6 .18 .03 .21 Health 1150 7 2 S 018 005 .20 Services 116. 5 0 5 .13 .00 .23 117. 3 O 3 008 .00 9].]. Religious 118. 7 1 6 018 003 .21 Services 119. l 0 1 .03 .00 .09 120. 7 2 5 .18 .05 .20 English 121. l O 1 .03 .00 009 ILanguage 122. l 0 l .03 .00 .09 123. 7 0 7 .18 .00 .30 Student 121.. S 2 3 . 13 .05 .17 Activities 125. 10 1 9 .25 .03 .30 126. 10 1 9 .25 .03 .30 Financ 1a]. 127. 8 3 5 o 20 o 08 o 15 Aids 128. 9 1 8 .23 .03 .28 129. 10 0 10 .25 .00 .hO Placement 130. 7 O 7 .18 .00 .30 Services 1310 5 2 3 013 005 .17 132. 9 0 9 .23 .00 .38 Phi Coefficients above .22 significant at the .05 level - 151 _ The results of the item analysis show that for the items checked by the two contrasted groups of foreign stu- dents, three of the 132 items were checked an equal number of times by both groups, item numbers 8, 25, and 85. Three items were not checked by either group, item numbers 52, 78, and 109. There were no items checked more times by the forty students with the lowest scores than were checked by the forty with the highest scores. A difference significant at the .05 level was found between the number of items checked by the two contrasted groups for sixty-five of the 132 items. There are several possibilities for determining which items of extreme difficulty are promising or worth keeping. Guilford suggests as one method computing the ratio: of phi to the maximum phi that could happen at the particular level of difficulty of the item. ¢max. g / p1 qi where pi ; p3 QJ P1 The ratio- ¢/¢ indicates how much of the available range for phi under these conditions is used by the obtained phi.12 Guilford has an abac to simplify this process.13 For this study this process was not deemed necessary, but further item analysis would necessitate this step. 121b1d., p. 433. lBJ. P. Guilford, Fundamental Statistics in Psychology and Education (second edition; New York: McGraw-Hill Book Com- pany, In0.,_1950), p0 3n“. I , \. gi/ ._ 1}. .. g“// A further analysis of the results in Table VIII illus fiftrates that when items are combined for sub—scale totals, the findings show that the sub—scale of Financial-Aids has ten of the twelve items which differentiated the two groups at the .05 level. The sub—scales of Living-Dining and English-Language had eight items which differentiated the two groupsat the .05 level. Seven items differentiated between the two groups in the sub- scales of Social-Personal problems and Placement Services, and six differentiated the two groups on the sub-scale of Health Services. The sub-scale of Academic Problems had five items which differentiated significantly at the .05 level. The sub— scales of Admissions—Selection, Orientation Services, and Stu- dent Activities each had four items which differentiated signi- ficantly. The eleventh sub-scale, Religious Services, had only two items which differentiated significantly at the .05 level. These findings suggest that the forty foreign students who checked the most items on the M.I.S.P. Inventory also checked most items which differentiated significantly at the .05 level on the sub-scale of Financial Aids. The findings of Table VIII also indicate that nearly fifty per cent of the 132 items were discriminating significantly at the .05 level between the forty foreign students with the highest scores and the forty with the lowest scores. VI . SUMMARY Chapter IV considered the computational procedures and the estimates of the validity and the reliability of the - 153 _ M.I.S.P. Inventory. The basic data for each of the 108 foreign students was key-punched on International Business Machine cards and calculations accomplished by the use of electronic computers. A sizeable preportion of the computations were performed on a hand mechanical calculator. This included all of the United States student calculations. The original data for each for- eign student is shown in the Appendices. Analysis of the results of estimates of the validity of the M.I.S.P. Inventory showedthat a difference significant at the .05 level exists between the mean scores of foreign students and United States students on the M.I.S.P. Inventory, supporting one of the writer's basic hypotheses. A similar t-test using the Mooney Problem Check List-College Form revealed Opposite results. Further examination of the M.I.S.P. Inventory's results ShOWed that a difference significant at the .05 level existed between the number of items checked at least once by foreign students as compared to the number of items checked at least once by a sample of United States students. This finding also supported a basic hypothesis of the investigator. Interpretation of these findings seems to indicate that the M.I.S.P. Inventory is a valid instrument for eliciting the problems of foreign students, but not for elicit- ing the problems of United States students. -151... Analysis of the data on the reliability of the M.I.S.P. Inventory shows a split-half reliability coefficient of .67, and a Kuder-Richardson reliability coefficient of .58 for the total score on the M.I.S.P. Inventory. Both estimates of the reliability of the M.I.S.P. Inventory were computed since they measure different error variances. The finder-Richardson coefficient is suggested as the one to use for interpretation purposes. Kuder-Richardson sub—scale reliability estimates ranged from .47 to .76, which indicates a certain degree of consistency among the sub-scales regarding reliability coef— ficient ranges. Intercorrelation estimates of the eleven sub-scales of the M.I.S.P. Inventory show that the lowest correlation existed between English Language and Religious Services. It was also found that the highest correlations existed between Financial Aids and the two sub-scales of Admission-Selection, and Living- Dining. Item analysis in support of the reliability and valid- ity of the M.I.S.P. Inventory reveals that in comparing the adores of the forty students checking the highest number of items and the forty checking the lowest number of items, three of the items were checked an equal number of times by both groups, item numbers 8, 25, and 85. Three items were not checked by either group, item; numbers 52, 78, and 109. There _ 155 _ were no items checked more times by the forty students with the lowest scores than were checked by the forty with the highest scores. Sixty-five, or 49 per cent of the items, significantly differentiated at the .05 level between the forty foreign students with the highest scores and the forty foreign stu— dents with the lowest scores. The sub—scale of Financial Aids had the largest number of discriminating items, a total of ten out of a possible twelve. Interpretation of these findings suggests that the M.I.S.P. Inventory tends to discriminate between the responses of two contrasted groups from the same sample. Chapter V will consider additional data gathered from the administration of the M.I.S.P. Inventory. CHAPTER V AN ANALYSIS OF THE RESULTS OBTAINED FROM THE EXPERIMENTAL SAMPLE The estimates of the validity and reliability found in Chapter IV were prerequisites to an adequate evaluation of the results to be presented in this Chapter. The results of Chapter IV suggest that the M.I.S.P. Inventory is a valid instrument for assisting the foreign students in expressing problems and areas of concern. The results of Chapter IV also suggest that the items in the M.I.S.P. Inventory cover the problems and concerns of students from other countries better than does a currently used United States check list. Further, the results of the analysis in Chapter III indicate that the sample for this study can be assumed to be preportionately1~epresentative of the foreign student popu- lation at Michigan State University for the Winter Term, 1962. Based upon this assumption and the related facts collected on the sample of foreign students, inferences about the for- eign student population at Michigan State University will be made. It has been shown that the M.I.S.P. Inventory can _ 157 _ differentiate between the problems checked by a sample of for- eign students, and the problems checked by a sample of United States students. It was therefore of interest to know whether the M.I.S.P. Inventory could differentiate problems and con- cerns checked by foreign students in different classifications. It was believed'that the results from such an analysis would add to the value of this study. Basic to this study is the assumption that the responses by foreign students were accur- ate and within what they perceived as problems and areas of concern. I. ANALYSIS OF THE DATA BY SEVEN CLASSIFICATIONS OF FOREIGN STUDENTS The groups presented in the following seven tables were derived from the information requested on Page One of the M.I.S.P. Inventory, and are an attempt to provide some evidence as to the relationship of problems and concerns to seven attributes of foreign students in the sample. F—tests for homogeneity of variance were made for each classification, and in each case the variances could be assumed equal. It was felt that statistical analysis of the sub-scales would not appreciably add to the results at this time because of the original method of classification, however, sub-scale results have been examined and do provide some insight into _ 158 _ I the different mean scores. Appendix G lists the mean scores recorded for each of the eleven sub-scales for the seven variables tested. TAEUBII RESULTS OF THE t-TEST OF THE DIFFERENCE-S BETWEEN SCORES OF FOREIGN STUDENTS, MATES AND W Group N I 32 F.05 (If t 155$ males 96 lh.71 28.58 Table IX shows that there was a difference significant at the .05 level between the number of items checked by females and males on the M.I.S.P. Inventory. This finding suggests that the female foreign students in the sample may (1) have encountered more situations which were of concern, and/or (2) perceived that more items on the M.I.S.P. Inventory were associated with their personal problems and areas of concern. It can be inferred from these results that female foreign stu- dents at Michigan State University for the Winter Term, 1962 Would check a significantly higher number of items on the M.I.S.P. Inventory than male students, and therefore they are perceiving _ 159 _ more problems or- areas of concern than the male foreign stu- dents. An examination of the sub—scale findings (Appendix G) shows that the female students checked the most items in the area of Academic-Records and the second largest number in the area of English Language. The males checked the most items in the area of English Language. The area having the least number of items checked by both females and males was Religious Services. These findings suggest that the female foreign students perceive that they are encountering the most problems in the area of Academic-Records, and the male foreign students perceive that they are encountering the most problems in the area of English Language. These data are inconclusive at this time but are illustrative of the type of information which could be obtained with further research. {MHHEJI IESUUESOFffifiitdflfifl?OFTNEZDIWflEEMflEBBEflflEN SCORES 0F MARRIED ANDSINGIE FOREIGN STUDENTS ii Group N I 32 F.05 df t tsz sinn- 59 15.85 30.10 1.61 106 1.60 1.66 Married 1.9 114.12 28.26 - 160 - The findings in Table X show that there was no differ- ence significant at the .05 level between the mean scores of married and single foreign students on the M.I.S.P. Inventory. This finding supports the assumption that the sampkais repre- sentative of the parent population since there Was a differ- ence significant at the .05 level in the prOportion of married students in me sample as compared tO'the proportion of married students in the population. Appendix G-presents the sub—scale differences between mean scores of married and single foreign students. The sub-scale results show that the single students checked the most problems in the area of Academic-Records and the married students checked the most statements in the area of English Language. TAEUBXI REflHESCH‘TEEt—flKHYQFTEEIHFflflmNGESEEDEENTEE SCORES OF GRADUATE AND UNDERGRADUATE FOREIGN STUDENTS Group N I s2 F.05 df t t.05 Undergraduate 39 18.h6 2h.23 1.56 10h 5.70 1.66 Table XI shows a difference significant at the .05 level between the mean scores of graduate and undergraduate foreign - 161 - students. The mean difference, 5.65, was the largest for any of the seven variables. This finding suggests that the under- graduate foreign students perceive more problems, and/or that the M.I.S.P. Inventory suggests more areas of concern to them than it does to the graduate students. It can be inferred from these results that undergraduate foreign students at Michigan State University would tend to express more problems than graduate students. An examination of the sub-scale results (Appendix G) shows that the undergraduate students expressed the most con- cerns in the area of Academic-Records. Again, it must be pointed out that these data are inconclusive, but suggestive of the areas (as related to the student personnel services) in which the foreign students are experiencing the most prob- lems. IMEUBXII RESULTS OF THE t-TEST OF THE DIFFERENCES BETWEEN THE SCORES OF FOREIGN STUDENTS BY NUMBER OF MONTHS ON CAMPUS Group N I 32 mos at ’6 ts: Onthulns 12 ”Rte. 7u 111.35 29.26 1.69 105 -2.1u 1.66 urlsas 01' more - 162 — It was found that a difference significant at the .05 level existed between the mean scores of those students on campus twelve months or less as compared to those students on campus thirteen months or more. It was believed that those students on campus for one year or less would express more areas of concern than a sample of foreign students on campus for more than one year. Although no research evidence is available for this belief, the hypothesis was based upon the review of literature which indicates that the foreign student goes through a series of adjustment stages, the first year being spent adapting to the new environment and accepting the fact of being a "foreigner“. The review of literature indicates that it is often difficult for the newly arrived sojourner to accept the fact that he is perceived as a for- eigner since in his home land this situation was never eXper- ienced. The findings in Table XII are the reverse of those expected and make it possible for the investigator to infer that foreign students on campus for one year or more at Niche igan State University would tend to express more areas of con- cern than foreign students on campus for less time. The results of an examination of the sub-scale scores (Appendix C) shows that the students on campus for one year or less expressed the most concerns in the area of English -163... Language, and the students on campus for more than one year expressed the most concerns in the area of Academic-Records. Further research on sub—scale differences is needed before tenable conclusions can be made and inferences drawn. TARHBXIII RESULTS OF THE t-TEST OF THE DIFFERENCES BETWEEN SCORES OF FOREIGN STUDENTS BY AGE Group N I 32 F.05 :1: t has A§01E3or ounger 30 16.37 30.23 1.60 10h 1.37 1.66 Agoifiior 1‘10? 76 1,4077 28077 Results of the t-test of the differences between scores of foreign students by age shows that no difference signifi- cant at the .05 level exists between the scores of students who were twenty—five years of age or younger and those who were twenty-six or older. The eleven sub-scales were examined and the results are summarized in Appendix G. The sub-scale results show that the largest number of concerns for the younger students was in the area of Living and Dining. This result is - 16h - noticeably different from previous sub-scale results which showed the largest number of problems were in either the area of English Language or Academic-Records. The older students had the largest number of problems checked in the area of English Language. Further research is needed regarding these differences. TMBHSXIV RESULTS OF THE t-TEST OF THE DIFFERENCES BETWEEN SCORES OF FOREIGN STUDENTS WHO SPEAK ENGLISH AS A FIRST LANGUAGE ANDfNESEIflK)HMEZAMIHERIHRSTITEENENGE v-i Group N if $2 F.05 df t t.05 Emguum: First 01101.0. 25 13036 29065 1.67 97 .1070 1.66 English: Not First Choice 71; 15.147 28.36 Table XIV shows a difference significant at the .05 level between the mean scores of foreign students who indi- cated they preferred to speak Englishzas a first choice and those who indicated that theyvvould prefer to speak another language. The results of Table XIV support the review of lit- erature which indicates that English Language is one of the most critical problems confronting most foreign students who - 155 _ study in the United States. Although the English Language barrier is most formidable for students who do not prefer English.as a first choice, the literatureaalso indicates that many foreign students who have a fair comprehension of “English" still have difficulty communicating due to our idiomatic Ameri- can expressions. The findings in Table XIV led the investigator to infer that Michigan State University foreign students whovvould prefer to speak a language other than Englishvvould express more areas of concern than those students who would prefer to speak Eng- lish. An examination of the sub—scale results indicate that the students who would prefer to speak a language other than English had the largest number of items checked in the area of English Language, as would be eXpected. The mean differ— ence, 1.70, was also the largest for any sub-scale classifi- cation for the seven variables. This finding tends to support the content validity of the M.I.S.P. Inventory, in that the writer assumed the M.I.S.P. Inventorytvould differentiate prob- lems and concerns on the sub—scale of EnglishLanguage according to the degree of familiarity and use of English. Appendix F lists the forty—seven different languages spoken by students in the sample. -166- TXEUSXV RESULTS OF THE t-TEST OF THE DIFEERENCES BETMEEN SCORES OF FOREIGN STUDENTS CLASSIFIED AS WmEHERN'JUflI'NONJESTflflW' Group N I 32 F.05 (if t 13.05 Nonéwestern 72 15.68 29.78 1.67 105 2.01 1.66 Western 35 13.1;6 26.51 The results of Table XV show a difference significant at the .05 level between the mean scores of students classi- fied as from Western countries or cultures as compared to the mean scores of students classified as from non—Western coun- tries and cultures. This finding enables the investigator to infer that the foreign students at Michigan State University who are classi- fied as being from non-Western countries and cultures should express more concerns than those foreign students from Western countries and cultures. The designation of Western and.nnn-Western countries and cultures was determined by the writer with assistance from the Geography Department at Michigan State University. Appen— dix F provides the list for both classifications. ~167- An examination of the sub—scale results shows that the non-Western students had the largest number of items checked in the areas of English Language, Financial Aids, and Living and Dining, respectively. The students classified as Western had the largest number of items checked in the areas of Aca- demic-Records and English Language. It is worth noting that Academic-Records is not one of the major areas checked by the non-Western group, although it received the third largest number of responses for non-English preference students. The purpose of this sub—scale is substantiated by these results, since the writer hypothesized that different scores and mean differences would result from matching English and non-English, and Western and nun-Western groups. This hypothesis was based upon the assumption that such nationalities as Indians might be classified as preferring the English language but as non- Western in culture, thus affecting the response pattern. II. ANALYSIS OF MEASURES OF CENTRAL TENDENCY AND OTHER RELATED DATA In addition to the reliability and validity estimates of the M.I.S.P. Inventory, and the analysis of the seven inde- pendent groups, other statistical analyses were computed which were related to the investigation. These data are summarized - 168 - in the following pages. Measures of Central Tendency Computing the mean of the scores of the 108 students, an average of 15.06 was obtained. The midpoint or median of the distribution of scores was 12.50, and the mode of the dis- tribution was 17.00. From these figures, it would appear that the distribution of scores was not normally distributed. Measures of DiSpersion The highest score recorded on the M.I.S.P. Inventory was fifty—three, and the lowest score was zero which was recorded twice. The range, the simplest form of variability, was fifty-three. The variance of the scores was 29.17. The semi-interquartilerange was computed and was found to be 6.5. These data provide the reader with some indication as to the dispersion of scores on the M.I.S.P. Inventory. Analysis of the Results of the Questions (Page Four) of the M.I.S.P. Inventory Mooney states that validity by popularity is of dub- ious scientific merit, but it is sometimes relevant. This explanation was given by Mooney to supply one reason why his check lists are valid. Mooney claims that wide acceptance by counselors and educators has proven that the check lists are - 169 - useful tools.1 The reactions of the 108 foreign students who partici- pated in this study suggest that they:felt that the M.I.S.P. Inventory is a valid instrument for a foreign student to use to express himself regarding his concerns and anxieties. The question was asked, "Do you feel that the statements which you have marked on Pages Two and Three provide a fairly complete picture of the problem areas currently troublingyyou?' 0f the 108 foreign students responding, eightyftwo, or 76 per cent, said that they did feel that the M.I.S.P. Inventory provided a complete picture of the problem areas currently troub- ling them. Eighteen per cent, or nineteen students, replied in the negative, and seven, or five per cent, did not answer the question. From these results it can be concludedtthat over three- fourths of thesstudents given.the M.I.S.P. Inventory felt that it did provide a fairly complete picture of the problem areas currently troubling them. An inspection of the essays on Page Four of the M.I.S.P. Inventory did not reveal additional problem areas not covered by the items in the M.I.S.P. Inventory. 1 Ross L. Mooney and Leonard V. Gordon, The Mooney Prob- lem Check Lists (New York: The Psychological Corporation, 1950 Revisions), p. 9. _ 17o _ The 108 students were also asked, "Do you feel that this procedure of helping_you identify problem areas is worthwhileL even though you might not have enjoyed checking the statements?“ Eighty-five, or 79 per cent,of the students felt that the procedure was worthwhile, and eighteen students, or 17 per cent, indicated that it was not worthwhile. Four students, four per cent, did not answer the question. It may be concluded from these results that nearly four- fifths of the students taking the M.I.S.P. Inventory felt that the procedure was worthWhile. Another question Was, “To whom do you most frequently go for help in resolving problems which have confronted you?“ The students were asked to list only their first three choices according to preference. The summary in Table XVI indicates that the majority of the foreign students consult with.fellow students from their own country as a first prefer- ence when seeking help. Totaling the three columns, it was found that this source of help Was also the most mentioned by the students. Forty-six of the 108 students, or 43 per cent, checked that they consulted a fellow foreign student from their own country as a first, second, or third choice. Table XVI illustrates these results. .. 17]_.. TABLE‘XVI RESULTS OF THE RESPONSES OF 108 FOREIGN STUDENTS TO THE QUESTION: I'TO WHOM DO YOU MOST FREQUENTLY GO FOR HELP IN RESOLVING PROBLEMS WHICH HAVE CONFRONTED YOU?" Subject Preference 1 Preference 2 Preference 3 Totals Fallou'Stu nte from one Conn 26 1h 6 h6 Faculty Member 19 12 8 39 Academic Adwisor 10 15 h 29 Foreign Student nor 7 10 8 25 Foreign.Students 6 6 8 20 Friends 14 u 12 Counselors 7 3 1 ll U‘gtfifiifigs and s 5 1 11 Funny 2 1 1 h Minister 1 2 1 h Campus Coordinator 1 2 0 3 Nobody 3 O 0 3 Roommate 1 1 1 3 Church Iouth.Group o o 2, 2 Housomother 0 l 0 l 'Myself' h 0 0 h Hashington D.C. 0 1 O 1 Others 5 2 h 11 No Response 7 28 58 93 TOTALS 135— 107 “13? 3E? -172- The results of Table XVI, although of interest to those who work with foreign students, are not to be accepted at face value. It is difficult to determine if the categories of “ faculty member“ and “academic advisor“ were to be differ- entiated in the students' responses. Combining the two cats- gories would provide a different first choice among the stu- dents. The results, however, are suggestive, and provide a basis for further study. Correlation Coefficients Based Upon the Scores of 19g Foreign Students Who Indicated Their Concerns and Most Serious Concerns on the M.I.S.P. Inventogy The analysis of the most serious concerns of the sample of foreign students in this study was not of any immediate con- sequence. The limitations placed upon the design of the study did not call for extensive analysis of the items checked as being of serious concern. However, since each student. was asked to complete this part of the M.I.S.P. Inventory, it was felt that an analysis of the results might be useful. The responses of the 108 foreign students to the items of concern and of most concern were correlated by use of the Pearson Product Moment Correlation and a correlation of .78 was found. This suggests that the students with the highest number of concerns as recorded by the M.I.S.P. Inventory, - 173 - tended to also be the students with the highest number of items checked as of most concern. The raw scores for computing the correlation coefficient can be found in Appendix E. An analysis of the responses of the sample of students was also made by comparing the results of scores for the two categories according to sub-scales. Table XVII illustrates the rank order results of the scores of the sample of students on the eleven sub-scales. TAHUBXNII RANK ORDER OF RESPONSES ACCORDING TO THE ELEVEN SUB-SCALES Total Number Rank Order Total Number of Rank Order of Sub-Scales of Items of Checked Items Checked as Statements Checked Checked Items of Serious Concern as of Serious Concern Admission and Selection lhh 6 31 9 Orientation Services lhl 8 3h 8 Academic Records 197 2 6h 1) Social-Personal 1h9 5 h2 6 living-Dining 179 3 us 5 Health Services 119 9 to 7 Religious Services 73 ll 19 11 English Language 20h 1 6O ‘2‘ Student Activities 103 10 20 10 Financial Aids 177 h 55 h 3 Placement Services 1h2". 7 S9 -1711- Using the rank order correlation coefficient a corre- lation of .eu was found between items checked.as of concern and items checked as of serious concern when analyzed accord— ing to‘the eleven sub—scales. These results suggest that the sub~sca1e relationship between concerns and serious concerns is more closely related than the individual responses of the sample of students for the two categories. It might be con- cluded from the correlation results and from observation of Table XVII that the students who have general concerns in certain areas tend to have their more serious concerns within the same areas. Only the two sub-scales of Placement Services and Admission-Selection varied more than two ranks. The indi- cations are that the area of English Language causes the most concerns, and that the area of Academic Work creates the most serious concerns. III. SUMMARY Chapter V was concerned with.an analysis of data obtained from the administering of the M.I.S.P. Inventory to 108 foreign students, who were classified according to seven attributes as determined from the information on the first page of the M.I.S.P. Inventory. Analysis of t-test scores of the seven classifications _ 175 _ of foreign students reveals that a difference significant at the .05 level exists in the mean scores between (1) females and males, (2) undergraduates and graduates, (3) students classified by their number of months on campus at Michigan State University, (4) students who prefer to speak English as compared to those who prefer another language, and (5) students with.Western or non-Western backgrounds. No differ- ence significant at the .05 level was found between the mean scores of the students according to (l) marital status nor (2) by age. From the above results it was found that female1 foreign students checked more problems than males, and undergraduate foreign students checked more problems than graduates. It was also found that foreign students on campus for thirteen months or longer checked more problems than those students on campus for one year or less, and that foreign.students who did not speak English as a first preference checked more problems than those who did speak English as a first preference. It was further found that those foreign students who were classified as 'nonAWestern' checked more problems than those foreign stu- dents classified as IWestern“. These differences were all sig- nificant at the .05 level. Although not significant at the .05 level, it was found that single foreign students checked slightly more problems - 176 - than married students, and the younger foreign students, age twenty-five or less, checked an average of more problems than the older foreign students. No previous research evidence'was available for making hypotheses about the differences among the above seven classi- fications. Replication of this investigation is needed to verify whether the inferences drawn are incidental or valid regarding the problems of certain<3lassifications of foreign students at Michigan State University. Analysis of measures of central tendency revealed that the median number of items checked was 12.50, and the average number of problems checked was 15.06. The mode for the dis- tribution was 17.00. The analysis of the results recorded on the M.I.S.P. Inventory for the 108 foreign students revealed that oveR 75 per cent felt that the statements provided a fairly complete picture of the'problem areas currently troubling them. Approx- 'imately 80 per cent of the students felt that the procedure was a worthwhile technique for helping them identify problem areas and express them. Interpretation of these findings would suggest that the M.I.S.P. Inventory might serve a useful pur- pose for those college personnel who work with foreign students. When asked whom they go to for help in resolving problems, #3 per cent of the students indicated “fellow students from - 177 _ home country”. The second and third choices respectively were "faculty member“ and “academic advisor“. Further research using a structuredcheck list may reveal that these categories can be combined. Analysis of the responses of the sample of foreign students revealed a high positive relationship-- r = .78 -— between the number of items checked as being of concern, and those checked as being of serious concern. An even higher relationship-- r = .BA -- was found between concerns categor- ized by the sub-scales and the serious concerns when categor— ized in the same way. Chapter VI will be concerned with the summary, conclu- sions, and recommendations of this investigation. CHAPTER VI SUMMARY, CONCLUSIONS AND IMPLICATIONS FOR FUTURE STUDY I 0 SUMMARY The Problem This study was delimited to its present form after con- ducting an extensive review of the literature. The writer's desire was to make a contribution to the field of interna— tional education by conducting a research study which.would identify foreign students' problems grouped according to student personnel services which are available to«expedite the educational experiences of students who study at colleges and universities in the United States. This study was primarily concerned with determining if the problems of foreign students which are reported in the literature could be generalized to the problems of for- eign students at Michigan State University, and determining if the problems of these students vary among certain classifi- cations of foreign students. Corollary to the above stated purpose, this study was conducted to determine if the problems of foreign students tended to differ from the problems of ... 179 .. United States students. This research is of relevance at this time due to the increased interest in internationalzrelations, and the fact that the foreign student population in the United States has increased three hundred per cent since 1930, and in 1961 more than 69,000 foreign students were studying in the United States. In reviewing the activities of United States insti- tutions of higher education in regard to this ever increasing number of foreign students, it can be noted that no consis- tent pattern of organization or administration of services to foreign students is evident among the 1,500 institutions of higher education which have foreign students on campus, and no general agreement as to how these foreign students are adjusting to the United States can be found. Many United States colleges and universities recog- nize certain areas as student personnel service areas, and most of the responsibility for the foreign azudents has by natural gravitationiallen to individuals in the student per— sonnel service areas, such as Orientation, Counseling and Guidance, Living and Dining, and Placement. The literature reveals that foreign students have prob- lems which can be identified according to student personnel service areas, but that many United States colleges and univer- sities are not organized to provide efficient coordination of - 180 - these services when it comes to combating the unique problems of foreign students. The literature also reveals that this problem is further complicated because the type and color of the typical foreign student has changed significantly in recent years. With this change, it is suggested that the college administrator can no longer expect to enrich the educational mileau by the pre- sence of foreign students on campus without achieving some basic changes in the attitudes of faculty members and students, and in the structure of Operation of the college. The Design Thestudy was designed around the develOpnnnt of the M.I.S.P. Inventory, and the establishment of the reliability and validity of the instrument. The eleven sub-scales of the M.I.S.P. Inventory enabled the investigator to analyze vari- ables which permitted a number of questions to be answered tentatively. The design called for the participation of a large group of foreign students and a number of Michigan State University students who were citizens of the United States. Approximately equal numbers of foreign and United States stu- dents were given both the Mooney Problem Check List-College Form and the M.I.S.P. Inventory. - 181 - Experimental Procedures The researchfiwas conducted at iichigan State University. First a letter Was sent to each of the 678 foreign students enrolled at the University. Each student was asked to parti- cipate in this study. Sixty-one students appeared and fifty of them were given both instruments, and the remaining eleven were given only the M.I.S.P. Inventory. Because of the size of the original sample a follow-up letter was sent to all for— eign students on campus, and in addition letters were sent to the presidents of the foreign student organizations at Michi- gan State University. Forty-seven more students responded as a result of these letters and each student was given only the M.I.S.P. Inventory. Both instruments were administered to fifty United States students enrolled in a Sociology class, and thirty— eight other United States students were given the M.I.S.P. Inventory for cross-validation purposes. These thirty-eight students were freshman residing at Cass Hall, Michigan State University. Instruments Used The Mooney Problem Check List-College Form was used as one of the two principal instruments for this study. The authors of the Mooney Problem Check List-College Form indicate - 182 - that the instrument has proven to be a successful method in helping students identify problem areas. A review of the lit- erature revealed that the Mooney Problem Check List-College Form had acceptable reliability and validity. The hypothesis underlying the use of the Mooney Problem Check List-College Form was that if a sample of foreign stu- dents were given the instrument and a group of United States students, the average number of items checked should show that the United States students checked more items than the foreign students. This hypothesis is based upon the fact that the Mooney Problem Check List-College Form is a United States made instrument, designed to enumerate the problems of United States students and not foreign students. The second instrument used in this study was the M.I.S.P. Inventory. The M.I.S.P. Inventory was developed to ascertain whether the problems of foreign students as reported in the literature and elsewhere would be similar to those of foreign students at Michigan State University. It was believed that such an instrument could assist foreign students in identifying and expressing problems which are especially associated with being a foreign student in the United States. The basic assumption underlying the development of the M.I.S.P. Inventory was that from a review of the literature a large number of the problems could be assembled whichivould - 183 _ be more characteristic of the problems of foreign students than of United States students, and thus help the foreign students eXpress unique areas of concern. Computational Procedures The basic data on the 108 foreign students was key punched and summarized by use of an I.B.M. 604 electronic computer, and the analyses were completed by use of a mechanical calculator. The United States students' data were calculated by hand, and completed on a mechanical cal- culator. The data were analyzed by using the correlation coef- ficient, the t-test and Chi-square test of significance. The level of significance for all tests was set at .05.. Results 1. Concurrent Validity: A difference significant at the .05 level was found between the mean scores of the sample of foreign students and the sample of United States students on the M.I.S.P. Inventory. The average number of items checked by the foreign students was 15.06 as compared to an average of 11.26 items checked by the United States students. The question of whether the results were valid was checked by having the sample of foreign students and the sample of United States students take the Mooney Problem Check List-College Form. - 184 - It was found that although both groups were able to check a large number of statements on the Mooney Problem Check List- College Form, the United States students checked a larger number of items than did the foreign students. This differ- ence was significant at the .05 level. These findings tend to support the concurrent validity of the M.I.S.P. Inventory as an instrument to differentiate the problems of foreign students better than any known United States constructed instrument such as the Mooney Problem Check List-College Form. Seven variables characteristic of foreign students were analyzed for their relationship to the number of problems checked. The results showed that a difference significant at the .05 level existed between the mean scores of (1) females and males, (2) undergraduates and graduates, (3) students classified by the number of months on campus, (4) students with English preference and those with another language pre- ference, and (5) students with a Western or non-Western back- ground. No differences significant at the .05 level were found between mean scores of (1) married and single students and (2) foreign students classified by their age. From the above results it was found that female foreign students checked more problems than males, and undergraduate foreign students checked more problems than graduates. It was also found that foreign students on campus for thirteen months _ 185 _ orlbnger checked more problems than those foreign students on campus for one year or less, and that foreign students who did not speak English as a first preference checked more problems than those who did speak English.as a first prefer- ence. It Was further found that those foreign students who were classified as “non-Western“ checked more problems than those foreign students classified as “Western“. These differ- ences were all significant at the .05 level. Although not significant at the .05 level, it was found that single foreign students checked slightly more problems than.narried students, and the younger foreign students, age twenty-five or less, checked an average of more problems than the older foreign students. These findings, although inconclusive, support much of the review of literature which indicated a difference exists among the several variables listed above. 2. Content Validity: The writer believes that the above results and others to follow support the content validity of the M.I.S.P. Inventory. The establishment of content validity is assumed since: (1) the investigator carefully perused the literature to ascertain the problems of foreign students; (2) the foreign students' responses indicated that a large per centage of the students felt that the statements covered most of their concerns; and (3) ten judges substantiated the \ - 186 — content of the instrument. 3. Reliability: The reliability of the M.I.S.P. Inven- tory was found to be .67 by use of the Spearman—Brown split- half method, and .58 by use of the Kuder-Richardson inter-item consistency method. These reliability coefficients are for the total scale. Reliability estimates for the eleven sub— scales ranged from .47 to .76 using the Kuder—Richardson method. Two reliability coefficients were computed since the split-half method provides a measure of item sampling and equivalence, whereas the Kuder-Richardson formula provides an index of the heterogeneity of the items. 4. Item Inspection: The results of an item inspection of the responses of the sample of foreign students and the sample of United States students showed that a total of forty- six foreign students checked all but five items on the M.I.S.P. Inventory a t least once as compared to a total of forty-seven United States students who left unchecked a total of forty items. The findings which are significant at the .05 level suggest that the M.I.S.P. Inventory does differentiate between the problems of foreign students and the problems of a sample of United States students. 5. Item Analysis: An item analysis of the scores of the forty foreign students, or 37 per cent, who checked the most statements, and the forty, or 37 per cent, foreign _ 187 - students who checked the least number of statements, revealed that sixty-five, or 49 per cent, or the items differentiated between the two groups at the .05 level. The sub-scale of Financial Aids had the largest number of items-~ten out of a possible twelve-~which differentiated significantly between the two contrasted groups of foreign students. The least number of differentiating items was in the area of Religious Services where only two of the twelve items were significant at the .05 level. 6. Face Validity: Analysis of several questions which were asked of the sample of foreign students tends to support the face validity of the M.I.S.P. Inventory. Over 75 per cent of the students felt that the M.I.S.P. Inventory provided a fairly complete picture of the problem areas currently troubling them. Approximately 80 per cent of the students felt that the M.I.S.P. Inventory was a worthwhile instrument for helping them identify their problems and concerns. 7. Measures of Central Tendency: Results from computing measures of central tendency revealed that the mean number of items checked by the 108 foreign students was 15.06. The median, or midpoint for the distribution was 12.50, and the mode was 17.00. These results indicated that more than half of the stu- dents checked less than an average of fifteen items, but that a few students checked a large number of items. - 188 ~ 8. Other Results: It was found that a majority of the 108 foreign students consulted persons from their own country when confronted with a problem. This was true for their first preference and for the total of three preferences when combined. Faculty members, academic advisors, and the foreign student advisor were the second, third, and fourth total choices, reSpectively. These results are inconclusive in that the open—ended question may have secured reSponses which could be combined, however, the results do form a basis for future study. Limitations of the Study The present study was not without several limitations. Although cross-validation of the items was made, no repli- cation was provided for in the study. Verification of results and the making of generalizations would be afforded by repli- cation. The value that would be derived from replication was apparent, and although it was impractical and not necessary for the present investigation, the study was still limited in this respect, and generalizations beyond the Michigan State University campus were not possible. A second limitation of the present study was the lack of random samples. However, since the foreign student sample _ 189 - was representative of the foreign student pOpulation on two of three variables, the investigator assumed that the sample was a representative sample from the foreign student popula— tion. This belief is made especially tenable by the finding that the third variable-~marriage--was not related to the number of concerns admitted by the students. The sample of United States students was not represen— tative of the United States student bodytat Michigan State University, and inferences about the student body at the University could not be drawn. However, cross validation of items by use of another United States student sample showed no difference significant at the .05 level between the pro- portion of items checked on the M.I.S.P. Inventory by the two United States student samples. A third limitation resulted from the initial delimi- tation in designing the study. Due to the difficult task of getting students to participate in the study, the study was designed primarily to check the reliability and validity of the instrument. This resulted in not testing numerous other hypotheses whichyvould have been relevant. This limit on the design also prevented the development of extensive norms which could be used in the future. Finally, a series of general limitations upon the study (Han be combined to form a fourth category: (1) The study was _190_ limited geographically to the East Lansing campus, Michigan State University; (2) The study was further limited to a volunteer group of foreign and United States students; (3) There also were time limitations, in that all of the data had to be collected during the same college term; (4) There was also the limitation placed upon the study by the instru- ments used; and, (5) A concluding limitation was that the investigation assumed that the foreign students were suffi- ciently able to read and understand the statements on the instruments. II. CONCLUSIONS Conclusions based on the findings of the present study can only be stated as tentative. With the stated limitations in mind, the following conclusions seem appropriate: 1. From the findings it can be concluded that the M.I.S.P. Inventory tends to be a reliable and valid instru- ment for helping some foreign students identify problems and concerns. 2. It can also be concluded from the findings that the M.I.S.P. Inventory helps some foreign students identify prob— lems and concerns according to recognized student personnel serwice areas which can be listed in the categories of: (1) Admissions and Selection, (2) Orientation, (3) Academic _ 191- Problems, (4) Social-Personal Counseling, (5) Living and Dining, (6) Health Services, (7) Religious Services, (8) Eng— lish Language Services, (9) Student Activities, (10) Finan- cial Aids, and (11) Placement Services. 3. The statistical analysis of data from the adminis- tration of the M.I.S.P. Inventory and the Mooney Problem Check List-College Form enables the investigator to conclude as tenable that the M.I.S.P. Inventory differentiates adequately between the number of problems of a sample of foreign students as compared to the number of problems checked by a sample of United States students. 4. The results of this study enable the writer to fur- 'ther conclude as tenable that certain groups of foreign stu- dents at Michigan State Universitywappear to have a larger number of problems and concerns than do other groups. These results permit the following inferences to be drawn about the pOpulation of foreign students: (1) females perceive a larger number of problems and concerns than males; (2) that under- graduates perceive a larger number of problems than graduates; (3) that foreign students on campus for thirteen months or more perceive an average of more problems than students on campus for twelve months or less; (4) that foreign students who do not speak English as a language of first choice perceive an enrerage of more concerns than those students who speak English — 192 - as a preference; and, (5) foreign students from non—Western backgrounds perceive a higher number of problems and concerns than those students with Western backgrounds. The results also permit the following inferences: (1) that no differences exist between the perceived problems of foreign students according to marital status, and (2) that no differences exist between the problems of foreign students according to age. It must be realized that these results are somewhat inconclusive at this time. III. IMPLICATIONS FOR FUTURE STUDY A review of the literature (including the recently published book, Research';p International Education, April 1962, by the National Association of Foreign Student Advisors and the Institute of International Education) suggests that the M.I.S.P. Inventory is the only known problem check list published to date for helping the foreign students better communicate their concerns to those who are in a position to assist them.1 If this is true, it would seem that the M.I.S.P. Inventory should be used to gather additional information about the problems of foreign students throughout the country. 1 Research';g International Education (National Assoc- Lation of Foreign Student Advisors and the Institute of Inter- national Education, 1962), pp. 23-37. -193- 1. From the findings, summary, and the conclusions of this study, it would seem that a replication of the present study would provide a better basis for inferences about for- eign students in general. Replicating the study would also help to determine whether the present 132 items in the M.I.S.P. Inventory are the most discriminatory ones that can be devised. There are reasons to believe that through additional item analysis, some of the items could be improved by:re-statement, some should be omitted, and others substituted. Replication, using factor analysis, could also determine how well the present statements in each of the sub-scales correlate with the present classification of the 132 problem statements into eleven recog- nized student personnel service areas. A rearrangement of the present item structure might be necessary after factor analyz- ing the items in relationship to the sub—scales. 2. The current study suggests that the M.I.S.P. Inven— tory is an apprOpriate tool for counselors and for student personnel workers who are engaged in helping the foreign stu- dent adjust to his educational sojourn in the United states. The suggestion is that the counselor's time between initial contact and assisting the foreign student could be reduced considerably through the use of the M.I.S.P. Inventory. A study using the M.I.S.P. Inventory with an experimental group,, and rurt with a control group, might tend to support or reject the -194- use of the M.I.S.P. Inventory in the counseling situation. 3. Another implication for future study based upon the results of this study is that the M.I.S.P. Inventory could be used in a group setting during orientation sessions, or at some other convenient time, to determine: (1) if foreign students' problems increase during their sojourn, and if so, when and in what areas; and (2) if.certain groups of foreign students tend to have unique problems. This implication for future study also suggests the use of the M.I.S.P. Inventory by student personnel workers other than by counselors and foreign student advisors, in order that they may obtain a census of the problems of the students in specific student personnel areas. The implications for future research are numerous as a result of this study. With the number of foreign students in the United States presently over 69,000, it seems impera- tive that research on the problems of foreign students continue, and that this instrument is one approach to helping foreign students identify and express problems and concerns. SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY A. PRIMARY SOURCES Anastasi, Anne. Psychological Testing. Second edition. New York: The Macmillan Company, 1960. Scale, Ralph and Norman Humphrey. No Frontier to nggpigg The Mexican Student Ln the United States. Minneapolis: University of Minnesota Press, 1957. Beebe, George A., A Study of Foreigp Students Ln Greater New York. New York: —Greater—New York Council for _Foreign Students, 1955. Bennett, John, Herbert Passim, and Robert McKnight. In Search Of Identity: The Japanese Overseas Scholar iJ America and Japan. Minneapolis: University of Minnesota _Press, 1958: , "Blegen, Theodore and Others. Counselipg Foreign Students. Washington: American Council on Education Series, 1950. DuBois Cora. Foreign Students and Higher Education Ln the United States, washington: American Council on Education, I936. Forstat, Reisha, I'Adjustment Problem of International Stu- dents,“ Sociology and Social Research, XXXVI (September— October, 1951), 25-30. Guilford, J. P. Ps chometric Methods. Second edition. New York: McGrawbHill Book Company,Inc., 1954. Lambert, Richard D., and Marvin Bressler. Indian Students OJ aJ . Agerican Campus. Minneapolis: University of Minnesota Press, 195 . Sewell, William H., and Oluf M. Davidsen. “The Adjustment of Scandinavian Students,“ Journal of Social Issues, XII (Number 1, 1956), 9-19. wrenn, Gilbert C. ‘gggdent Personngl_Work.;g Colleg . New York: The Ronald Press Company. 1951. _ 197 _ B. BOOKS African Students lg the United States. Handbook of Informa- tion and Orientation. New York: Phelps-Stokes Fund, 1957. Bertrand, Alvin L. Social Life $3 the United States: AJ Intro- ductor Volume for Foreign Students. Baton Rouge: Division of Latin American Relations,gfiouisiana State University, 1953. Cieslak, Edward C. The Foreign Student Ln American Colleges. Detroit: Wayne University Press, 1955. Coelho, George V. Changing Images Lf America: A Study_ of Indian Students' Perceptions. Glencoe, Illinois: The Free Press, 1958. Danckwortt, Dieter. The Young Elete Lf Asia and Africa as Guests and Pupils Ln Europe. Hamburg: Eurorarsche Kul— turstiftung, 1959.— Davis, James, Russell Hanson, and Duane Burner. IIE Survey Lf the African Student. New York: Institute of Interna- tional Education, 196l. Flack, Michael J. Sources Lf Information Ln International Educational Activities. Washington: American Council on Education, 1958. Guilford, J. P. Fundamental Statistics Ln Psychology and Edu- cation. Third Edition. New York: McGraw—Hill Book_ Company, Inc., 1956. lwfiigbee, Homer. The Status Lf Foreign Student Advising Ln United States Universities and Collea gee. East Lansing: Institute of Research on Overseas Programs, Michigan State University, 1961. Marquardt, William F. The Foreign Student Speaks. Seattle, Washington: University of washington Press, 1958. Meet the U.S.A.: Handbook for Foreign Students 23 the United State . New York: Institute of International Education, 1952. -198... Mooney, Ross L., and Leonard V. Gordon. The Mooney Problem “Check Lists. 1950 Revision. New York: The Psychological Corporation, [n.d:} Open Doors 1252. Report on International Exchange. New York: Institute of International Education, 1959. _ Qpen Doors 1961. Report on International Exchange. New Yerk: Institute of International Education, 1961. Orientation of Foreign Students. New York: Committee on Edu- cation Interchange Policy, 1956. Rathore, Naeem G. The Pakistan Student. New York: American Friends of the Middle East, Inc., 1958. >//Sasnett, Martena (ed. ). Foreign Students Look at he S. Los Angeles: Cale-Hulmquist Press, 1960. Scott, Franklin D. The American Experience of Swedish Students. Minneapolis: Unitersity of Minnesota Press, I956. Snyder, Harold E. When Peoples Speak to Peooles. Washington: American Council on Education, 1953- gz-Taba, Hilda. Cultural Attitudes and International Understand- in : An Evaluation of an International Study Tour. New York: nstitute of International Education, 1953. Training Foreign Nationals in the United States. AnnArbor: Foun- dation for Research on Human Behavior, University of Michi- gan. 1956 Useem, John, and Ruth Useem. The Western-Educated Man in India: A Study of His Social Roles and Influence. New York: —Dryden Press, 1955. b//,Watson, Jeanne, and Ronald Liopitt. Learning.Across Cultures: A Study of Germans Visiting.America. Ann Arbor: Research Center for Croup Dynamics, Institute of Social Research, University of Michigan, 1955. ' Wheeler, W. Reginald, H. E. King, and A. B. Davidson. The Foreign Student in America. New York: Association Press, 1925. - 199 - C. PERIODICALS Beale, Ralph. “The Mexican Student Views The United States," Annals of the American Academy of Political and Social Science, MMLXXXXV'(Seotember, I§EMT7 108-115. . -Bennett, John, and Robert McKnight. nMisunderstandings in Communication Between Japanese Students and.Americans,' Social Problems; III (April, 1956), 243-256. Bennett, John, Herbert Passim, and Robert McKnight. I'Et‘he Japanese Overseas Student,“ IIE News Bulletin, XXXI (January, 1956), 30-3#. é’CaJoleas, Louis P. “Counseling Overseas Students,I Journal .2; Higher Education, XXXIX (April, 1958), 209—212. Cannon, Garland. “The Foreign Student inThe United States,“ American.Aesociation of University Professors Bulletin, XXXXerfiecember, 195977 339-542. gw/Cook, Stuart W., and Claire Selltiz. “Some Factors Which Influence the Attitudinal Outcomes of Personal Contact," International Social Science Bulletin, VII (Number 1, 19557, 51-58: Draper, L. H., and M. G. McCollough. “The Housing of Foreign Students,“ Journal of Higher Education, XXIV (January, 1953), 35-380 iL/fiuBois, Cora. “Research in Cross-Cultural Education,“ IE News Bulletin, XXVIII (June, 1953), 5-8, 60-64. Friendenberg, Edgar z. 'Ambiguities in Our Foreign Student Program,I IIE News Bulletin, XXXIII (November, 1957) 13—17. Goldsen, Rose, Edward Suchman, and Robin M. Williams, Jr. ”“’ “Factors Associated with the DeveIOpment of Cross-Cultural Social Interaction,“ Journal 2; Social Issues, XII (Number 1, 1956), 26-32. Gordon, Leonard V. “The Reflection of Problem Changes by the Mooney Problem Chedk List," Educational and Psychological Measurement, IX (Winter, 19497, 7h9-752. -200- Halls}, A. 0., and Barbara Bray. “Attitudes of American Stu- dents Differentially Liked by Latin American Students,“ Personnel find Guidance Journal, XXXVIII (November, 1959), Hannah, John A. "International Education," Business Topics, VI (September, 1958), 1 - 6. (Hopkins, E. H. ”The Essentials of a Student Personnel Program,“ ‘Educational and Psychological Measurement, VIII (Autumn, Humphrey, Norman. “The Mexican Image of Americans,“ Annals g: the Amegican Academy of Political and Social Science, lelmeTSeptember, 195?)“, 116-125. Cgpxiell, R. A. “Attitudes of Foreign Students.“ Journal‘og Higher Education, XXII (April, 1951) 188-19”, 225. Lambert, Richard D., and Marvin Bressler. l'AnAmerican Edu- cation for Students from India," Journal of Higher Educa- -i tion, XXVI (March, 1955), 125-133, 171. Lambert, Richard D., and.Marvin Bressler. “Indian Students and the United States: Cross Cultural Images,“ Annals'og the American Academy of Political and Social Science, MMLXXXXV (September, 195EY, 62-72. Lambert, Richard D., and Marvin Bressler. Complex: A Contribution to the Theory of Guided Culture Contact,“ The American Journal of Sociology, LX (May, 1955) 583—5920 A I'The Sensitive Area Lippitt, Ronald, and Jeanne Watson. “Some Special Problems of Learning and Teaching Process in Cross-Cultural Education," International Socia; Science Bulletin, VII (Number 1, 1955) 59-65 0 Loomis, Charles P., and Edgar Schuler. "Acculturation of For- eign Students in the United States,“ Applied.Anthropo- logy, VII (Spring, 1948), 17-34. Lysgaard, Sverre. “Adjustment in a Foreign Society: Norwegian Fulbright Grantees Visiting the United States,“ Interna- tional Social Science Bulletin, VII (Number 1, 1955 , E5”510 II. .All 1,: . . . . . . V V f ¢ : I . e . D O u 0 v f . p _ n: . . . _ f _ r, . I O O . V . . . o . . . . F . I . . v , . . . . . _ , . Ox . . . . . . . . _ t _ . - 201 - Marzolf, Stanley 8., and Arthur Hogg Larsen. “Statistical Interpretation of Symptoms Illustrated with a Factor Analysis of Problem Check List Items,“ Educational and Psychological Measurement; V(August, 1945), 235-294. McIntyre, Charles. “The Validity of the Mooney Problem Check List,“ Journal of Applied Psychology, XXXVII (August, 1953). 270-272. McKnight, Robert, and John Bennett. "Liberation or Aliena- tion: The Japanese Woman Student in America,“ IIE News Bulletin, XXXI (April, 1956), 38-47. Morris, Richard. “National Status and Attitudes of Foreign Students,“ Journal‘og Social Issues, XII (Numberl,1956) 20-25. / raw” ‘”’ Murray, Elwood. “Human Intercommunication as a Unified Area for Research,“ Journal of Communication, II (May, 1952), 33-14'30 Olsen, Lionel R., and William E. Kunhart. “Foreign Student Reactions to American College Life,“ The Journal 9; Educational Sociology, XXXI (March, 1958), 277—230. Passim, Herbert, and John Bennett. “The American Educated Japanese,“ AnnalsIQE the American Academy of Political and Social Science, MKLXXXXV (September, 1934), 83-96. X Perlmutter, Howard, and Bernard Hymovitch. “Communication to :9/“” High and Low Power Foreign and Domestic Authorities,“ Journal of Psychology, XXXVIII (1954), 281-289. Perlmutter, Howard, and David Shapiro. “Stereotypes About Americans and Europeans Who Make Specific Statements,“ Psychological Roperts, III (March, 1957), 131-137. Perlmutter, Howard. “Relations Between the Self-Image, the Image of the Foreigner and the Desire to Live Abroad," Journal 2: Psychology, XXXVIII (1954), 131-137. Peterson, James A., and Martin H. Neumeyer. “Problems of Foreign Students,“ Sociology and Social Research, XXXII (1947-48), 787-792. Riegel, O. W. “Residual Effects of Exchange-of-Persons, Public Opinibn Quarterly, XVII (Fall, 1953), 319-327. - 202 - Sasnett, Martens Tenny. “The Great Enterprise,“ College and University, XXXII (Summer, 1957), 432-439. Schubert, Delwyn G. “The Reading Problems of Foreign Students,“ Junior College Journal,XXIX (March, 1959), 399-400. Scott, Franklin D. “The Swedish Students' Image of the United States,“ Annals of the American Academy of Political and Social Sci—encT, mum—(September, 195477 136-145. Selltiz, Claire, Anna Lee HOpson, and Stuart W. Cook. “The Effects of Situational Factors on Personal Interaction Between Foreign Students and Americans,“ Journal 2; Social Issues, VII ( Number 1, 1956) 33—44. Sewell, William H., Richard Morris, and Oluf M. Davidsen. “Scandinavian Students' Images of the United States: A Study of Cross-Cultural Education,“ Annals o: Egg American Academ ‘2; Political and Social Science, MMLXXXXV (September, 1954), 125- 135. Singer, Stanley L., and Buford Stefflre. “Concurrent Validity of the Mooney Problem Check List,“ Personnel and Guidance Journal, XXXV ( January, 1957), 298-301. Stone, Gordon L. “Student Problems in a Teachers College,“ Journal of Educational Psychology, XXXIX (November, 1948), EOE-516. gp/x*Smith, M. Brewster. “Cross-Cultural Education and Cultural Changeg“ International Social Science Bulletin, VIII (Number 4, 1956). 585-596. Smith, M. Brewster. “Cross-Cultural Education as a Research ,,//Area,“ Journal of Social Issues, XII (Number 1, 1956), 3-90 Smith, M. Brewster. “Evaluation of Exchange of Persons,“ International Social Science Bulletin, VII (Number 3, 1955)! 387-3970 , Smith, M. Brewster. “A Perspective for Further Research on Cross-Cultural Education,“ Journal‘of Social Issues, XII (Number 1, 1956), 56-68. Smith, M. Brewster. “A Program of Research on Student Exchange,“ IIE News Bulletin, XXVIX (May, 1954), 2—6. L-, _ 203 _ ””Bmith, M. Brewster. “Report on the Work of the Committee on Cross—Cultural Education,“ Social Science Research Council Items, XII (December, 1958), 40-42. Smith, M. Brewster. “Some Features of Foreign Student Adjust- ment,; Journal 23 Higher Education, XXVI (May, 1955), 231"2 10 Smith, M. Brester, and Joseph Casagrands. “The Cross-Cul- tural Education Projects: A Progress Report,“ Social ggience Research Council Items, VII (September, I953), -32. Useem, John, and Ruth Useem. “Images of the United States and Britain Held by Foreign-Educated Indians,“ Annals of Egg American Academy of Political and Social Scienco, MMLXXXXV (September, 1954), 73-82. D. ESSAYS AND ARTICLES IN COLLECTIONS Bedell, Ralph C. “The Mooney Problem Check List,“ The Thigd [Mental Measurement Yearbook. Edited by Oscar Buros. New Brunswick: Rutgers University Press, 1949. Pp. 67. Euros, Oscar (ed.) “The Mooney Problem Check List,“ The Fifth Mental Measurement Yearbook. New Jersey: The Gryphon -Pi338, 1959. Pp. 89. Holland, Kenneth. “The Foreign Student in the United States,“ American Universities and Colleges. Sixth edition. Mary Irwin, editor. washington: American Council in Education, 1952. Pp. 137-148. Kiell, Norman. “Learning with.Students from Other Lands,“ Sgudent Personnel Work fig Deeper Teaching. Esther Lloyd- Jones, and Margaret R. Smith, editors. New York: Harper and Brothers, 1954. Pp. 199-214. Larzabal, Joaquin. “Argentina University of Washington,“ The Forei n Student S eaks. Seattle, Washington: University of Washington Press, 958. P. 4. _x'Moore, Forrest G.,“Trends in Counseling the Foreign Student,“ Trends ig Student Personnel Work. E.G. Williamston, editor. Minneapolis: University of Minnesota Press, 1949. Pp.183- 190. - 204 - Smith, M. Brewster. “Research in the Field of International Education,“ Handbook o9 International Study. New York: ggstitute of International Education, Inc., 1955. Pp. 235- 2. E. UNPUBLISHED MATERIALS "Attitudes of Foreign Students in Ten Orientation Centers in the Summer of 1951.“ Washington: United States Department of State, 1952. (Mimeographed.) Bohn, Ralph C. “An Evaluation of the Educational Program for Students from Foreign Countries.“ Unpublished Doctor of Education thesis, Wayne State University, Detroit, 1957. Cook, Stuart W., and Claire Selltiz. “Attitudes and Social Relations of Foreign Students.“ Research Center for Human Relations, New York University} 1960. (Dittoed.) Cook, Stuart, Effects o§_§n Orientation Program for Foreign Students. Progress Report Number 1. New York: Research Center for Human Relations, New York University. [n.dj (Mimeographed.) DuBois, Cora. “Cultural Factors in the Psychological Counseling of Foreign Students.“ Paper read at the Minnesota Institute on Counseling of Foreign Students, Minneapolis, University of Minnesota, January 19, 1954. Forsythe , Joyce, Sharon Harp, and Diane Heidelmeyer. “Inter- national Dating Survey of American Girls and Foreign Boys.“ Unpublished Report. Ann Arbor: University of Michigan, 1958. Haag, Carl H., Jack W. DeWard, and Charles D. Thomas. “Atti- t; tudes of University of Michigan Males Toward American Coeds Dating Forei n Students.“ Ann Arbor: University of Michi- gan, 1957. Dittoed.) .: Handbook for Counselors of Students from Abroad. New York: National Association—3f Foreign Student Advisors, 1949. (Mimeographed.) _ 205 _ Mestenhauser, Josef A. (ed. ). Seminar on the Utilization of Research in Programs for Foreign Students. Waldenwoods, Michigan: Sponsored by the National Association of For- eign Student Advisors and by the Danforth Foundation, August 14-27, 1960. (Dittoed.) Moore, Forrest G., “Factors Affecting the Academic Success of . Foreign Students in American Universities.“ Unpublished Doctor of Philosophy thesis, University of Minnesota, Minneapolis, 1953. Peter, T. Y. “An Analysis of Certain Learning Difficulties of Chinese Students in New York City.“ Unpublished Doc- tor of Philosophy thesis, New York University, New York, 1955. Proposals for International Communications. Seminar in Inter- national Communications. East Lansing: Michigan State Uni- versity, 1958. (Mimeographed.) Research In International Education. New York: National Assoc- iation of Foreign Student Advisors and the Institute of International Education, April, 1962. (Mimeographed. ) The University Centers and the Experiment in International ‘Living Family Programs'CEEpared. International Educa- tional Exchange‘Service. ‘Washington: Department of State, 1953. (Mimeographed. ) APPENDIX APPENDIX A INSTRUMENTS USED IN THIS STUDY Form 1: M.I.S.P. Inventory Form 2: Mooney Problem Check List-College Form - Form 1 - Appendix A MIOIIIOAN INTERNATIONAL STUDENT PROBLEM INVENTORY John W. Porter and A. O. Holler. Date of Birth Sex Today's Date Country of Citizenship Country of Residence Class In College Fresh” Soph., “c. Marital Status Single, Married Present College Course of Study Education, Social Science, Engineering, etc. Number of ”a" and m at present College. At a prevnous U.S. College years month Number of and in the U.S. Language you speak most easily years months PLEASE READ TH ESE DIRECTIONS CAREFULLY You are not being tested. There are no right or wrong answers. This is a list of statements about situations that occa- sionally trouble (perturb, distress, grieve, annoy, or worry) students from other countries who are attending colleges in the United states. The statements are related to areas of admissions, academic work, language, religion, and so forth. PLEASE FOLLOW THESE THREE STEPS Step One Read the list of statements carefully, pause at each statement, and if it suggests a situation which is troubling you, circle the number to the left at the statement, as follows, @ "Giving Oral Reports in Class." Continue through the entire list in this way. Step Two After completing Step One, go back over the numbers you have circled, and place an X in the circle of the statements which are of most concern to you, as iollows,® "Giving Oral Reports in Class." Step Three After completing Steps One and Two, please answer the questions on Page 4. Printed by International Programs Michigan State University East Lansing, Michigan 9° 10. " ll. 12. 13. 14. 15. 16. 17. i8. i9. 20. ' 2l. 22. 23. 24. 25. 26. 27. 28. 29. 30. BI . 32. 33. Step One Read the list of statements below carefully, if a statement suggests a situation which is troubling you, circle the number to the left of it, as follows Writing or typing term (semester) papers. Evaluation of my former school credentials Concern about value of o U.S. education Choosing college subiects Treatment received at orientation meetings Unfavorable remarks about home country Concept of being a "foreign' student Frequent college examinations Compulsory class attendance Writing or typing term (semester) papers JAR Concern about becoming too ”westernized" Insufficient personal-social counseling -_.__/> Being in love with someone Taste of food in United States Problems regarding housing Being told where one must live Poor eye sight J Recurrent headaches My physical height and physique \/ Religious practices in United States Attending church socials Concern about my religious beliefs Speaking English Giving oral reports in class Ability to write English Regulations on student activities Treatment received at social functions Relationship of men and women in U.S. Lack of money to meet expenses Not receiving enough money from home Having to do manual labor (work with hands) Finding a iob upon returning home Not enough time in U.S. for study Trying to extend stay in United States 34. 35. 36. 37. 38. 39. 40. 4] . 42. 43. 44. 45. 46. 47. 48. 49. ~50. 51 . 52. 53. c 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. r‘ 65. - 66. Getting admitted to U.S. college Registration for classes each term Not attending college of my first choice Relationship with foreign student advisor Leisure time activities of U.S. students Law enforcement practices in the U.S. Competitive college grading system Objective examinations (true-false, etc.) Insufficient advice from academic advisor Being lonely Feeling inferior to others Trying to make friends Costs of buying food Insufficient clothing Not being able to room with U.S. student Hard to hear Nervousness Finding adequate health services L/I Finding worship group of own faith Christianity as a philosophy Variety of religious faiths in U.S. Reciting in class Understanding lectures in English Reading textbooks written in English Dating practices of U.S. people Being accepted in social grOUps Not being able to find "dates" Saving enough money for social events Immigration work restrictions Limited amount U.S. dollar will purchase Becoming a citizen of the United States Changes in home government Desire to not return to home country Jul 890 lml 'lbl -' lol l>l lr-l TOTALS 67. 68. 69. 70. 71 . 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 91. 92. 93. 94. 95. 96. 97. 98. 99. Understanding college catalogs Immigration regulations Lack of knowledge about U.S. Campus size U.S. emphasis on time and promptness Understanding how to use the library Too many interferences with studies Feel unprepared for U.S. college work Concerned about grades Sexual customs in United States Homesickness ‘ Feeling superior to others Bathroom facilities cause problems Distances to classes from residence Relationship with roommate Dietary problemsfi Need more time to rest Worried about mental health V/ Having time to devote to own religion Spiritual versus materialistic values Doubting the value of any religion Understanding U.S. "slang" My limited English vocabulary My pronunciation not understood Activities of International Houses U.S. emphasis on sports Problems when shopping in U.S. Finding part-time work Unexpected financial needs Money for clothing Uncertainities in the world today Desire enrolling at another college U.S. education not what was expected *“ 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. Differences in purposes among U.S. colleges Difference in U.S. and home education systems Not being met on arrival at campus College orientation program insufficient Trying to be student, tourist and "ambassador" Attitude of some students toward "foreign" students Doing laboratory assignments Insufficient personal help from professors Relationship between U.S. students and faculty U.S. emphasis on personal habits of cleanliness Not feeling at ease in public Attitude of some U.S. people to skin color Finding a place to live between college terms Changes in weather conditions Lack of invitations to visit in U.S. homes Feeling under tension Service received at health center / 3 Health suffering due to academic pace/ Criticisms of home land religion Accepting differences in great religions Confusion about religion and morals in U.S. Insufficient remedial English services Having a non-English speaking roommate Holding a conversation with U.S. friends Activities of foreign student organizations Lack of opportunities to meet more U.S. people Concern about political discussions Costs of an automobile Finding employment between college terms Finding iobs that pay well Insufficient help from placement office Staying in U.S. and getting a iob Wonder if U.S. education useful for iob at home Step Two Now go back over the numbers you have circled, and place an X in the circle of statements which are of most concern to you, as follows ® Writing or typing term (semester) papers. Step Three Please answer the following questions. 1. Do you feel that the statements which you have marked on Pages 2 and 3 provide a fairly complete picture of the problem areas currently troubling you? Yes No If there are additional problems which trouble you, and they are not specifically listed on Pages 2 and 3, please indicate what they are in the space below. 2. Do you feel that this procedure of helping you identify problem areas is worthwhile, even though you might not have enioyed checking the statements? Yes No Can you explain the reason for your answer? 3. To whom do you most frequently go for help in resolving problems which have confronted you? For example, counselors, foreign student advisor, fellow students from your home country, faculty, etc. Please list in order of preference (1) (2) (3) 4. Would you like to discuss your concerns with someone? Yes No If "Yes", please write your name here - Form 2 - Appendix A i ,r MOONEY PROBLEM CHECK LIST 1950 Ross L. MOONEY COLLEGE REVISION Assisted by LEONARD V. GORDON FORM Bureau of Educational Research '4‘!) Ohio State University Age ................ Date of birth ...................................................................................................... Sex ................ Class in college ............................................................ Marital status .............................................................. (Freshman, Sophomore. etc.) (Single. married. etc.) Curriculum in which you are enrolled ........................................................................................................... (Electrical Engineering, Teacher Education, Liberal Arts. etc.) Name of the counselor, course or agency for whom you are marking this check list ................................................................................................... Your name or other identification, if desired ......................................................................................................................................................... Date ...................................................... DIRECTIONS This is not a test. It is a list of troublesome problems which often face students in college—problems of health, money, social life, relations with people, religion, studying, selecting courses, and the like. You are to go through the list, pick out the particular problems which are of concern to you, indi- cate those which are of most concern, and make a summary interpretation in your own words. More specifically, you are to take these three steps. First Step: Read the list slowly, pause at each item, and if it suggests something which is trou- bling you, underline it, thus “34. Sickness in the family.” Go through the whole list, underlining the items which suggest troubles (difficulties, worries) of concern to you. Second Step: After completing the first step, look back over the items you have underlined and circle the numbers in front of the items which are of most concern to you, thus, “ 34. Sickness in the familj: V Third Step: After completing the first and second steps, answer the summarizing questions on pages 5 and 6. Copyright 1950. All rights reserved. 56-177'1' The Psychological Corporation Printed in U.S.A. 304 East 45th Street, New York 17, N. Y. TOTAL- _ - _ . Cir. I Tot. HPD SRA SPR PPR CSM ACW First Steps. Read the list slowly, and as you come to a problem which troubles you, underline it. Page? L ..‘ 46. 47. 48. . Purpose in going to college not clear 50. 51. 52. . Teachers too hard to understand . Textbooks too hard to understand 55. Feeling tired much of the time Being underweight Being overweight Not getting enough exercise . Not getting enough sleep Too little money for clothes Receiving too little help from home . Having less money than my friends . Managing my finances poorly . Needing a part-time job now . Not enough time for recreation . Too little chance to get into sports . Too little chance to enjoy art or music . T 00 little chance to enjoy radio or television . Too little time to myself . Being timid or shy . Being too easily embarrassed . Being ill at ease with other people . Having no close friends in college Missing someone back home . Taking things too seriously . Worrying about unimportant things . Nervousness Getting excited too easily . Finding it difficult to relax Too few dates . Not meeting anyone I like to date No suitable places to go on dates Deciding whether to go steady Going with someone my family won’t accept . Being criticized by my parents . Mother . Father . Sickness in the family . Parents sacrificing too much for me . Not going to church often enough . Dissatisfied with church services . Having beliefs that differ from my church . Losing my earlier religious faith . Doubting the value of worship and prayer . Not knong how to study effectively . Easily distracted from my work . Not planning my work ahead . Having a poor background for some subjects . Inadequate high school training Restless at delay in starting life work Doubting wisdom of my vocational choice Family opposing my choice of vocation Doubting the value of a college degree Hard to study in living quarters No suitable place to study on campus Difficulty in getting required books 106. . Dull classes . T 00 many poor teachers . Teachers lacking grasp of subject matter 110. . Not as strong and healthy as I should be . Allergies (hay fever, asthma, hives, etc.) . Occasional pressure and pain in my head . Gradually losing weight . Not getting enough outdoor air and sunshine . Going in debt for college expenses . Going through school on too little money . Graduation threatened by lack of funds . Needing money for graduate training . Too many financial problems N at living a well-rounded life . Not using my leisure time well Wanting to improve myself culturally Wanting to improve my mind . Wanting more chance for self-exprossion . Wanting a more pleasing personality . Losing friends . Wanting to be more popular . Being left out of things . Having feelings of extreme loneliness . Moodiness, “having the blues” . Failing in so many things I try to do . Too easily discouraged . Having bad luck . Sometimes wishing I’d never been born . Afraid of losing the one I lave . Loving someone who doesn’t love me . Too inhibited in sex matters . Afraid of close contact with the opposite sex . Wondering if I’ll ever find a suitable mate . Parents separated or divorced . Parents having a hard time of it . Worried about a member of my family . Father or mother not living . Feeling I don’t really have a home . Differing from my family in religious beliefs . Failing to see the relation of religion to life . Don’t know what to believe about God . Science conflicting with my religion . Needing a philosophy of life . Forgetting things I’ve learned in school Getting low grades. . Weak in writing . Weak in spelling or grammar . Slow in reading . Unable to enter desired vocation . Enrolled in the wrong curriculum . Wanting to change to another college . Wanting part-time experience in my field . Doubting college prepares me for working College too indifferent to student needs Teachers lacking personality j Page 3 _ 111. 112. - 113. 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. . Daydreaming 134. 135. 136. . Deciding whether I’m in love . Deciding whether to become engaged . Wondering if I really know my prospective mate . Being in love with someone I can’t marry Poor posture Poor complexion or skin trouble Too short Too tall Not very attractive physically Needing money for better health care Needing to watch every penny I spend Family worried about finances Disliking financial dependence on others Financially unable to get married Awkward in meeting people Awkward in making a date Slow in getting acquainted with people In too few student activities Boring weekends Feelings too easily hurt Being talked about Being watched by other peOple Worrying how I impress people Feeling inferior Unhappy too much of the time Having memories of an unhappy childhood Forgetting things Having a certain nervous habit Being in love . Friends not welcomed at home . Home life unhappy . Family quarrels . Not getting along with a member of my family . Irritated by habits of a member of my ,family . Parents old-fashioned in their ideas . Missing spiritual elements in college life . Troubled by lack of religion in others . Affected by racial or religious prejudice . In love with someone of a different race or religion . Not spending enough time in study . Having too many outside interests . Trouble organizing term papers . Trouble in outlining or note-taking . Trouble with oral reports . Wondering if I'll be successful in life . Needing to plan ahead for the future . Not knowing what I really want . Trying to combine marriage and a career . Concerned about military service . Not having a good college adviser . Not getting individual help from teachers . Not enough chances to talk to teachers . Teachers lacking interest in students . Teachers not considerate of students’ feelings 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198. 199. 200. 201. 202. 203. 204. 205. 206. 207. 208. 209. 210. 211. 212. 213. 214. 215. 216. 217. 218. 219. 220. Frequent sore throat Frequent colds Nose or sinus trouble Speech handicap (stuttering, etc.) Weak eyes Working late at night on a job Living in an inconvenient location Transportation or commuting difficulty Lacking privacy in living quarters Having no place to entertain friends Wanting to learn how to dance Wanting to learn how to entertain Wanting to improve my appearance Wanting to improve my manners or etiquette Trouble in keeping a conversation going Being too envious or jealous Being stubborn or obstinate Getting into arguments Speaking or acting without thinking Sometimes acting childish or immature Losing my temper Being careless Being lazy Tending to exaggerate too much Not taking things seriously enough Embarrassed by talk about sex Disturbed by ideas of sexual acts Needing information about sex matters Sexual needs unsatisfied Wondering how far to go with the 'opposite sex Unable to discuss certain problems at home Clash of opinion between me and parents Talking back to my parents Parents expecting too much of me Carrying heavy home responsibilities Wanting more chances for religious worship Wanting to understand more about the Bible Wanting to feel close to God Confused in some of my religious beliefs Confused on some moral questions Not getting studies done on time Unable to concentrate well Unable to express myself well in words Vocabulary too limited Afraid to speak up in class discussions Wondering whether further education is worthwhile Not knowing where I belong in the world Needing to decide on an occupation Needing information about occupations Needing to know my vocational abilities Classes too large Not enough class discussion Classes run too much like high school Too much work required in some courses Teachers too theoretical Page 6 3. Whether you have or have not enjoyed filling out the list, do you think it has been worth doing? ............ Yes. ...........No. Could you explain your reaction? 4. If the opportunity were oflered, would you like to talk over any of these problems with someone on the college staff? ............ Yes. ............ No. If so, do you know the particular person(s) with whom you would like to have these talks? ............ Yes. ............ No. APPENDIX B ANTECEDENT FORMS TO THE M.I.S.P. INVENTORY Form 1: Problems Confronted.by Foreign Students Who Attend Colleges and Universities in the U.S.A. Form 2: An Inventory of Problem.Areas Form 3: The Halport Problem Check List —219— - Form 1 - Appendix B PROBLEMS CONFRONTED BY FOREIGN STUDENTS WHO ATTEND COLLEGES AND UNIVERSITIES IN TEE U.S.A. Pre~Arriva1 Problems 16 2. 3. 4. Insufficient resilience Low self-esteem Firmness of anchorage Linguistics Academic Problems 5. 7. 9; 10. ll. 12. 13. 14. 15. 16 17: 18. 19. Understanding lectures Understanding textbooks Writing reports 8' Giving oral reports Using the library Complicated registration Inadequate counseling Evaluation of credits Getting acquainted with.American education methods and standards Competing with.American students for grades Examination methods Reciting or speaking in class Having too little time to complete studies because of immigration laws Laboratory exercises Advisement System Economic Problems 20. 21. 22. ,. 23. ./ 2h. 2 25. \26. 27. 28. Loss of money value through currency exchange Inadequate funds Finding eating facilities within budget limitations Finding part-time work Finding adequate housing within budget Part-time employment interfering with school studies, Getting visa extended when doing part-time work Housing too far from campus Poor budgeting of funds - 220 - - Form 1 - Appendix B Continued Social and/or Personal Problems 29. 3o. 31. 32. 33. 3’4. 3 o 3%. 37. 33. 39. #0. #1. 42. #3. M. #5. #7. #8. 1+9. 50. 51. 52. 53. 5s. 55. 56. 57. 58. 59. 60. 61. 62. Being accepted in a friendly group r!” Feeling welcome at college functions i» Finding suitable dates {/x Finding adequate worship group of own religious aith Feeling slighted in social or recreational groups away from campus Discrimination in athletics and/or extracurricular activities Btrangeness of American customs and laws Finding leisure-time activities Personal friendships with Americans Finding adequate health and hospitalization facilities Loneliness and homesickness ” Finding adequate housing without racial or religious restrictions Being permitted to work by immigration officers Physical and mental ailments Shock from discrepancy between professed democratic ideals and racial discrimination Conflict of spiritual vs. materialistic values -/ Difference of family roles Improper clothing Intergroup and intragroup norm conflicts American foods and food habits Ubshape adjustment a social problem Campus size American lack of genuiness Intellectual and aesthetic immaturity of Americans Contradictions between institutional norms and per- sonal behavior Required courses Compulsory class attendance Objective tests Regulations on social life Level of instruction National status and attitude problems Characteristics of college settings Sensitive complex areas Political incompatibility - 221 - - Form 1 - Appendix B ontinued “ 63. Communication breakdown 64. Egalitarian vs. hierarchiealism 65. Cultural goals 66. Ambigalence about authority 67. Americans hyper-critical about religion 68. Dirtiness and sloppiness of American cities 69. Pro-departure anxieties ~«r” 70. American politics 71. Discrimination against dark skinned people ),/72. Age and academic status ,- K; 73. Freedom of choice 4. Age and academic status 75. Life expectations and life chances 76. Cultural distance 77. Interpersonal relations 78. Americanized and defeminized 79. Clothing 80. Home life contrasts 81. Toilet facilities and customs -//’ 82. Sense of depression about returning home-~. 83. American vs. European system of education 84. Affront by Americai ignorance of homeland 85. Adjusting to diet of America 86. Unitersity bureaucrats frustrating Post Sojourn Problems 8?. Escape motives 88. Sojourn liberating and satisfying 89. Change in home government 90. Love and anticipated marriage 91. Career problems facing returnees . i ’ 222 . - ‘ o a ‘ , v. . . ‘ "' Form 2 '- A 4 . .Q‘ _ . ' ' x '. - r r 4* . .. “-9 o . . . . , j. - 7, ’ r ’ ‘v u L l . 4 . , , . .W.fl::vmu;-—a.l.-v~v ’1 I‘d/Du- .-, . p -I,.:\ . , . , r ‘ i \ ..._... - ‘. I 1 .’.'«¢“ vb; w. .vro ,\ - ’r‘ -.. . ,, , . V I I . .. ‘ ,71. w- --o-.: ' r- i \I - A | - 7 . b . w~ ; t J . . u. \ l ’l h _ ',,, .‘ .~~' .., u. -. . . '0'! ~\ . ‘ . ' . . r» . _ . . - A . q . \ . - M. r r '{x‘ , " . . _ 1 a e 0‘ ‘ ' . V. _ . ‘.. ' , .3 > . ‘7’. .v,,"~, I . .’ i . . . . . . . I ‘3 * " " l ‘ . . I \ ,_ r 54 l~ -" . . .. . 0'! .» . ‘ ..l. .f f . .. . i . | 1" v. a. .'.. ' " ,‘ .. . " fl ' ' _' H‘ (‘4 I“ ' l. I ‘u' ...' —’ ~< ,l n.. , ~‘n. ~ ‘\ '- ",‘s -g n _ c._ r . . _ 2- . . . . . . ‘ ‘1‘. .fp “.i' . .77, ~ _ A . ‘. .1 ‘. . _ . . . . . , ‘ ’ V . ~ . " f . t «5 :3 , i . _o u it ‘ l OI- . " . D . . . V ' I 'l .u . . __ ‘ ' . ‘ . .. >.' ‘ . - 'x . . - . ' ‘ . e ' _ _ , . . . .’ , . . . . I e , . ~* '1 . I . I '7 , - ' . .~ .: .23-?“ ..~ , . ' . , .t. W:- ' _ :‘k‘-;‘,'¢i «n . “‘ or"! ‘ 7 I ' ". l ' Step) One: £11815 of 3%“ below harm, it! a- %lemarea which has trembledJfimm the 5} . “.“ur-UIN- 's-s—‘w @115 7.7" w a .. {A l. Evaluatioclitef my are i' '7 ' = 3h. Difficulty getting . 2 Concerts: about worth 0 education 35. Routine of getting 7 ; Lack 7 “freedom of cho ofi'gshjects 36. Lack of knowledge . 1;... Not by ‘7 nil; on arrival to cznpua 37. Attitude of foreign in.” 357.. Fear . ' 'oming too netsrnined 38. Campus size I M " and practices 39. Laws which are P“ 4:} O ninetims 1:0. Competitive gradim L . r‘ompllnssgfly class Ittendance hl. Objective enndnatim 3%.. Writing term papnite ' / h2. Not having a good' 10. Feeling inferiorifi . 1.: h3. Being lonely -~.' Inadequate pe .. .. / 131;. Hearing degrading 11:. Being in love '7 a. ‘ ' hS. Trying to make friew ‘ '1 ._ .= .,. he. Costs of buying U.S. A M. Insufficient clothing. 1:8. Living with fellow or, 5 . . Discrlnnnation‘ . Being told uh I 149. Hard to hear 50. New as 51. Finding adequate heal 1:3. Poor eye sight ,. Recurrent headacm It}. My physical stature ‘ 52. Finding worship group“; i , 53. Christianity " - 5h. Rengious hypocrisy in, Religious practic ". . Attending church a . :13 . My religious uncer -' 55. Reciting in class 56. Understanding looms-It'd ’ 57. Reading U.S. textbooui.‘ College regulations d} .7, Lack of sex accepting» ' }77 Being accepted in so" Budgeting money Restrictions by , . Inflation of the 11.8 :1" . Becomingacitiaenet 65 Meeinhens ._ ._ _. . w we: return , . ‘o-n ,‘uv n u. _' *"’A _ rs w—fi 7.3%...- ,‘J —.-ou.-.A_u "--~. 'k- h-' -‘-M u-_.g, AI-..“ 1- .n—v—r t». I'r.’-- ohm'o . ‘ n. n. e 0‘ , I n. I I' ~. D u. .31.}, .0 .r .v ,...\ .W/ ’ .v. 3. 2‘}. b. ”1.) ; 1 rv CI 1 ‘ L ,r, ,_ 1“,. n ,- . . '..'.‘ -..I.'. (2‘. :.-‘. .wv I ’1’». ..4o - . i ‘ \ .‘ . r‘z' '\¢'. .—~ I 1 4'" ., t S .3 .Itr o e a . 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Country of Citizenship ‘ Comxtry of If-nsidoncm Clans in 001179 boWnivereity)” m 32.9.ri’rnl Status '5. .L mr‘ ‘ » -'".,.., f. ., J .‘ ,. Fianna bn'Pfl.: was, Dingle, 1w. fien, L,- Prenent Courae of Study Miamiéyn» 6;» in]. So inn we. Liberal [mites hie-2:3 .y Pbklkni E: : 3.3.7.1 Emir. '32) DIFJ‘JC' " .4155 CAE’JJ'L W", 311.}: in; am not basing. tested; This in a list" of Matures-nice about pron .<:u arena 4;? J 2?: ‘neimmlly bother at' wants from othm countries ‘er o are attending ins-”21.571 ' ' 11m: ec’. motion in the Uni ted Sights on w two-E. lea mean related tn gamma 122./2.321%, academia hark, counseling; 11%;}; and 07.5.: Ling. ham- +31, religion; 12132113.?an student activities, finances and pin 4.1m n». in you go through €3.19 nan east.‘ the etatemenin which have hem of tonne. m to yon) Ind‘ owe those of man“; taxman tag you, and mice a. emery in writing an page-159 i 2: P.,...eitea 5332: :: (hi-A than following steps hgvr 13.95?! out} fined: 5“".5'1’3 Ones , It of statements on: wall ,» wanna at one}? atr-‘MWDB ”-131 .. ~"‘\ left of the “new: : 75252 1.911633 1' m3. :attendim bi;l.‘f'1‘L .v ,- imto throng; the en ire 1.22.5 J -,. cf minim; in) ma tuber ‘~:~.:: tenants mfg-h hr. 8 (.5 "fusion, worried} Loihwnd ,1, cu ‘ ‘. firet steps, gofbnnzx. over the: samba-m yam knife ine the statements: viii :7?! you Feel are ment. 1 ' ing) pt'eoeingzg 3:? follows "1‘7: .ng Chg? :17.» .j:‘;‘._.. -.....,._ I the first and nomad e’wpnz would you gleam 'one on page 1;... . . 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A. ~-~ H" 7" «5‘; _9 ”(W ' '. “7’ 0.! ‘ D ‘7“ u,%.\_- 4....f. t1: 2:. —23u- - Form 2 - Appendix C APPENDIX D INVITATIONS TO THE FOREIGN STUDENTS Form 1: First Letter Mailed to Foreign Students Form 2: Special Letter Mailed to Foreign Student Organ- ization Presidents Form 3: Follow-up Letter Mailed to Foreign Students ..‘236 .. ‘- Form 1 - Appendix D MICHIGAN STATE UNIVERSITY EAST LANSING OFFICE OF THE DEAN OF INTERNATIONAL PROGRAMS January 2A, 1962 Dear Student from Abroad: Your assistance is being requested to aid in the completion of an extensive research project which has been underway for the past two years at Michigan State University. This research project has included the development of a Problem Inventory, designed to assist college and university students frOm other lands in better identifying things that concern them. Many students who have had an opportunity to take the Problem Inventory have indicated that it helped them to clarify many concerns which they have had during their stay in the United States. The Problem Inventory is not a test; there are no right and wrong answers. The research needed to develop the Problem Inventory to its present stage has been undertaken with great care, with the expectation that it could serve as a valuable interview and research technique for personnel at many institutions of higher education. In order to perfect the Problem Inventory we must seek the cooperative in- volvement of a relatively large number of students from other lands. We are, therefore, inviting all students from abroad who are studying at Michigan State University to assist us as follows: ' JOin us on one of the following dates most convenient to you: Dates Places February 15, 1962 - 7:00 P.M. (Thursday) Room C-109 Anthony Hall February 16, 1962 - 2:00 P.M. (Friday) Room C-109 Anthony Hall February 17, 1962 -lO:00 A.M. (Saturday) Room C-109 Anthony Hall Your participation will consist of completion of two questionnaires and will take only one hour. Your name will remain completely anonymous. We should like to emphasize that your contribution to this work is of significant importance to all students from abroad studying in the United States. Please plan to participate. Thank you. S inc egg-[5% %% ohn W. Porter Homer Higbee A. 0. Haller Educational Research Assistant Dean Professor, Sociology Consultant International Programs and Anthropology Department of Public unchigan State Michigan State Instruction University University - Fo§a72- Appendix D memo.“ sun autumn Bast landing All 1;. ....4A A. '— —— Office of the Dean of International Prosrane February 22 , 1962 Dear a We recently nailed an individual letter to each student from abroad inviting than to participate in a research program now under way on the camus. A copy of that letter is enclosed. lhe response was only 60 students out of approximately 700, which is not statistically sufficient for validation of the counseling instrument being studied. I suspect that many students did not find it possible to participate because of conflict of schedule and possibly because of the distance to Anthony Ball where the experimentation was held. we have therefore scheduled another opportunity for students to participate in this research progral on March 1, 2 and 3. as indicated in the second enclosure to this letter. If you feel that it would be appropriate for you to do so, I would con- sider it a personal favor if you would bring this to the attention of the members of your club and encourage those who can possibly spare the ties, to participate. Sincerely yours . lei/Maiz/ Boner Higbee, Assistan International Progr as: th (a u- H' to- .0- ' k - 238 - ' - Form 3 - Appendix D HICEIGAII sun UNIVERSITY East Lansing w— ———-—r ——-v— w Office of the Dean of International Programs February 22. 1962 Dear Student from Abroad: Sixty students responded to our invitation of January 24. 1962 to par- ticipate in the research on areas of special concern to foreign students. If you were one of the sixty, please accept our sincere thanks. If, on the other hand, you found that the dates were inconvenient, we have scheduled a second opportunity for you to participate on the following dates: March 1, 1962 - 7:30 P.M. - Student Union hldg. Room 21 (Bridge Tables) March 2, 1962 - 2:00 P.M. - Student Union Bldg. Room 21 (Bridge Tables) March 3, 1962 -10:00 AM. - Student Union Bldg. Room 32 As you may recall from our previous letter, your participation requires only that you couplets two questionnaires which will take approximately 30 minutes. Your contribution to this work is of significant inortancc to all students from abroad studying in the United States. We hope you will plan to participate. Sincerely yours. S2110“) (10:19.17 :5 ’Zé/JI / 425/! I W. Porter Homer High A’? 0. Keller Educational Research Assistant Dean Professor, Sociology Consultant International Programs and Anthropology Department of Public Michigan State Michigan State Instruction University University n: th - ~ . t a. .. ' \ I .. . ' . o . , g .. ._' .a . ' .. ' ‘ '- «g- a. v -. --. I" . '\ x . ‘ , -....' . s a . "v , . . . - s ,a r . _' ' , I e "‘ - e '. ~ r . .’... . e 'a . 9'>- . ‘ . s r -‘ - ' ' . _ - y » , . s I .. l ' ‘ - ‘ . - " ‘ - A n . -' . . i Q ' . g s , p g I a I , ‘ . e - - ’ ' ~ - ‘ ," . ' < .- A' . . g e _ A . 0.0"- .' _' . " j. e I ~_ . ' ' ‘ . . -I , Is - o - '.-- , - - ~ ‘ . . ‘ , a 5— o‘e'l ‘ " 4 I ‘ ‘ ‘ “ ' , .s,.-v . . -AA . .‘, . .\ s ‘ . ‘ a - ‘ - \ . , . I ~. . , , . . _ , e 4 '_ . p . I L ’ Se _ . .. , . I j '. . . . ' ' '3. . .' ‘ . V . - . . ‘ I ' ‘ l e - ., d .. a. .A a‘ . ‘ . . . I - .-. . . .. » . ' '. o I l '_ p . Q" I . . ' , g a... Q . a I .. l .. _ , ,, .‘ 9,, y . g A ‘ _ .10. . e.“ -' . ’ s. ’. - ‘ s q. , x . . . . ' - . _ . .. . .4 .1 ,' “ .. . . -i '. .- -e . -l,"' . - t _ . . g . . ' y _ c , . s ' _ ‘., a c. ‘ » . .. ‘ ' \ I , a. r is. . s . . . I ' U. ‘0 e . . ‘ l . . ~\). ‘ . , - . e v' - l . , J .‘ ‘ , ' . . e APPENDDi E COUNSELING CENTER COOPERATION Letter from Counseling Center Acting Director to the Students from Other Countries ~240- tOiESELiNG CEHTER HfCfiifiAN SIRTE UQHVERSHTY To Students From Other Countries: 'We want to call your attention to the fact that as students in our University you are moxt welcome to use the services of the Counseling Centero in the Counseling Center you may discuss in confidence with a counselor any kind of personal worry or problem that concerns youo Host of the students who come to us have concerns in some of the following areas: Academic progress matters - these usually center around difficulties in achieving the grades that they think they should in their courses. Educational-vocational planning matters - there usually involve assistance in selecting appropriate vocational goals and in selecting the most appropriate M.$-Uo curriculum for achieving the goals. Personal-social adjustment matters - these usually include assistance with feelings of discouragement, lack of confidence; worries about homeland family conditions,’difficultien in making friends, and general unhappiness ‘The Center does not have reaponslb iity for financial aid. residence hall regu- lati one, or other administrative aifaire, but your Counselor can refer you to appropriate offices for assistance with such matters. You may make an appointment'tor a counseling interview by visiting our recep- tionist, Room 207 Student Services Building, or by telling us at 355°8270. Our schedules are quite full at the end of each term so there may be some delay in getting an appointment but we hope that this will not cause you to hesitate about coming to see uso Sincerely yours, Racism-:3 R Piers-on Acting Director Perth I, l962 the/j: APPENDIX F ORIGINAL DATA AND CODE DETAILS Form 1: Original Data and Code Details for Individual Scores Represented by the tudent Sample Form 2: CountriesS Foreign Form 3: Languages Spoken by the Foreign Student Sample - 2hr: — - Form 1 - Appendix F ORIGINAL DATA.AND CODE DETAILS COLUMN CODE DETAILS FOR INDIVIDUAL SCORES 1 Student Number 2 Total Score of I'Concerns“ 3. Total Score of ”Most Concerns" h Response to Question 1, Page h (1) Yes (2) No (3) No Response 5 Response to Question 2, Page h (1) Yes (2) No (3) No Response 6 *Response to Question 3, Page h (First Preference) 7 *Response to Question 3, Page h (Second Preference) 8 *Response to Question 3, Page h (Third Preference) (01) Counselor (10) Roommate (02) Foreign Student Advisor (11) Family (03) Faculty Member (12) Others (Oh) Friends (13) No Response (05) Academic Advisor (1h) Fellow Students (06) Fellow Students from (15) Church Youth Group Home Country (16) Program Office in (07) Minister washington, D.C. (08) HOusemothor (l7) "Myself” (O9) U.S. Friends and (18) Nobody U.S. Students (19) Campus Coordinator 9 Response to Question h, Page h (1) Yes (2) No (3) No Response INDIVIDUAL SCORES COLUMN 1 2 3 h 5 6 7 8 9 62 oo oo 1 1 19 05 13 3 5 00 00 3 ' 3 13 13 13 3 6 01 01 l 2 06 05 13 1 71 01 01 1 1 O3 13 13 2 1h 02 00 1 1 06 03 13 3 8h 02 00 3 1 03 19 1h 1 2h 03 01 1 2 1h 05 13 2 h3 03 00 1 1 13 13 13 3 51 O3 01 2 2 1h 13 13 2 89 O3 00 1 1 03 1h 13 2 _ 243 _ Continued - Form 1 - Appendix F INDIVIDUAL SCORES - Continued COLUMN 1 2 3 b 5 6 7 8 9 35 oh 01 1 1 12 03 10 2 106 on 01 1 1 18 05 13 2 h 08 oo 2 2 12 13 13 3 82 on 02 1 1 07 05 1h 2 63 05 01 1 1 06 02 13 2 68 05 05 1 1 06 03 13 2 69 05 oo 1 1 03 13 13 2 38 05 01 1 1 06 13 13 2 9 05 oo 1 1 09 13 13 2 65 05 oo 3 1 Ch 07 15 2 67 OS 00 l 3 O9 13 13 2 98 06 oo 1 1 06 02 03 2 103 06 02 1 1 05 12 13 2 2 06 oh 2 1 os 03 11 2 97 07 01 1 1 11 06 13 3 31 07 02 1 1 on 13 13 2 108 07 oo 1 1 05 13 13 2 76 07 oh 1 1 18 13 13 2 109 07 02 1 1 05 16 1h 1 52 08 01 1 1 03 06 02 2 10 08 02 2 1 06 05 03 2 7h 08 01 2 2 17 06 13 2 21 08 03 2 1 03 02 18 1 85 09 03 1 1 05 06 02 2 h? 09 oh 1 1 02 oh 03 3 6h 09 oh 1 1 03 02 oh 1 5h 09 09 1 1 09 03 13 3 hz 09 03 2 1 1h 05 13 2 nu 09 03 1 1 09 13 13 2 9o 09 00 1 1 17 13 13 3 8 1o 01 1 2 12 11 oh 2 25 10 03 1 2 12 03 06 2 100 10 oo 1 2 05 06 13 2 12 11 oh 1 1 06 05 03 1 37 11 02 1 1 02 09 03 1 10h 11 03 1 1 01 02 06 1 86 11 02 1 1 06 03 12 2 7o 11 03 1 1 01 13 13 2 11 11 01 2 2 05 13 13 2 66 11 02 1 2 18 13 13 2 3 12 oh 1 1 03 06 02 2 93 12 06 1 1 03 02 06 2 28 12 03 1 1 06 on 13 2 33 12 01 1 1 02 05 13 3 19 13 06 1 1 06 01 13 2 7 13 02 1 1 13 13 13 1 53 18 oh 2 1 01 08 02 2 -244- Continued - Form 1 - Appendix F INDIVIDUAL SCORES - Continued COLUMN 1 2 3 h 5 6 7 8 9 3b 1h 06 1 1 01 02 06 1 32 18 0h 1 1 03 13 13 2 83 1h Oh 3 3 13 13 13 3 96 15 oo 1 2 1h 06 02 2 75 15 08 2 2 13 13 13 2 72 15 05 2 1 17 01 1h 1 78 15 02 1 1 03 09 lb 1 56 16 0h 1 1 05 01 13 2 13 16 00 1 1 03 06 02 2 22 16 07 1 1 1h 05 11 1 16 16 oh 1 1 06 1h 12 2 57 16 06 1 1 05 12 13 1 99 16 05 1 1 06 1h 13 1 95 17 01 1 1 03 05 02 2 79 17 00 1 1 05 03 oh 1 27 17 06 2 1 01 06 13 3 3o 17 0h 2 1 03 06 13 1 105 17 06 2 2 oh 13 13 1 55 17 07 1 1 06 13 13 2 87 17 06 1 1 06 13 13 2 86 17 02 1 1 17 1h 13 2 6o 18 00 1 3 06 09 05 2 61 18 05 2 1 01 03 06 2 58 18 06 2 1 03 07 12 1 1 19 05 1 1 03 13 02 1 29 19 oh 1 2 06 05 03 2 23 19 on 1 1 13 13 13 2 73 20 05 3 1 01 10‘ 06 3 he 21 00 1 2 06 1h 05 1 77 22 03 2 2 06 03 13 2 15 23 12 1 1 10 oh 07 1 107 f 21 06 1 2 03 1h oh 2 151 2h 07 1 1 06 05 13 2 92 2h 06 1 1 09 06 13 2 h8 25 07 1 1 06 02 13 3 26 26 00 2 1 12 13 13 1 8o 27 12 1 1 18 3 13 13 1 89 28 06 3 2 13 13 13 2 18 32 12 2 1 06 09 13 3 36 32 23 1 1 02 03 18 2 9h 33 1h 1 3 06 02 13 3 59 3h 16 3 1 06 02 05 1 88 36 17 1 1 03 06 13 2 102 36 19 1 1 02 06 15 2 91 38 oh 1 1 06 19 05 2 39 39 05 1 1 02 06 03 2 85 no 05 1 1 11 oh 12 2 20 83 12 1 1 03 09 01 2 50 83 21 1 1 02 05 09 1 .. 24f;._ Continued - Form 1 — Appendix F INDIVIDUAL SCORES - Continued COLUMN 1 2 3 h 5 6 7 8 9 b1 50 21 1 1 06 05 03 2 17 53 16 1 1 on O3 13 2 TOTAL NUMBER OF RESPONSES PER ITEM CHECKED BY 108 FOREIGN STUDENTS Total Total Total Total Its" Checked Item- Checked Item- Checked Item. Checked 1. 13 3h. 8 67. 3 100. 7 2. 10 35. 19 68. h 101. 28 3. 16 36. 9 69. 15 102. 13 h. 3 37. 6 70. 16 103. 7 5. 20 38. 8 71. 8 10h. 12 6. 20 39. 5 72. 13 105. 25 7. 20 b0. 21 73. 10 106. h 8. 11 bl. 28 7h. 9 107. 13 9. 32 N2. 16 75. 32 108. 6 10. h h3. 22 76. 11 109. 0 ll. l5 uh. 7 77. 30 . 110. h 12. 5 us. 16 78. o 111. 35 13. 22 86. 20 79. 5 112. 8 1h. 26 h7. 7 80. 23 113. 33 15. 9 h8. 5 81. 10 III. 11 16. 10 h9. 7 82. 8 115. 17 17. 7 50. 12 83. 21 116. 9 18. 8 51. 7 8h. 8 117. 5 19. 5 52. 1 85. h 118. 9 20. 2 53. 3 86. 18 119. 1 21. 5 5h. 8 87. 6 120. 12 22. 17 55. 7 88. 37 121. 2 23. 20 56. 17 89. 21 122. 2 21. 27 57. 16 90. 30 123. 8 25. 5 58. 12 91. 2 lat. 7 26. 0 S9. 6 92. 7 125. 16 27. 16 60. 11 93. 5 126. 13 28. 36 61. 1h 9h. 17 127. 13 29. 7 62. 21 95. 21 128. 13 30. h 63. 9 96. 10 129. 13 31. 10 6h. 6 97. 21 130. 7 32. 21 65. 15 98. 6 131. 9 33. 18 66. 5 99. 11 132. 13 02. 04. v 05. 08. 11. ”q 13. 17. 21. ’24. 28. '33. 34. 37. 39. ‘Vho. 'an. -2ue- - Form 2 - Appendix F COUNTRIES REPRESENTED BY THE FOREIGN STUDENT SAMPLE WESTERN Australia Brazil Canada Colombia Germany Greece Jamaica, W.I. Latvia Mexico Netherlands Peru United Kingdom Venzuela New Zealand Guatemala Belgium Switzerland Denmark NON-WESTERN Arabia Bahamas Cameron ChinaCD ' Congo Egypt Ghana India Iran Israel Japan Kenya Korea Lebanon Nigeria Nyasaland ' Pakistan Philippines Tanganyika Thailand Turkey Vietnam Nepal Ryuklus Ira q Ethiopia Ceylon Liberia Syria -247- - Form 3 - Appendix F LANGUAGES SPOKEN BY THE FOREIGN STUDENT SAJJTPLE 01. Arabic 02. Chinese 03. Dutch 05. French 06. German 07. Greek 08. Hebrew 09. Hindu 10. Ibo 11. Korean 12. Latvian l3. Marathi 1h. Portugeuse 15. Persian 16. Spanish 17. Swahili 18. Tehugu l9. Tshilubu 20. Urdu-Punjabi 21. Japanese 22. Thai 23. Vietnamese 24. Nepali 25. Gujarati 26. Tamil 2?. Knnkani 28. Bengali 29. Danish 30. Ethiopian 31. Iranian 32. Hindi XX NO Answer 0G. English APPEND IX G SUB-SCALE RESULTS OF THE DIFFERENCES BETWEEN MEAN SCORES OF THE FOREIGN STUDENT SAMPLE ON SEVEN VARIABLES .. 2M6? _ SUB—SCALE TABLE IXEA EXAMINATION OF THE DIFFERENCE BETWEEN MEAN SCORES OF FEMALE AND MALE FOREIGN STUDENTS ON.ELEVEN SCALES OF THE M.I.S.P. INVENTORY N'12 N396 Sub-Scale Females Males Difference K1 I2 x1 " x2 AdmissionpSelection 1.75 1.28 .h? Orientation Services 1.83 1.2h .59 Academic Records 2.50 1.7h .76 Social-Personal 1.58 1.35 .23 Living-Dining 1.h2 1.69 -.27 Health Services 1.33 1.07 .26 Religious Services .58 .69 -.11 English Language 2.25 l.8h .hl Student Activities 1.33 .91 .h2 FinanCIal Aids 1050 1066 -016 Placement Services 1.83 1.25 .58 SUB-SCALE TABLE XnA EXAMINATION OF THE DIFFERENCE BETWEEN MEAN SCORES OF MARRIED AND SINGLE FOREIGN STUDENTS ON ELEVEN SCALES OF THE M.I.S.P. INVENTORY N'59 N'h9 Sub-Scale Single Married Difference 1L1 12; X1 x2 AdmissionFSelection 1.39 1.27 .12 Orientation Services 1.29 1.33 -.0h Academic Records 2.03 1.57 .h6 Social-Personal 1.36 l.h1 -.05 Living-Dining 1.83 1.85 .38 HBalth semices 1.08 1012 -0014 Religious Services .66 .69 -.03 EngliSh Language 1.90 1.88 .02 Student Activities 1.15 .71 .hh FinanCial Aids 1080 1011.5 035 Placement Services 1.37 1.2h .13 fl .. 25c).. SUB-SCALE TABLE XIqA EXAMINATION OF THE DIFFERENCES BETWEEN MEAN SCORES OF GRADUATE AND UNDERGRADUATE FOREIGN STUDENTS ON ELEVEN SCALES OF THE M.I.S.P. INVENTORY N-39 N'67 Sub-Scale Undergraduate Graduate Difference X1 X2 x1 " X2 Admission~Selection 1.59 1.18 .hl Orientation Services 1.59 1.12 .h? Academic Records 2.h1 l.h8 .93 Social-Personal 1.67 1.18 .h9 Health.Services .92 1.21 -.29 Religious Services .62 .67 -.05 English Language 2.56 l.h5 1.11 Student Activities 1.18 .76 .142 Financia1,Aids 1092 1.hO 052 Placement Services 1.72 1.07 . .65 SUB-SCALE TABLE XIInA EXAMINATION OF THE DIFFERENCES BETWEEN MEAN SCORES OF MONTHS ON CAMPUS FOREIGN STUDENTS BY NUMBER OF N'7h N'33 Sub-Scales On Campus 12 On Campus 13 Difference Months gr Less Months or More _ _ '31. 12 11 - 12. Admission~Selection 1.26 1.55 -.29 Orientation Services 1.19 1.61 -.h2 Academic Records 1.h9 2.58 -1.09 Social-Personal 1035 lens -010 Living-Dining 1.72 1.58 .1h Health SBI‘ViCOB 1005 1018 “013 Religious Services .58 .88 -.30 English Language 2.16 1.21; .92 Student Activities .96 .97 -.01 FinaHCial Aids 1.53 1082 -029 Placement Services 1.07 1.91 -.8h .. 251... SUB-S CALE TABLE XIII-A EXAI-IINATION OF THE DIFFERENCES BETWEEN MEAN SCORES OF FOREIGN STUDENTS BY AGE N330 N376 Sub-Scale Age 25 Age 26 Difference or Younger or Older - _ 11 12. 11.-‘12 Admission-Selection 1.37 1.35 .02 Orientation Services 1.57 1.21 .36 Academic Records 2007 1.75 032 SocialnPersonal 1.30 1.h3 -.13 Living-Dining 2.30 1.h3 .87 Health Services . 93 1.13 -. 20 Religious Services .80 .6h .16 English Language 1.h0 2.19 -.79 Student Activities 1017 089 028 Financial Aids 2.07 1.51 .56 Placement Services 1.80 1.29 .11 SUB-SCALE TABIE XIV-A EXAI'EIZNATION OF THE DIFFERENCES BETWEEN MEAN SCORES OF FOREIGN STUDENTS WHO PREFER ENGLISH AS A FIRST LANGUAGE AND TPDSE WED HAVE ANOTHER PREFERENCE N-7h N-25 Sub-Scale English: Not English: Difference First Choice First Qhoice _ _ 11g X29» 11.“ 12* AdmissionpSelection 1.31 1.h0 -.09 Orientation Services 1.28 1.h0 -.12 Academic Records 1.7h 1.6h .10 SOCialPPBrsonal lens 1.20 .25 LiVing-Dining lo 80 l e 2 8 052 Health SarViCes 1027 072 055 Religious Services .55 1.08 -.53 English Language 2.30 .60 1.70 Student Activities .93 1.16 -.23 Financial Aids 1.53 1.60 -.07 Placement Services 1.31 1.28 .03 .. 25g; - SUB-SCALE TABLE XVqA EXAMINATION OF THE DIFFERENCES BETWEEN MEAN SCORES OF FOREIGN STUDENTS CLASSIFIED AS ”WESTERN" AND ”NONAWESTERN' N372 N'35 Sub-Scale Non-western ‘Western Difference iJ. ii2 i1 - 32 ,Admission~Selection 1.36 1.23 .13 Orientation Services 1.33 1.17 .16 Academic Records 1.69 1.97 -.18 Social-Personal 1.6h .86 .78 Living-Dining 1.88 1.11 .77 Health Services 1.07 1.20 -.13 Religious Services .63 .80 -.17 English.Language 1.93 1.83 .10 Student Activities 092 1000 '008 Financial Aids 1.90 1.00 .90 Placement Services 1.33 1.29 .0h APPENDIX H AN ITEM INSPECTION OF THE RESPONSES OF A SAMPLE OF FOREIGN STUDENTS AND A SAMPLE OF UNITED STATES STUDENTS ON THE M.I.S.P. INVENTORY AN ITEM INSPECTION OF THE RESPONSES OF A SAMPLE OF FOREIGN STUDENTS AND A SAMPLE OF UNITED STATES STUDENTS ON THE McI.S.P. INVENTORY ..'25Lp._ Foreign Student Sample‘- 81 United States Student Sample - 32 N=h6 N=h7 L Sub-Scale Item S1 52 Item S 82 Item S1 32 Item Sl S Admission 1. 9 3 3h. 3 1 67. 3 2 100. 3 1 and 20 6 3 350 ll 8 680 2 0 1010 lb 0 SGlGCtion 3. 7 11 36. 2 1 69. 8 3 1020 8 O Orientation u. o 1 37. 3 1 7o. 7 5 103. h 1 Services 5. 10 3 38. h 3 71. 6 3 10h. 5 6 6. 11 o 39. 3 2 72. 8 5 105. 13 u Academic 7. 8 12 to. 13 13 73. h 20 106. 2 3 Records 80 2 l7 hle 12 16 7h. h 3 1070 6 6 9. 1h 15 h2. 7 15 75; 18 28 108. 3 5 Social- 10. 2 o u3. 8 2 76. 8 2 109. o 1 Personal 110 5 6 uh. 1 S 770 1h 1 110. 1 1 12. u 16 us. 10 2 78. o 2 111. In 7 Living— 13. 11 o h6. 12 3 79. 2 o 112. 5 0 Dining 1b. 10 7 h7. h 2 8o. 10 2 113. 12 6 15. 7 17 u8. 2 o 81. h 8 11h. 7 0 Health 16. 5 7 89. h o 82. 2 h 115. 10 16 Services 17. 3 7 50. 6 ll 83. 13 19 116. 6 11 18. 2 1 51. 5 2 8h. 2 9 117. 1 h Religious 190 h l 520 O 0 85. 2 h 118. h 0 SGTViCGS 20. l 0 530 1 1 o 9 5 1190 1 O 21. 2 10 5h. 6 o 87. 3 10 120. 5 5 English 22. 7 o 55. h 13 88. 20 o 121. 1 0 Language 230 ll 19 S6. 10 O 890 8 3 122. 2 0 ‘ 2h. 1b 0 57. 6 o 90. 12 o 123. 6 0 Student 25. ,5 12 58. 7 2 91. 2 0 12h. 5 0 Activities 26. 0 O 590 3 1 92. 6 1 12S. 11 O 27. 8 1 6o. 5 h 93. 3 o 126. 5 2 Financial 28. 21 12 61. 9 h 9h. 11 3 127. 7 6 Aids 29. 5 h 62. 12 o 95. 13 5 128. 9 h 30. 2 o 63. 5 h 96. 8 h 129. 6 9 Placement 31. S 5 6h. 6 O 97. 12 1h 130. h 3 Services 32. 11 O 65. 8 0 98. l h 131. 7 O 33. 7 o 66. 3 o 99. h o 132. 7 o "111111111111“