INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication o f either blurred copy because o f movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method o f “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer o f a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. University Micfdnlrris International 300 N. Zeeb Road Ann Arbor, Ml 48106 8415209 C a d ie u x , R o n a ld A. J . AN EXPLORATORY STUDY OF THE ADAPTIVE PROCESS AMONG SELECTED KOREAN STUDENTS AT MICHIGAN STATE UNIVERSITY M ich ig a n S tate U niversity University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Ph.D. 1984 AN EXPLORATORY STUDY OF THE ADAPTIVE PROCESS AMONG SELECTED KOREAN STUDENTS AT MICHIGAN STATE UNIVERSITY By Ronald A. J. Cadieux A Dissertation Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1983 ABSTRACT AN EXPLORATORY STUDY OF THE ADAPTIVE PROCESS AMONG SELECTED KOREAN STUDENTS AT MICHIGAN STATE UNIVERSITY By Ronald A. J. Cadieux The purpose of this study was to Investigate the adaptation process of a selected group of International graduate students during their first five months of attendance at Michigan State University. More specifically the purpose was to describe any evidence of discernable stages and patterns in the adaptation process. Activities of these international students which either helped or hindered adaptation were also investigated. The sample consisted of six Korean graduate students enrolled at Michigan State University, Fall 1932. Variables held constant were: age, sex, language proficiency, academic level, sponsorship, length of stay, country of origin, size of school, orientation, living arrangements, employment at home, previous international experience, and national status accorded. Marital status and major field of study were variables Investigated in the study. Methodology employed, were semi-directive interviews conducted on a bi-monthly basis over a five month period. Theories developed by Hopson (1981) and Raines (1979) were used as a conceptual framework for the study. Ronald A. J. Cadieux It was concluded there was a clear distinction between the academic and social/cultural adaptation of the subjects in the study. The identifiable stages of discovery, testing out, and integration were observed in academic adaptation. A basic needs stage was maintained in social/cultural adaptation. Subjects perception of activities helpful in managing the adaptive process were: maintaining a simple complication free lifestyle, establishing academics as a first priority, and maintaining a support system to assist in the achievement of academic goals as well as to fulfill social and cultural needs. Events which detracted from maintaining these activities were perceived as potentially harmful to the adaptive process. It was also concluded all the subjects of the study were instrumental adapters as defined by Klein (1977)* Characteristic of those with clear professional academic goals; major interaction and involvement organized around specific tasks; extra-curricular social life continuous with home, i.e. contact maintained with fellow nationals; major tensions and adjustments in task performance; social adjustment and contact with host minimal and limited to professional role; changes primarily to satisfy academic needs and interests.1 Each subject experienced a "selective adaptation". Academic adaptation as opposed to social/cultural adaptation was their priority. Klein, Majorie H. "Adaptation to new cultural environments." Overview of Interoultural Education, Training and Research. Vol. I, 1977. DEDICATION To The Divine Energy In Our Universe Be not afraid I go before you always Come follow me And I will give you rest. "Be Not Afraid" The St. Louis Jesuits ii ACKNOWLEDGEMENTS Upon completion of this project, I wish to acknowledge the people who have both directly and indirectly helped me along my path. Dr. Max Raines, dissertation director: no words can describe the impact that you have had and continue to have on my life as a mentor, friend, and spiritual brother. Thank you for your unfaltering belief in me and for the assistance in connecting with life at a deeper spiritual level. Dr. Lou Staraatokos, committee chair: for your guidance, consistency, meticulous feedback in the writing process, and for your friendship. Dr. Larry Lazotte, committee member: for your clarity of thought, constructive feedback, and support throughout my program. Dr. John Powell, committee member: for your support, insightful contribution, and assistance in examining my research topic at a deeper level. I am indebted to the subjects of my study who candidly shared parts of their lives with me, as well as gave of their valuable time. This research project would not have been possible without the assistance of the International Students and Scholars Office at Michigan State University, as well as from my colleague, Dr. Kim Hyung Kwan. iii Dr. Christina Rideout for her love, support, patience, and challenge to not only become more as an individual but also as a partner in a loving relationship. Dr. Pierre Lacocque for his depth of understanding and belief in me, as well as in our friendship over the past decade. Michael Steltenkamp, S.J., for his friendship, spiritual presence, sensitivity, and incredible sense of humour. My father, mother, brother, and sister for the impact which they have had in making me who 1 am, and particularly for the drive to understand and know more about life and the world we live in. Egidia Dorge, Marie-Paul Cadieux, Sister Mary Regina, Brother Walsh,Germain Lajeunese, Patti O'Connor, Luci Nettel, Marv Westwood, Susan Quass, and Chimo who in their respective individual ways have helped me to become more. iv TABLE OF CONTENTS LIST OF TABLES............................................. LIST OF APPENDICES........................................ PAGE vii viii Chapter I II THE PROBLEM.......................................... Introduction ...................................... Statement of the P r o b l e m ......................... Conceptual Framework .............................. The Purpose........................................ Methodology........................................ S u b j e c t s .......................................... Limitations of the S t u d y ......................... Definition of Terms................................ Organization of the Dissertation . . . . . . . . . 1 2 5 9 10 12 13 14 14 REVIEW OF THE L I T E R A T U R E ............................ 16 Introduction ...................................... A d a p t a t i o n ........................................ International Students Concepts and Theories of Adaptation of International Students . ....................... Literature Related to the Adaptation of International S t u d e n t s ....................... . Literature on Korean Students in the U.S.......... Conceptual Framework .............................. Summary............................................. III IV 1 16 16 20 . 24 30 33 35 37 DESIGN AND M E T H O D O L O G Y .............................. 40 Introduction ...................................... Purpose of the S t u d y .............................. Study P o p u l a t i o n ................................. Research Questions . . . . . ..................... Conceptual Framework .............................. Procedures for Collecting Information............. Interview Guide......................... Measures Used in the S t u d y ....................... Treatment of Information ......................... Summary............................................. 40 40 41 47 49 52 55 58 61 62 PRESENTATION AND ANALYSIS OF FINDINGS............... 63 Introduction ...................................... Presentation of Case S t u d i e s ..................... Measures Used in the S t u d y ....................... Michigan International Student Problem Inventory .............................. 63 63 95 v 95 Conceptual Framework .............................. Raines Model - Adapt ........................... Hopson Model - The Seven Phase Model of Stages Accompanying Transition................. Intervening Variables................................ Marital Status .............................. Major............................................... Summary. . . . . ............. . . . . . . . . . . V SUMMARY, AND CONCLU S I O N S ........................... Summary............................................... Statement of the P r o b l e m ....................... The Purpose...................................... S u b j e c t s ........................................ Methodology...................................... F i n d i n g s ........................................ Conclusions........................................ Implications for International Student Advisers. . Recommendations for Future Research............... APPENDICES............................................... REFERENCES................................................. vi 96 96 120 138 138 139 140 144 144 144 145 145 146 146 150 156 157 159 246 LIST OF TABLES TABLE PAGE 1.1 A Conceptual Framework for Adaptation................... 6 3.1 Variables Affecting International Student Adaptation . . *47 3.2 The Seven Phase Model of States Accompanying Transition - Hopson...................................... 50 3*3 Adapt Model - R a i n e s ...................................... 52 3.4 Participant Interview Schedule ........... . ............ 3.5 A Probing Paradigm for 4.1 Adapt Model - Raines..................................... 55 Transition........................56 vil 97 LIST OF APPENDICES PAGE A. Letter of Introduction from the International Students and Scholars Office . . 159 B. Consent F o r m ........ ......................... 160 C. Interview Guide................ 161 D. Additional Questions for Interview One . . . . 162 E. Additional Quesitons for Interview Nine. . . . 164 F. Additional Questions for Interview Ten . . . . 165 G. Additional Questions for Interview Eleven. 166 H. Case History - Mr.U ........... 168 I. Case History - Mr.V .......................... 179 J. Case History - Mr.W .......................... 192 K. Case History - Mr.X .......................... 263 L. Case History - Mr.Y .......................... 215 M. Case History - Mr.Z . ........................ 232 N. Summation of the Michigan International Student Problem Inventory ................. 244 Summation of Response to Open Ended Questions for the Michigan International Student Problem Inventory................... 245 0. viii . . CHAPTER I THE PROBLEM Introduction Adaptation is something which is done by all living systems in interaction with their environment (White 1974:54). By definition, adaptation as it relates to human beings, is an alteration in the structure or function of a person by which the person becomes better fitted to survive in his or her new environment. No adaptation is permanent or static, because biological change never stops and because no environment remains unchanged. Cohen (1968:123) aptly described the dynamics of this phenomena when he wrote. When we turn to adaptation in living cultures, social systems constantly seek new adaptive strategies because social change never stops and no sociocultural environment remains unaltered. When the natural or social milieu changes, a population must seek new adaptation, that is, a new relationship to new pressures and demands in its altered environment. Adaptation does not mean either a total triumph over the environment or total surrender to it, but rather striving toward an acceptable compromise (White, 1974). Because the adaptive process is one of feedback between the individual and the environment, internally the individual should be capable of selecting from the environment those things that are personally gratifying and fulfilling with regard to his/her own needs. Externally, the individual should have the ability 1 2 both to accurately perceive the external environment free from distortion according to his/her own subjective needs and impact the environment in such a way that he/she is able to create or foster a constructive rather than distructive climate (Hall 1977). The ability with which a person is able to negotiate these internal and external realities directly correlates with his/her success in adapting to that setting. The focus of this study is the analysis of the phenomena of adaptation amoung a particular group of international students at Michigan State University. Statement of the Problem During the last three decades, a great deal of interest has been exhibited in international students studying in American academic institutions. Such interest has been demonstrated by the abundant amount of literature that has been published regarding international students. This focus on international student exchange within this oountry is well warranted, given the fact that there are more than 300,000 international students presently studying in the United States, a figure that could double by 1990, when foreigners may account for ten percent of all college students (Newsweek, May 17, 1982:71). A number of authors have reviewed the published literature about international students exchange. to do so. Cormack (1962) was one of the first Her review of the literature revealed 48 articles written between 1948 and 1962. Overton (1967) in a later review, found 200 publications written on educational exchange in the United States. In 3 the most recent review of the literature, Spaulding (1976) reported 450 publications on international student exchange and education written between the years 1967 and 1976. Of the literature in the Spaulding review, the largest number of publications (160 empirical and 44 non-empirical) concerned international students in the United States. Cormack (1962), Overton (1967), and Spaulding (1976) all noted that concepts and theory in international student research is underdeveloped. A review of the literature by the investigator in the area of international student adaptation to their American collegiate experience supports the contention of these authors for this particular area of research. The number of studies by researchers who have attempted to develop a cogent theory of adaptation as it relates to international students are few in number. The term adaptation in this context is used to designate the process by which an individual fits into a new environment. The manner in which a person negotiates that fit with the environment and the confrontation of specific tasks and behaviors in the negotiation process will dictate whether they are able to achieve a successful adaptation. The most widely cited theory relating to the adaptation process of the general population of international students found in the literature is known as the "U-curve” hypothesis. In this study, Lysgaard (1955:47) found that: Adjustment as a process over time seems to follow a U-shaped curve: adjustment is felt to be easy and successful to begin with; then follows a crisis in which one feels less well adjusted, somewhat lonely and unhappy; finally one begins to feel better adjusted again, becoming 4 more integrated into the international community. A number of investigations have refuted Lysgaard’s findings. Becker (1968) in investigating the U-curve hypothesis and in developing his own theory of "anticipatory adjustment" (proposed to explain the differences in adaptation of student from developed and developing countries), stated that the U-curve hypothesis had achieved the status of undisputed fact despite research findings which are only tentative and lack statistical significance. Hull (1978) concluded that in terms of hard data analysis performed in his study, almost no support was found for the U-curve hypothesis. A review of the literature indicates that a further development of theories and concepts concerning the adapatation of international students is needed. Research on international students in the United States indicates that many of these students have a great deal of difficulty in adapting to their new environment. (N.A.F.S.A., 1981). Despite the large number of international students enrolled in institutions of higher education very little is done by our universities to inform them to the adaptation process which they must negotiate (N.A.F.S.A., 1981). Spaulding (1976:283) in his review, findings, and recommendations of research on international students states that: The most interesting concepts and theories for future international student research are to be found in the general theories of social science which could profitably be applied and adapted to the intercultural experience of students - domestic and international. 5 Conceputal Framework Helson (1971) wrote that, "It is now generally accepted that adaptation is one of the most important phenomena in behavior" (p. 1). In its broadest sense, the literature on adaptation is interdisciplinary and complex in nature. The application of adaptation concepts to the adaptation of international students to the United States, as has previously been mentioned, is limited. The conceptual framework of this study is the phenomena of adaptation. Theories used to focus upon the adaptation process of international students are taken from a paradigm designed by Professor Max R. Raines of Michigan State University (see Table 1.1). The theories in this paradigm use the concept of life transition to provide a situational context to the adaptation process. The term transition is used to signify a passage or change from one place, state of being, activity, set of circumstances to another (Jordan, 1981). Subjects in this study are primarily adapting to the transition made from living in their native country to living in the East Lansing area and being students at Michigan State University. Although each subject's adaptation will certainly have its own unique characteristics, the focus of this study, in more general terms, will be directed toward the process by which each individual adapts to his/her new environment. The theories used in this study to focus upon the adaptation process of the subjects are those developed by Hopson (1981), and Raines (1979). The models, presented in Table 1.1, show adaptors moving from a pre-transition pattern through the adaptation process T » h l* 1-1 Pr« Transition. Pattern A C o n n a n tim l Vr^mmm a r k f o r Sitanfcjif-.lan Post Transition Pattern The Adaptation Process. Hnpann Hnrtnl - The Sawan gha«a.Modal nT Bfcaaea inonianwl in 1Vana< M mi High S MINIMIZATION e 1 r INTERNALIZATION E IMMOBILIZATION s t e e SEARCH FOR MEANIRQ TESTING OUT LETTING GO OC Low Bnlann Mnrtal > Adact m EVENT TRANSFORMATION PHASE b* u to mums: m 7 toward as post-transition pattern. is in the adaptation process. The area of interest for this study The theories show a critical event as the break between the end of the pre-transition pattern and the beginning of the adaptation process. The critical event for the subjects of this study is their coming to Michigan State University to become full-time graduate students. Hopson (1981) has developed a model of predictable phases accompanying a life transition. The first phase is a kind of "immobilization” or a 3ense of being overwhelmed. The way of getting out of this immobilization, essentially, is by movement to the second phase of the cycle, which is characterized by "minimization” of the transition. This process of denial provides a temporary retreat for persons to regain the strength to comprehend the dynamics of the new transition environment. As people become aware that they must make some changes in the way they are living, as they become aware of the realities involved, they begin to get depressed (self-doubt), which is the third phase of the transition cycle. They become depressed because they are just beginning to face up to the fact that there has been a change. As people move further into becoming aware of reality, they can move into the fourth phase, which is accepting reality for what it is. As this is accepted as the new reality, the person's feelings begin to rise once more, and optimism becomes possible. "letting go" is necessary. A clear This "letting go" provides a bridge to phase five, where a person becomes much more active and starts "testing out" his/her new environment. Following this "testing out" phase there is a more gradual shifting towards becoming concerned with under­ 8 standing and for seeking meaning for how thing3 are different and why they are different. This sixth phase is a head level, or cognitive process in which people try to understand what all the activity, anger, and so on have meant. This conceptualization, in turn, allows people to move to the final phase of internalizing these meanings and incorporating them into their behavior. Seldom if ever does a person move neatly from phase to phase as it has been described and diagrammed. It is rather more likely that these representations are of the general experience and that any given individual's pro­ gression and regressions are unique to his or her unique circumstances. According to the Raines (1979) model, all adaptors experiencing a life change must negotiate a number of transactions (defined as specific tasks or behaviors that help a person negotiate a fit with his/her environment) to successfully adapt to a new environment. model has two primary phases. The The first of these is the "coping phase" which entails three transactions. The first transaction in the coping phase is that of activating a commitment. In this transaction adaptors need to acknowledge changes in their environments as well as to re-affirm their decision to come to terms with this transition. The development of a resource system of people who will help during the adaptation process is the second important transaction to be negotiated in the ooping phase. The third transaction to be negotiated is that of adjusting expectations to coincide with the reality of the new environment. The second part of the Raines model is the "transformation phase". Two transactions comprise this phase. The first of these is revising 9 priorities. Each adaptor must decide what functions are most important to build a life pattern in their new environment. The last transaction, transposing life patterns, requires that adaptors reformulate their roles, activities, self-definitions, assumptions, and relationships to meet the criteria to be successful in their new environment. The Raines model provided this study with a context through which to examine activities which do or do not help international students at various stages of their adaptation process. More specifically, the models by Hopson (1981) and Raines (1979) provided the investigator with a context through which to examine this study’s first three exploratory questions which focused upon stages of adaptation and activities of subjects during that adaptation period. It was expected that the examination of these questions would provide information from which the investigator would develop some hypothesis concerning the fourth exploratory question, whether there is a common pattern in the adaptation process of the subjects. The Purpose The purpose of this study is to investigate the adaptation of a selected group of enrolled international graduate students during their first five months of attendance at Michigan State University. More specifically, this study will describe any evidence of discernable patterns or stages in this adaptation process. Activities, of these international students, which help or hinder this process will also be investigated. 10 The specific research questions are: 1. Do identifiable stages of adaptation become manifest among a selected group of international students at Michigan State University? 2. What individual activities are perceived by participants as helping him/her manage the adaptive process? 3. What individual activities are perceived by participants as not helpful or as being potentially harmful to the adaptive process? 4. Is there a common identifiable pattern in the adaptation process of these students? It was also hoped that this study would provide some tentative links between the social science research on adaptation with the adaptation process of this selected group of international students. Methodology The major function of an exploratory study of this nature is to investigate and describe the adaptation of this particular group of international graduate students, define some of the elements of the problem, and to suggest potential areas for more detailed investigation. The conceptual framework used in this study provided the investigator with a context through which to investigate the adaptation phenomena. The primary methodology used to obtain germaine information was through the use of semi-directive interviews conducted with the subjects on a bi-monthly basis over a five month period. 11 The interview, one of three widely used techniques of gathering information (Englehart 1972) in behavioral-related research, was chosen as a preferred method of investigation. Babbie (1973)* in commenting upon this research method, states that it obtains a higher response rate than mail surveys, has a better chance of decreasing the number of "don’t know's" and "no answer's", offers the interviewer an opportunity to explain confusing questions and/or items, and enables behavioral observation during questioning. Becker and Geer (1969:323) state that in this type of interview: . . .the interviewer explores many facets of the interviewee's concerns treating subjects as they come up in conversation, pursuing interesting leads, allowing his imagination and ingenuity full rein as he tries to develop new hypothesis and test them out in the course of the interview. Interviews in this study were conducted upon the premise that all behavior can be considered an attempt at adaptation. (White 1974). Exploratory questions were used to explore this adaptive dynamic. In addition to interviews, three instruments were administered in order to collect information about each subject. The information derived from the Michigan International Student Problem Inventory (M.I.S.P.I.) was used as a basis for comparison with the information shared by the subjects through five months of interviews. Data from the Myers-Briggs Type Indicator (M.B.T.I.) and the Rotter Internal - External Locus of Control Scale (R.I.E.L.C.S.), will be used to examine other personality variables which might affect the adaptation process of the subjects. 12 Adaptation to an environment is a process which is continual and never-ending. Because of time limitations and an interest in the initial adaptation process the investigator chose to analyze the adaptation process of the study's subjects over the first five months of their enrollment at Michigan State University. Upon completion of the interviews, a summary of the data collected on the adaptation process of each subject was analyzed to determine common stages, activities, and patterns shared by the subjects in their adaptation process. Subjects DuBois (1956), Shelby and Woods (1960), Sanders (1961), and Ford (1969) among others, have reported that all international students in the United States go through the process of adaption to some degree in order to suceed during their sojourne. The literature also suggests that there are independent variables that affect the adaptation of these students. In a review of related literature Lee (1981) found fifteen independent variables that recurred throughout the literature which affected international student adaptation. In order to make the subject population as homogeneous as possible the investigator controlled for thirteen of these variables. Two variables were included in the design of the study as areas of investigation. The variables controlled for were: age, sex, English language proficiency, academic level, sponsorship, length of stay, region of the world and country of origin, size of school, orientation, living arrangements, employment at home, previous international 13 experience, and national status accorded. The two variables included in the design of the study were marital status and major field of study. The limited size of the population from which the investigator could choose subjects made it impossible to eliminate these two variables. The subjects selected for this study were Korean graduate students registering at M.S.U. for the first time in Fall 1982. Of a total population of thirty seven Korean students twenty-four met these criteria established by accounting for the fifteen variables cited in the N.A.F.S.A. (1981) study. The subjects who were selected were the first six who met the criteria and consented to participate in the study. Limitations of the Study The proposed study was limited as follows: 1. This study is limited to full-time male Korean graduate students studying at Michigan State University during Fall term 1982 and Winter term 1983. 2. Representativeness is limited to six Korean graduate students, who met the criteria of variable elimination; and who were willing to participate in the study. Therefore, Non­ participants may differ from possible participants. 3. Only the first five months of the adaptation process was examined by the investigator. This constitutes only a segment of the adaptation process. *1. There was a conscious effort on the part of the researcher to insure objectivity in conducting the interviews. However, because of human fallability, some bias may be inevitable and might impose some limitation associated with the use of such information gathering techniques and methods. Definition of Terms Adaptation: An alteration in the structure or function of a person by which the person becomes better fitted to survive in his/her new environment. Adjustment: Process by which individuals maintain the equilibrium among the needs and obstacles in their environment in a specific and task-oriented manner and at the surface, superficial, and observable levels. Adjustment contrasts with adaptation in as much as adaptation is reserved for the more profound, internally acknowledged orientation to growth and development articulated by adaptors and the strategies implemented to maintain and enhance the growth orientation (Jordan, 1981). Transition: A transition occurs when an even or non-event results in a change in assumptions about oneself and the world and thus requires a corresponding change in one's behavior and relationships. Adaptive Transaction: Specific tasks or behaviors that help a person negotiate a fit with his/her environment (Raines, 1979). Organization of the Dissertation An outline of the study concerning the adaptation process of a selected group of international students at Michgian State University 15 is as follows: Chapter I contains the introduction of the problem, the conceptual framework, the purpose of the study, the subjects studied, a review of the methodology, the limitations of the study, and a definition of terms. Chapter II contains a review of prior research and related literature pertinent to the problem under consideration. Chapter III presents the design of the study including the study population, research questions, conceptual framework, procedures for collecting information. Chapter IV contains a logitudinal analysis of the stages, activities, and common patterns shared by the subjects in their adaptation and is presented in the form of case summaries. This chapter also reports information obtained which is relevant to the v research questions. Chapter V contains a review of the dissertation as a whole, major findings, conclusions, implications, and recommendations, for further research. CHAPTER II REVIEW OF THE LITERATURE Introduction Chapter II is divided into seven major sections containing a review of the literature related to this study. I. Overview of literature related to adaptation. II. Overview of literature on international students. III. Literature on concepts and theories of adaptation of international students. IV. Review of studies related to the adaptation of international students. V. VI. VII. Review of related literature on Korean student adaptation. Literature related to the conceptual framework. Summary. Adaptation Adaptation literature is interdisciplinary in nature. White (1974) states that all behavior can be considered an attempt at adaptation. The review of literature on adaptation in this chapter will be of selected areas that seem germaine to this study. Heath (1965:37) writes that: To adapt is to so regulate behavior as to optimize simultaneously both the stability of the self-structure and their accommodation to environmental requirements. 16 17 Because no environment remains unchanged and because biological change within a human being never stops, no adaptation is permanent or static. Sociocultural environments constantly change and require the population to seek a new relationship to new pressures and demands in its altered environment. Hall (1977:23) adds that: Because the adaptive process is one of feedback between the individual and the environment, internally the individual should be capable of selecting from the environment those things that are personally gratifying and fulfilling with regard to his own needs. Externally, the individual should have the ability to (a) accurately perceive the external environment free from distortion according to his own subjective needs and (b) impact the environment in such a way that he is able to create or foster a constructive rather than destructive climate. Morris (197*1:9) aptly described the variance in human capacity of adaptation when he wrote that: The will of each individual to adapt to change has to overcome an impulse to restore the past which is equally universal. Knox (1977), in his analysis of the adaptation process, surmises that typically five time periods occur. The first is the prestructure which is normally a stable period before the introduction of the change event. The second period, anticipation, is when the individual becomes aware that the change event will occur. when the change event occurs. The third period is the time The fourth is the disorganization period between the change event and the reestablishment of a normal and stable life style. Finally, the fifth period is when relative stability is again established in the individuals life style. 18 A great deal of empirical work has been done on human adaptation with both normal life changes as well as with situations of hardship. Lipmon - Blumen (1976) described the adaptation process as the moment from pervasiveness to boundedness. In the early stages, an individual is totally aware of their new situation. In the later stages the individuals awareness of their change is only one of the dimensions of living. White (1976) described three necessary strategies for facilitating adaptation. The first was securing adequate information, the second was maintaining satisfactory internal conditions and the third was maintaining some degree of autonomy. Moos and Tsu (1976:14) delineated two phases as patterns of adaptation: The first is an acute phase in which energy is directed at minimizing the impact of the stress. The second is the reorganization phase in which the new reality is faced and accepted. In the acute period feeling may be denied while attention is directed to practical matters. The reorgan­ ization phase involves the gradual return to normal functioning. Hill (1965) found in his research that the reaction to adaptation takes a more "roller-coaster" form. When the change event occurs the individual declines into a period of disorganization. Gradually the individual rises up again and stabilizes into a period of reorganization. There is also a wealth of research literature which has dealt with specific adaptive situations. Kubler-Ross (1969) identified five adaptive stages (denial and isolation; anger and resentment, bargaining, preparatory depression 19 over impending loss, and acceptance) which occur with persons who realized they were dying. Similarly Parkes (1971:106) in his research on bereavement over the loss of a loved one states that one moves from: Almost global denial or numbness, . . . bitter pinning and frustrated searching, . . . succeeded by depression and apathy. . . with a final phase of reorganization when new plans and assumptions about the world and the self are built up. Levine (1976) in his research with draft dodgers and deserters found a four stage pattern of adaptation: 1. Disorganization - characterized by feelings of alienation and guilt. 2. Acting Out - stage in which the individual becomes apathetic and antisocial. 3. Searching - characterized by a search for meaning and development of interests. 4. Adaptation and integration - individual becomes totally emersed in his/her new life style. Schlossberg (1981:7) wrote that: Each kind of transition may have its own particular pattern with respect to adaptation. More empirical work is needed on the varieties as well as op the common elements of adaptive patterns. The theories reviewed in this section demonstrate the differences between patterns of adaptation as they are defined by not only individual theorists but by specific life situations. This study was specifically directed to examine the pattern of adaptation exhibited by a selected group of international students enrolled at Michigan State University. 20 International Students Brislin and Charles (1975), in reviewing research on crosscultural interaction, comment that investigations in this area constitute a relatively new discipline which has evolved significantly over the past three decades. Systematic research using social sciences, theories, and methods regarding international students in the United States commenced in the 1940's (Walton, 1967). Scholastic studies on international students began when nongovernmental agencies such as UNESCO, Hazen Foundation, Rockefeller Foundation, Ford Foundation, and Carnegie Corporation offered financial sponsorship for scientific research in cross-cultural education. A number of authors have reviewed the published literature concerning international education exchange. Walton (1967) reviewed approximately 200 published articles written about international students between 1946 and 1967. A literature review by Cormack (1966) on educational exchange reported 48 published articles. Overton (1967) reported that there were 200 published articles on international students published up to 1967. The most extensive literature review conducted by Spaulding (1976) reviewed 450 articles published between 1967 and 1976. During the 1950's the major focus of interest seemed to be whether or not a cross-cultural experience was successful in implementing, broadening, or reinforcing the skills, information, or attitudes which a specific program wished to instill. (Brislin and Charles, 1975) Major research during the 1960's was directed toward and focused on 21 what happened to an individual international students over time. Sojourne research had social scientists examining crutial phases in the sequence of individual adjustment phenomena that occurred in changing social contents. Another particular direction of the international student research of the 1960's was the overseas scholar who returned to his or her home country. A survey by Brislin and Charles (1975) of literature published in the 1970's saw researchers take on a more pragmatic and international orientation to the problems and motivations behind cross cultural studies. For instance, Bochner (1977) wrote that international education exchange programs such as the Fulbright plan, the East-West Center, and the Colombo plan were no longer the sacred cows of world diplomacy they once were. Bochner (1977:26) maintains that increasingly the assumptions, aims, and outcomes of educational aid are coming under scrutiny. Spaulding (1976:276) has given international exchange research the latest and most comprehensive review. A "state-of-the-art" assessment in this publication reveal some interesting facts. If we bear in mind that international education exchange is not now, or yet, a crystallized field of academic study, that it is not fully focused in any one discipline, that it possesses no scholarly journal, that the number of U.S. and world researchers professionally committed to a continuing and systematic interest in international educational ex­ change probably does not exceed 50, and that international students in the United States constitute only plus or minus 1.5 percent of the total U.S. college and university pop­ ulation, then the extent and variety of attention given to international students in the literature must be deemed remarkable. A clearer sense of literature on international students may be obtained by analyzing the most recent review of the literature 22 conducted by Spaulding. The 450 items surveyed fell into four major categories. 1. Book and Monographs The period between 1967 and 1976 seemed to have produced quantitatively more publications than preceeding periods. Nevertheless, judging by the frequency of references, books and monographs published between 1955 and 1966 continue to be important for international student research. Monographs, intensive treatments of a specific topic, seem to have maintained the same ratio in terms of the total literature. 2. Research Reports Spaulding (1976) describes research reports as a particular feature of the international student literature which is mostly sponsored by national governmental units or international organizations. Spaulding (1976) goes on to add that what is particularly valuable is that some of these studies form series which use relatively congruent survey techniques and test mutually complementary populations, thus offering data which, with caution, can be compared. 3. Dissertations During the period between 1967 and 1976 Spaulding identified 97 Ph.D. dissertations which were devoted to international student research topics. Of these, no fewer than 40 were written by Ph.D. candidates who were international students themselves. The topics of these studies covered areas such as attitudes and problems of specific student groups, aspects of non-return and brain drain, orientation, as 23 well as problems of administration encountered during the 3ojourne. 4. Articles Of a total 112 articles surveyed by Spaulding, 27 were written by present or former, international students. Spaulding (1976:73) states that: This substantial and active research contribution by international students is significant in that, often, it involves research that empathetically inquires into special populations, topics, or issues that might not have engaged the attention of the usual American researcher. These scholars have made a special contribution to common knowledge and represent, upon return to their home societies, potential international educational resources which can be drawn upon in the future for collaborative or national home-country research. Even though the literature on international students is fairly prolific, a number of authors are critical of the quality of this research. Some of these criticisms, in fact, lend legitimacy to the particular methodology chosen for this study. For example Spaulding (1976) states that few studies on international students have introduced new theoretical formulations or examined these from other disciplines in the context of international education. Spaulding (1976:283) goes on to add that: Foreign student research continues to wait for those who may help it to recommence where the 1950's and 1960's largely left off - in efforts to build and develop concepts and theories to give purpose and cohesion to data. In an article critiquing interchange research, Breitenbach (1980) stated that studies vary considerably in the type of data collected on international students. Few marker variables such as age, sex, previous international experiences, marital status, country of origin, size of institutions are to be found in much of the literature. 2M Breitenbach (1980:3) goes on to add that: Research designs of international student studies also leave much to be desired. Definition of terms, application of appropriate statistical models, and selection of appro­ priate or adequate population samples are at variance with accepted research techniques and sophistication. In summation John and Ruth Hill Useem (1980:2) state that: Although there are dissatisfactions with many salient aspects of the existing knowledge base, it seems fitting to acknowledge the accomplishments made during three decades of high-risk and sometimes innovative studies. We have only partially developed the methodological capacity to manage the complexities and protean changes in our studies, and yet we have contributed a legacy of thought for meaningfull discussing some of the underlying issues of educa­ tional exchange ventures. While we have an unusally high proportion of "one of a kind" studies undertaken by pro­ fessionally competent researchers, our preliminary findings have proven at times relevant and illuminating to those engaged in thinking about alternative plans for the future of exchange programs and to those who are dealing with the everyday transactions inherent in all protean transnational endeavors. The literature reviewed in this section point out the amount and diversity of research which has been conducted on the international student population over the past fourty years. Shortcomings such as questionable research designs and sample selection procedures are criticisms directed toward this body of research. New concepts and theories regarding the exchange of scholars are also noted as lacking. This study's design, population sample selection procedure, and attempt to contribute to the development of theory, responds to criticisms found concerning research on the international student population. Concepts and Theories of Adaptation of International Students People have been crossing national and cultural boundaries for 25 centuries, and though systematic study of the impact is relatively recent, we have no reason to doubt that the problems, patterns, and phases of adaptation have remained fairly constant (Klein, 1977)* Research on international student adaptation dates from the post World War II period when many overseas exchange programs were initiated. Much of the early research was methodologically weak and was more concerned with evaluating program impact and effectiveness than with understanding adaptation as a complex process. (Cormack, 1962; Mestenhauser, 1961, Walton, 1967). This review of literature on the adaptation of international students is directed toward general concepts and theories of adaptation which have been developed to date. As Spaulding (1976:33) writes in his review of literature on international students in the United States: Very few studies have attempted interdisciplinary theory or model building. Most studies examine specific aspects of life styles and social relationships or problems of inter­ national students. Concepts and theories in international student research are generally underdeveloped (Cormack, 1962; and Klineberg, 1977). The most significant contribution to the research and conceptual development in the area of adaptation of international students come from a series of studies coordinated by the Social Sciences Research Council (Lambeit and Bressler 1956; Bennett, and McKnight 1958; Beals and Humphrey, 1957; Sewell and Davidson, 1956; Scott, 1956). Viewed as a whole, these studies are important because they look beyond the simple and superficial indices of adaptation. Results reveal that 26 adaptation takes place on different levels. There are many different identifiable areas for Influence, various patterns of adaptation, as well as many factors that impinge upon the international student in the United States. A theory concerning the breakdown of phases of adaptation was a result of research by Coehlo (1958), and Lysgaard (1955) when they were assigned to the Social Sciences Research Council. Klein (1977:52) described these phases of adaptation as: 1. Spectator Phase - occurs when the student first arrives and is optimistic about their ability to adjust and favorably disposed to Americans. In this phase the student interacts as a cultural ambassador. 2. Adaptive Phase - occurs when conflict between home roles and expectations abroad are maximized and there is progressive disappointment and fault finding. 3. Coming-to-terms Phase - a more calm phase with more differentiated and favorable perceptions of the host and a greater level of social involvement. 4. Pre-departure Phase - a reawakening of tension and self-examination. The more alienated a student is from home and ambivalent about returning, the more acute are tensions at this time. Undoubtedly the best known and most widely recognized hypothesis relating to the adaptation of students to a sojourne culture is known a3, the "U-ourve". Lysgaards (1955:47) hypothesis stated that: Adjustment is felt to be easy and successful to begin with; then follows a 'crisis' in which one feels less well ad­ justed, somewhat lonely and unhappy; finally one begins to feel better adjusted again, becoming more integrated into the international community. Or, to put it differently, the author suggests that adjustment as a process over time operates at increasingly more intimate levels of contact with the community visited. The need for more intimate contact, however, makes itself felt before one is able to achieve such contact for some time, therefore, one may feel "lonely" and maladjusted. 27 Although widely cited in the literature a number of researchers critiqued and expanded upon the U-curve hypothesis first described by Lysgaard. Hull (1978), for example, concluded that in terms of the hard data analysis performed in his study, almost no support was found for the U-curve hypothesis. Selby and Woods (1966) report on a regular V-curve, whereby non-Europeans showed a sharply dropping morale during the first month and a more gradually rising morale in later months of a one-year stay. They suggest the need to study both cultural and institutional impacts upon adaptive behavior. Tanner (1968) found a U-curve progression operating in friendship patterns. At first international students would make friends with other nationalities, then associate with fellow nationals, and toward the end of their sojourne begin to have friends of other nationalities again. Becker (1968) found the U-curve operated in an inverted fashion for students from semi - or underdeveloped countries. Students from these countries arrived with greater anxiety and exhibited hostile attitudes early and late in their sojourne. with more favorable attitudes. The middle period was one Becker (1968) also proposed a theory of "anticipatory adjustment" in which the sojourne selects attitudes on the basis of their utility in easing the individual's adjustment into the new environment. An extension of the U-curve hypothesis was also proposed by Gullahorn and Gullahorn (1963). This U-curve hypothesis also takes into account the readjustment period after the sojourner returns home. 28 In terms of general patterns for adaptation Klein (1977:52-53) stated: The four most commonly observed patterns represent different processes of cross-cultural involvement and attitude change: Instrumental adaptation. Characteristic of those with clear professional-academic goals; major interaction and involvement organized around specific tasks; extra­ curricular social life continuous with home, i.e. contact maintained with fellow nationals; major tensions and adjustments in task performance; social adjustment and contact with host minimal and limiited to professional role; changes primarily to satisfy academic needs and interest; minimal readjustment on return home unless professional roles are very different (e.g. adjusters). Identification. Primary interest in involvement with host culture: academic or professional goals secondary to cross-cultural contact; major adjustments made to facilitate contacts and interaction with new culture, exploration of the community; interest in learning local customs. Interpersonal problems are the greatest source of stress for this group, with the level of tension high. Satisfying interactions are likely to lead to positive and/or differentiated attitudes toward the host country and to shifts in identification and interpersonal style. There is danger of alienation and readjustment tensions. Withdrawal. Initial interest in involvement with host and academic or task purposes secondary to goal of new experience and cross-cultural contacts; efforts made to contact host and to explore the community; tensions arise in the interpersonal context and impede adjustment; there is a shift from disappointing relations with the host culture to primary contact with fellow-nationals; efforts are directed at restoration-maintenance or national identity. This pattern represents an attempt on the part of the sojourner to cope with unsatisfying social experiences. It is likely that great oultural tendencies for sensitivity and withdrawal will predispose this pattern. It is also expected that negative attitudes toward and selective perception of the faults of the host culture will prevail and that strong identification with home reference groups will be maintained where possible. Resistance. The role of cultural ambassador is most salient; primary social contacts are maintained with own national group or other internationals; interaction with host is organized around exchange of information about 29 culture and the attitudes are largely dependent on the status accorded to the home country. Attitude change will be minor with no significant shift in national identification. Consequences Each pattern has its unique mix of costs and benefits. Instrumental adaptation and identification both facilitate positive sojourn experiences, but alienation from home is a clear risk for identification. Identification, on the other hand, probably leads to more profound and enduring changes in outlook, including greater flexibility, tolerance and "internationalism." Withdrawal and resistance are costly because the aims of international exchange are not met, and because the individual suffers. Withdrawal is probably the more stressful and frustrating of the two, and more likely to lead to enduring negative attitudes (reinforce negative stereotypes of the host culture). Finally Ford (1969, p.122) in a study of adaptation of Asia graduate students developed a typology of three adaptational styles. Style I - Negative Anxious - Those students who were highly and openly dissatisfied over their educational experience here and were highly critical of the faculty and university for these conditions.— style II - Negative - Accommodating these students who were generally dissatisfied with their educational experiences here but who tended to accept these conditions that they perceived as being inevitable. Style III - Positive - Those students who were generally satisfied with their educational experiences here, i) those who were satisfied because they felt that they should readily use that which they were learning here, ii) those satisfied because they intended to remain in the U.S. The literature reviewed in this section summarized the theories and concepts developed to date concerning the adaptation of international students. General concepts and theories on the adaptation of international students are not great in number or interdisciplinary in nature. Concepts and theories proposed by Ford 30 (1969), Klein (1977)» Gullahorn and Gullahorn (1963), Becker (1968), Selby and Woods (1966), have not been followed up by further studies. Lysgaads "U-curve” hypothesis has also been strongly questioned by a number of follow-up studies. This study is an attempt at interdis­ ciplinary theory building which might contribute to the existing knowledge base. Literature Related to the Adaptation of International Students Most researchers who have examined the adaptation of international students have not developed any specific theory or concept of adaptation. Rather they predominantly have directed their research upon a specific population and examined distinct problems of life styles and social relationships. Reviewed here are studies in the literature which most closely correlate with the study being conducted. Pruit, (1978) Ford, (1969) Hendricks and Skinner (1977), Klein (1971), Trifono (1977), Jamrnaz (1972), Pederson (1975) and Spaulding (1976) have reported that all international students in the United States go through the process of adaptation to some degree in order to succeed during their sojourne. Pruit (1978), in analyzing the adaptation process of various groups of international students at American Universities divided the process into two segments. The first, adjustment, is defined as the mere process of surviving within the new environment. The second segment, assimulation, is, according to Pruit, very difficult for international students to achieve. No differentiation between academic 31 and social adaptation was made in this study. Ford (1969)» in a study at Michigan State University, examined the adaptative patterns of Asian graduate students to the academic environment. 1. A typology of three adaptational styles was developed. Negative - anxious - openly dissatisfied with educational experiences and highly critical of faculty and university. 2. Negative - accommodating - generally dissatisfied but accepting conditions as inevitable. 3. Positive - generally satisfied because training was useful and relevant. The major determinants of the adaptation styles were the students' perception of the relevance of what they were learning, whether or not they had a job waiting at home, and their interactive patterns with members of the faculty and other graduate students. Jammaz (1972) in a similar study of Saudi Arabian students found a high degree of association between adaptation and age, previous employment at home, size of school, major, and marital status. Hendricks and Skinner (1977) attributed adaptation problems of international students to the manner in which Americans regard these students. The authors state that the legal use of the word alien creates a barrier which students must overcome in order to adapt. The adaptive social behaviors of international students is to make use of "brokers" who may be fellow students or international student advisors. The authors define a broker as someone who serves as a middle man in the adaptation process. This person usually serves as someone the new students may go to in order to check his/her behavior in respect to the 32 new culture. The authors also state that this Is a reason why International students often stay together with others from their own culture. Spaulding (1976) in his review of the literature also states that international students are frequently isolated from the social life on U.S. campuses, tend to form co-national groups which provide a surrogate for the home culture, protect members from the psychological conflicts in adapting to American society, and ease the transition upon returning home. Degrees of social isolation may be related (either as cause or effect) to the findings that there is frequently little interaction between international and American students. Spaulding goes on to add that few of the adaptation studies make any attempt to develop an interdisciplinary theory. Similarly Klein (1971) found that no more than half of the Asian students she studied had established significant social relationships with Americans during their stay; yet those who did not do so considered Americans insecure, shallow, and incapable of real friendships. Kleins' study suggests that among Asians, role conflict and self esteem are essential elements in determining social adaptation and that situational factors over time determine its patterns. These patterns are different in the early (getting settled), the middle (academic) stages, and the late (preparation for return home) stages. Lastly, Pedersen (1975) has found that international students are likely to experience more problems than students in general and have access to fewer resources to help them solve these problems. Pedersens study attempted to cross-tabulate personal problem-solving resources 33 with other demographic data among a sample of University of Minnesota international students and also to look at differences in the rate of using the International Student Adviser's Office, their faculty advisor, a boy or girlfriend, fellow countryman, or some other resource for solving personal problems. Results showed that the most sought-out sources of help were fellow countrymen. The literature reviewed in this section summarizes the most closely related studies found to the adaptation of international students. Of the above cited research none: -were longitudinal in nature. -followed an extensive interview format. -controlled for the variables which affect international student adaptation. -used interdisciplinary theories of adaptation as a conceptual framework to clarify the adaptation process of international students. This study incorporates these four points in its methodology in an attempt to contribute to the literature. Literature on Korean Students in U.S. A thorough review of the literature has revealed that very little research has been conducted on the Korean student population. Thames (1971) conducted a study examining factors which influenced the plans of Korean students to return home. Similarly Shin (1972) conducted a study focusing upon the post graduate residency plans of Korean students attending universities in Michigan. Finally the review of 31* literature revealed a study by Kim (1966) which examined the relationships between personal characteristics of Korean students in Pennsylvania and their attitudes toward the Christian Churches in America. The only research found on the Korean population which was at all similar to the focus of this study was work which was done by Kim (1977, 1978, 1979) concerning the acculturation process of Korean immigrates to the U.S. Based upon her research, Kim (1977) developed a path analytic model to explain Korean immigrants' perceptual complexity. Data from her study indicated that the immigrants language competency, acculturation, motivation, and availability of host communication channels influence their interethnic communication with members of the host culture. Kim (1977:68) also added that: Although prolonged involvement in an ethnic community may ultimately delay the acculturation process, the ethnic community can play a significant acculturative function for the new immigrants in their early stages of acculturation. Although this information was obtained by researching Korean immigrants, Kims' findings might shed light upon the adaptation process of Korean students. The lack of research on the adaptation process of the Korean student population is evident. Recent mass media articles also indicate that there is a need for research in this area. In an article in the Detroit Free Press (January 25, 1983, p. 1) international students talked about their difficulty in adapting to the American University setting. There are so many international students here that nobody is much interested in any one of us. That's Myang T. Lira talking. He left South Korea two years ago to pursue a 35 degree in mechanical engineering at the University of Michigan. He works comfortably enough at his desk in the Walter G. Lay Automotive Laboratory on the Ann Arbor campus. But Lim has made few American friends, and he still finds America a strange and confusing place. In another article in Time (March 28, 1983, p. 52) the confucian work ethic of Korea is discussed. This great pressure to work and succeed or face disgrace certainly might have an effect upon the adaptation process of this student group. The literature reviewed in this section demonstrated that there is a need to explore the adaptation process of Korean international students. The unquestionable difficulty of this adaptation process in conjunction with the lack of research on this population make this point evident. Conceptual Framework Raines Model - Adapt In the late 1970's, Dr. Max Raines and a selected group of College Student Personnel students at Michigan State University began to investigate the adaptation process of students to the college environment. It was assumed tht if a clearer understanding of the transition process could be made, specific programs addressing the needs of these students might be implemented. A series of interviews conducted with students generated a preliminary list of areas which were reported as important to be confronted if students were to effectively cope. This list was revised as ongoing interviews with different groups of students were conducted. 36 Through this investigation certain commonalities emerged. common transactions were identified as: These 1) developing support, 2) adjusting expectations, 3) prioritizing goals and 4) transposing identity. In light of this research Jackson (1977) undertook a study of the adaptation process of 40 high-risk minority students to see if there were discernible differences for them in their adaptation in contrast with the findings of Raines and his associates. Jacksons study confirmed the Raines model but also found that "level of commitment" also played an important role in the adaptation process. In reviewing interviews and case studies which had been conducted the li3t of adaptive transactions were expanded to include activating commitment. Hopson Model - The Seven Phase Model of Stages Accompanying Transition In his review of related literature Hopson found that there had been few systematic attempts at describing the human experience of transition. Fink (1967) and Parks (1972) had described some of the stages that people pass through in coping with breavement. Kubler-Ross (1969) had a systematic model to account for people dealing with the fact of their own approaching deaths, and the reaction of their relatives and friends to this. At the macro-level Hopson discovered that sociologists and anthropologists had investigated the array of transitions that cultures as systems underwent. 37 Hopson concluded that what was still needed was the development of a model of transitional behavior which was developed as a separate entity rather than as an aspect of research projects which had very different foci. In his research Hopson, was heavily influenced by the model that Adams (1969) had developed to describe and understand the professional development of postgraduate students in the Organizational Behavior program at Case Western Reserve University. Following extensive interviewing with thirty-three students, Adams developed a framework that described their passage, psychologically, through the program, from being primarily self-oriented to involvement-oriented to instrumentality-oriented. As Hopson discovered other works on different transitions a general picture began to develop. Finally, the identification of the seven phase model of stages accompanying transition came about through the content analysis of reports from people who had attended transition workshops. Summary This chapter was a review of the literature concerning, adaptation, international students, concepts and theories of adaptation of international students, related studies to the adaptation of international students, and studies related to Korean students. Literature on adaptation is quite interdisciplinary, Heath (1965:37) writes that: To adapt is to so regulate behavior as to optimize simultaneously both the stability of the self-structure and their accommodation to environmental requirements. 38 A number of theories concerning the stages of adaptation are cited. Each of these theories has its own specific focus. Emphasis might be placed on researching particular adaptational stituations. Research on international students is a relatively new discipline which has evolved significantly over the past three decades. The review of the literature suggests that the state of the art is in need of improvement. Although the literature is prolific, a number of authors cited are critical of the quality of this research. Concepts and theories in international student research are generally underdeveloped. adaptation theory. of adaptation. This is particularly true in the area of A number of researchers have hypothesized on phases Variables such as population being studied, dimension of subjects life focused upon, and duration of time analyzed are important variables that affect the formulation of these hypothesis. The literature suggests that interdisciplinary theory or model building is needed. Related studies found in the literature did not contain a development of any specific theory or concept of adaptation. Rather these studies have predominantly focused upon a specific population and examined distinct problems of life styles and social relationships. Literature on Korean students in the U.S. is generally scarce but completely non-existent when analyzing the adaptation process. Adaptation of international students is an important phenomena which merits analysis. This review of the literature revealed that the Korean student population warrants research theories and concepts of the adaptation of international students require development, and that 39 an interdisciplinary focus and development of quality research methodology is needed in the area of international educational exchange. CHAPTER III DESIGN AND METHODOLOGY Introduction The research design and methodology for this study is presented in seven parts: 1) review of the purpose of the study, 2) procedure for identifying and selecting the study population, 3) review of the research questions, 4) presentation of the conceptual framework, 5) procedures for collecting information, 6) outline of the interview guide used to collect data, 7) explanation of how the information collected will be treated. Purpose of the Study The purpose of the study was to investigate the adaptation of a selected group of international Korean graduate students during their first five months at Michigan State University during the 1982-83 academic year. More specifically, this study described any evidence of stages or discernable patterns apparent in the adaptive process. Activities, of these international students, which helped or hindered this process were also investigated and described. White (1974) described adaptation as something which is done by all living systems in interaction with their environment. By definition, adaptation as it relates to human beings is an alteration in the structure or function of a person by which the person becomes 40 M1 better fitted to survive in his or her environment. The review of the literature in Chapter II revealed that international students in the United States have a great deal of diffioulty in adapting to their new environment. (N.A.F.S.A., 1981) The literature also indicated that a further development of theories and concepts concerning the adaptation of international students was needed. Furthermore researchers have indicated that theories and concepts found in general theories of social science, such as those used in the conceptual framework for this study, could be profitably applied to the intercultural experience of international students. Finally the review of the literature also revealed that very limited research has been conducted with the Korean international student population. Study Population DuBois (1956), Shelby and Woods (1960), Sanders (1961) and Ford (1969) among others have reported that all international students in the United States go through the process of adaptation to some degree in order to succeed during their sojourne. The subjects for this study were newly enrolled (Fall, 1982) Korean graduate students' attending Michigan State University. The literature also suggests that there are fifteen independent variables that affect the adaptation of these international students. (Lee, 1981). The sample of six students who participated in this study was drawn from a population of twenty-four Korean graduate students who met the criteria established for subject selection. In order to make the subject population as homogeneous as possible the investigator controlled for thirteen of the fifteen independent variables that affect the adaptation of international students as cited by Lee (1981). Two variables were included in the design of the study as areas of investigation. 1. The variables controlled for were: Age - Studies have shown that there is some correlation between age and adjustment problems (Gaither and Griffin, 1971; Han, 1975; Hull, 1978; Ho, 1965). These studies state that older students have more difficulty in adapting to their new environment. As a result of this information the investigator decided to select subjects that were all in the relatively narrow age bracket of 28-34. between the young and old age groups. This age bracket is In terms of graduate Korean students they are primarily the younger age range. 2. Sex - Porter (1962), Bouerazos and Leamy (1974), Collins (1976), and Durrett (1977) all found that sex difference appeared to be an important factor in adaptation. encountered more difficulties than males. Females Due to cultural norms it was felt that the sex of the investigator (male) would affect the interview process with female subjects. this reason all subjects selected were male. For The greater number of male subjects from which to chose to meet variable limitations was another deciding factor. 3. English Language Proficiency - This variable was also found to be related to foreign students adaption (Selltiz et al., 1963; Hull, 1978; Spaulding and Flack, 1976). Lack of proficiency 43 with English has been found to affect social and academic adjustment. All subjects included in the study met the minimum English language proficiency level set by M.S.U. to be able to carry at least a partial load of academic courses. This required an average score which is very close to or above 85$ in the areas of grammar, listening comprehension and writing. 4. Academic Level - A number of studies (Porter, 1962; Quinn, 1975; Collins, 1976; and Stafford, 1977) investigated academic level in relationship to adjustment and found undergraduate students had different adjustment difficulties than did graduate students. The investigator selected only graduate students as subjects for this study. 5. Sponsorship - The research indicates that students who were sponsored by groups other than families had fewer adjustment problems. The subjects for this study were sponsored by their families or themselves. This selection was made primarily because of a greater abundance of self sponsored subjects. 6. Length of Stay - A review of the literature by Spaulding and Flack (1976) concluded that length of sojourn has remained a confirmed, significant variable related to adjustment problems. All the subjects of this study arrived in the U.S. in July, August or September of 1982; therefore their exposure to American culture had been for the same short period of time. 7. Region of the World and Country of Origin - Spaulding and Flack (1976) in reviewing research concluded that the problems of foreign students tended to vary depending on the country or region of the world from which they came. To provide consistency with this variable all subjects in the study were Korean nationals. 8. Size of School - Research in this area (Selltiz et al., 1968; Nenyod, 1975) indicated that the size of the university influences the problems and satisfactions of foreign students. Smaller institutions are generally more able to respond to international students on a more individual basis and give them greater assistance. All subjects for this study were students at M.S.U. which had an enrollment of 42,000 students Fall quarter, 9. 1982. Orientation - Although orientation programs are often considered as tools to help foreign students meet their needs, overcome their problems, and facilitate their adjustment to American, life research findings are not conclusive about the effectiveness of these programs (Selltiz et al., 1963; Lozada, 1970; Longest, 1969; Kimmel, 1969) nevertheless all subjects selected for this study participated in the Fall orientation programs for international students at M.S.U. 10. Living Arrangements - Selltiz et al. (1963), Sirilboonma (1978), and Wilson (1975), in their research all found a correlation between living arrangements and success in forming social relationships. On campus living arrangements as opposed to other facilities, proved to be the most satisfying in this respect. All the subjects in this study lived on the campus of M.S.U. in either graduate residence hall or in a university apartment. 11. Employment at Home - Studies (Korch, Spaulding and Flack, 1976) have shown that there is a correlation between employment status and/or opportunities at home and perceived relevance of education. Both studies showed that students with no job waiting for them at home or vague career expectations were more apt to consider their educational programs as moderately to highly relevant. None of the subjects of this study had a definite job waiting for them at home. 12. Previous International Experience - Selltiz (1963) and Hull (1978), both found that prior foreign experience was positively related to the academic and emotional adjustment of foreign students. Four of the subjects of this study had no previous international experience. Two had very brief sojourns (ten days or less) to the U.S. on business, (at a time when they were with a group and could speak very little English). In light of this data the investigator concluded that none of the subjects had international experience of any consequence. 13. National Status Accorded - Morris (1960) found some support for the relationship between national status variables and adjustment variables. Koreans. All subjects in this study were 46 The two variables included in the design of the study were: 1. Marital Status: Durrett (1977)» Clark (1963), Siriboonmo (1978), and Han (1975) in their research found that marital status was an important factor in the adaptation of international students. These studies all found that more married students than single students were satisfied with their U.S. experience. As a result of this research the investigator decided to divide the six subjects into three equal groups of two each. students. The first of these were single The second were married students whose families were in Korea. The third group were married students who had their families with them in the U.S. Differences in the satisfaction of experience between subjects in these three groups were investigated. 2. Major Fields: Quinn (1975) and Hull (1978) in their research found that field of study was related to successful adjustment. The results showed that students majoring in liberal arts adjusted more successfully than those in the scientific disciplines. Four of the subjects of this study were in liberal arts curriculum, two were in science related disciplines. Differences in the subjects perceived success in adjustment was investigated. Information concerning newly enrolled Korean graduate students for Fall quarter, 1982 was obtained from the files of the Foreign Students and Scholars Office at Michigan State University. A final list of 47 twenty-four students eligible for the study was complied allowing for an equal distribution for marital status and major field variables. random selection of possible subjects was made. A The first six persons contacted who consented to participate in the study were selected. A mediator-interpreter was used by the investigator to facilitate the initial contact with the subjects who expressed an interest in participating. This mediator-interpreter was a Korean graduate student who had been at Michigan State University for three academic years and who was familiar with the study being conducted. In summary all the subjects were male Korean graduate students who lived on the campus of Michigan State University, had participated in the university orientation program and were independently sponsored. Table 3.1 deliniates the remaining variables accounted for. Table 3.f Variables Affecting International Student Adaptation. Previous Inter­ national Bxparlance English Language Profiolenoy (Toefel Soore) Length of stay (Arrival Date) Subjeot Age Hsrital Status U 20 Single N.A. Material Soienoe None 323 fi/10 Aoadealo Level Major Field V 29 Single H.A. Boonoaloa None 570 6/30 w 29 Married Paally in Korea Ph.D. Engineering 10 days USA In 1901 530 8/30 X * Harried Paally In Korea H.A. Coaeunloatlons 15 days . USA In 1979 503 9/A Y 29 Married Paally here Ph.D. Manageaent 20 days USA In 1970 ' 607 9/17 Z 29 Harried Paally here H.A. Phil­ osophy None 550 7/1 Research Questions Four research questions were formulated to facilitate the investigation of the adaptation of a selected group of international students to Michigan State University. 1. Do identifiable stages of adaptation become descernably 48 manifest among a selected group of international students at Michigan State University. The review of the literature in Chapter II revealed that a number of researchers had investigated the process of adaptation. Klein (1977) described four phases (spectator, adaptive, coming-to-terms, and predeparture) of adaptation in her research. Research by Lysgaard (1955) first described the "U-curve" hypothesis of adaptation. This hypothesis described adaptation as a series of stages that the adaptor must confront and come to terms with. Selby and Woods (1966), Tanner (1968), Becker (1968), and Gullahorn and Gullahorn (1963) each proposed a variation of this stage hypotheis. The literature revealed that no theory of adaptation for international students has been universally accepted. One dimension of this study was to explore whether stages of adaptation do in fact become manifest with this selected group of international students at Michigan State University. 2. What individual activities are perceived by participants as helping them manage the adaptive process? 3. What individual activities are perceived by participants as not helpful or as being potentially harmful to the adaptive process? Pruit (1978), Ford (1969), Hendricks and Skinner (1977), Klein (1971), Trifona (1977), Jammaz (1972), Pederson (1975) and Spaulding (1976) have reported that all international students in the United States go through the process of adaptation to some degree in order to succeed during their sojourne. 49 Heath (1955:37) wrote that: To adapt is to so regulate behavior as to optimize simultaneously both the stability of the self structure and their accommodation to environmental requirements. Furthermore Hall (1977:23) stated that: Because the adaptive process is one of feedback between the individual and the environment, internally the individual should be capable of selecting from the environment those things that are personally gratifying and fulfilling with regard to his own needs. Externally, the individual should have the ability both to accurately perceive the external environment free from distortion according to his own subjective needs and to impact the environment in such a way that he is able to create or foster a constructive rather than distructive climate. Research questions two and three are an attempt by the investigator to examine the process of adaptation by clarifying what activities participants felt helped or hindered in managing their adaptation. It is hoped that the investigators findings will further clarify the process of adaptation by determining what activities affect this process in a positive or negative way. 4. Is there a common pattern in the adaptation process of these students? Klein (1977), Ford (1969), Dubois (1956), Coehlo (1958), and Lysgaard (1955) have proposed theories on patterns of adaptation of international students. accepted universally. No theory on patterns of adaptation has been This investigator will examine patterns of adaptation which this selected group of international students manifest individually as well as collectively. Conceptual Framework The conceptual framework used for this study was the phenomena of 50 adaptation. Helson (1971) wrote that adaptation is generally accepted as one of the most important phenomena in behavior. Adaptation as it relates to human beings, is an alteration in the structure or function of a person by which the person becomes better fitted to survive in his or her new environment. Morris (1974:9) also wrote that: The will to adapt to change has to overcome an impulse to restore the past which is equally universal. It is the dynamic tension between the need to change and the desire to maintain the status quo that makes adaptation the complicated and multi-faceted phenomena that it is. White (1974:54) aptly adds that: Adaptation does not mean either a total triumph over the environment or total surrender to it, but rather a striving toward an acceptable compromise. The decision to determine where that compromise will take place is further complicated in a cross-cultural context. The review of the literature on the adaptation of international students revealed that very few studies have attempted inter­ disciplinary theory or model building in this research area. The models used in this study to focus upon the phenomena of adaptation and the research questions was such an attempt. Hopson (1981) developed a model of predictable stages accompanying life transitions. Table 3.2 Hopson Model - The Seven Phase Model of Stages Accompanying Transition. Transition ■ Pattern The Adaptation Proeeaa . ^ Poat transition DEPRESSION SEARCH FOR MEANI NO TEST!HO OUT LETTING X 51 The above deliniated model, formulated by Hopson (1980), provided the investigator with content through which to explore the research questions proposed in this investigation. The seven stages accompanying transition described by Hopson gave a context for the investigator to address the first research question. (Do stages of adaption become manifest among a selected group of international students at Michigan State University?) Hypothesizing that stages did exist, research questions two and three (What individual activities are perceived by the participants as helpful or not helpful in managing the adaptive process?) were addressed. Finally, by analyzing the information collected from research questions one, two, and three the fourth research question (Is there a common pattern in the adaptation process of these students?) was addressed. The Hopson model provided the investigator with a conceptual base through which to make observations. The Raines (1979) model of adaptation states that all adaptors experiencing a life change must negotiate a number of transactions (specific tasks or behaviors that help a person negotiate a fit with his/her environment) to successfully adapt to a new environment. model is divided into two phases, (coping and transformation). This Each of these phases is again divided into specific transactions. The phases of the adaptation process delineated in the Raines model gave a context to address research question one which looks for stages of adaptation with this selected group of students. 52 Table 3*3 Adapt Model - Raines Transposing Identity Developing Support Activating Commitment Critical Event Coping rnase Transformation — > Phase Adjusting Expectations Prioritize Goals The framework of the Raines model provided the Investigator with a context In which to address research questions two and three (What individual activities are perceived by the participants as helpful or not helpful in managing the adaptive process?). The hypothesis of the Raines model is that all persons adapting to a life change must negotiate, to some level, these transactions in order to successfully adapt. These transactions would certainly be labelled positive activities. An analysis of the first three research questions, with the Raines model as a conceptual framework, also assisted the investigator in probing research question four which asked whether there are common patterns in the adaptive process of the participants in the study. Procedures for Collecting Information On October 1982 the investigator met with Ms. Peggy Miller of the International Student and Scholars Office at Michigan State University. At that time Ms. Miller, in her capacity as an International Student Adviser in the International Students and Scholars Office at Michigan State University, agreed to write the investigator a letter of introduction addressed to newly enrolled Korean graduate students. 53 This letter supported the study being conducted and asked students to participate, if at all possible. is to be found in Appendix A. A copy of this letter of introduction Ms. Miller, also gave the investigator access to the student files of all newly admitted M.S.U. Korean graduate students. The information in these student files assisted the investigator in selecting potential participants for the study. The fifteen variables affecting adaptation cited in the N.A.F.S.A. (1981) study were the criteria used for participant selection. Between October 8th and October 10th, 1982, potential participants for this study were contacted by the investigator and a Korean graduate student who acted as an interpretor/facilitator (this interpretor/facilitator had been a student at M.S.U. for three years and was very familiar with the study being conducted). An initial meeting with each of the potential participants was arranged by the interpretor/facilitator through telephone contact. The agenda at each initial meeting oonsisted of: 1. Introduction of the investigator and facilitator to the Korean graduate student. 2. Presentation of the letter of introduction written by Ms. Peggy Miller of the International Student and Scholars Office at Michigan State University. 3. An explanation of the purpose and methodology of the study as well as the time commitment expected, was clearly explained. At this time each person contacted was asked whether they had any questions concerning the study or their participation in it. 54 4. Each person approached, was asked whether they were interested in participating. If they declined, this initial contact was terminated with grateful appreciation for their time. Persons who agreed to participate were asked to sign a letter of consent. A copy of this letter is contained in Appendix B. In conclusion a convenient date, time, and location for the first interview was arranged. White (1974) in commenting upon the time dimension of adaptation stated that an individuals ability to adapt should not be judged on the basis of short term observation. instant. "Strategy is not created on the It develops over time and is progressively modified in the course of time" (p. 29). This study was comprised of eleven interviews with each participant and conducted over a five month period. Generally, interviews were conducted at a two week interval, (exceptions are noted with an asterisk on Table 3*4). followed the same basic format. included additional questions. All interviews Interviews one, nine, ten, and eleven A listing of these additional questions are to be found in appendices D,E,F and G respectfully. The interviews were conducted at locations which were convenient for the participants. In all cases, the interviews were held in appropriate and quiet places such as the subjects rooms or apartments and empty classrooms. to sixty minutes. The interviews generally took between forty-five All participants agreed to be tape recorded and tape recordings were made of all interviews. 55 Table 3*4 Interview Participants Interview Schedule Conducted Between These Dates Interview Conducted Between These Dates 1 October 14-22 7 January 13-16 2 October 28-31 8 January 27-30 3 November 11-14 9 February 10-13 4 November 25-28 10 February 24-26 5 December 8-9 *6 •11 March 25-27 January 3-5 The rapport developed between the investigator and participants, without exception, was extremely cordial. The participants were very willing to talk about their experience of adaptation to M.S.U. All participants were candid in their disclosures and expressed positive feelings about having participated in the study. Interview Guide The primary methodology used to obtain germaine information for this investigation was through semi-directive interviews. Kerlinger (1965) defines the interview as, "a face-to-face interpersonal role situation in which one person, the interviewer, and a person being interviewed, the respondent, responds to questions designed to obtain answers pertinent to the research problem" (p. 469). The interviewer asked the respondents to talk about personally significant experiences which had occured to them since the last interview. The interviews were semi-directive in as much as the respondents choice of what they disclosed was their own. 56 The methodology for eliciting more detailed information concerning incidents which the respodents disclosed was through the use of a probing paradigm for transitions which was designed by Dr. Max Raines of Michigan State University. Table 3.5 A Probing Paradigm for Transitions Thoughts prior, during, and after the inoident Description of a recent and personally slgnlflont experience Subsequent action, If any Effect or outoome of action Reflection on slgnlfloanoe or meaning Feeling prior, during, and after the Incident This paradigm begins with the respondent describing a recent and personally significant experience. The interviewer probes for more explicit information by asking the respondent to talk about: 1. Any thoughts they might have had prior, during and after the incident. 2. Any feelings they might have had prior, during and after the incident. 3* Any subsequent action taken by them since the incident. 4. What has been the effect or outcome of the experience. 5. Any reflection they might have on the significance or meaning derived from the experience. As with any research method, the interview has both advantages as well as disadvantages. Some of the disadvantages noted by Borg (1963), Macoby and Macoby (1954), Kerlinger (1965) are the high cost of the 57 research, the extra time included, and the difficulties associated with the analysis of the data. By the same token, two of the advantages of the interview are the ability of the interviewer to amplify a given point brought up in the interview and to probe for clarification of any ambiguous points made. In addition to these advantages and disadvantages of the interview technique, the literature has stressed the importance of utilizing the interview when exploring or investigating a new research area such as the one explained in this investigation. Kahn and Cannel (1959:119) wrote that, "interviews can be used in the first stages of inquiry to identify variables and relations between variables. Such relations may later be formulated as hypothesis for subsequent testing with observational or experimental data." Additional support for the use of the interview in exploratory and descriptive researoh, such as this investigation, was given by Macoby and Macoby (1954:68) when they noted that, "the interview process is a more flexible and adaptive technique and the process content of data collection can be better controlled. Thus, this makes the interview method particularly appropriate for exploratory research." Young (1966:215-216) adds further rationale for the use of the interview process by stating that the interview process involves: An exchange of ideas and experiences, eliciting for information pertaining to a wide range of data in which the interviewee may wish to rehearse his past, define his present, and canvass his future possibilities. . . . It is important to gain "a portrait of human personality" which is broad enough to encompass the social background that governs his scheme of life, and deep enough to reveal inner strivings, tensions, wishes, and changes in his behavioral relations. In free-flowing accounts, interviews may 58 suggest explanations of their behavior which may account for their motivations and actions and provide new insights not afforded by other exploratory techniques. The format for the interviews in this study, were an extension of the Probing Paradigm formulated by Raines. guide can be found in Appendix C. The complete interview Additional questions asked of respondents in interviews one, nine, ten, and eleven are to be found in Appendices D,E,F, and G, respectively. Measures Used in the Study In addition to interviews three instruments were administered in order to collect information about each subject. The information derived from the Michigan International Student Problem Inventory (M.I.S.P.I.) was used as a basis for comparison with the information shared by the subjects through five months of interviews. Initially the Myers-Briggs Type Indicator (M.B.T.I.) and the Rotter Internal-External Locus of Control Scale (R.I.E.L.C.S.) were to be used to examine if other personality variables might affect the adaptation process of the subjects of this study. After the instruments had been administered they were found not to be effective due to difficulties in cross-cultural interpretations. Therefore the M.B.T.I. and the R.I.E.L.C.S. were eliminated from the data pool of this investigation. The three instruments were given to each subject during their tenth interview and collected from them at their eleventh. The investigator hand scored and compiled the data for each instrument. A 59 I. Michigan International Student Problem Inventory (M.I.S.P.I.) The M.I.S.P.I. was developed by Porter (1962) to assist international students in identifying problems and concerns which they have in adapting to a new environment. The basic assumption underlying the development of the M.I.S.P.I. was that a large number of the problems which are characteristic of international students could be assembled. The inventory developed by researching this area migh help students express their unique areas of concern. The M.I.S.P.I. is a 134 question self administered instrument. The questions are comprised of a list of statements about situations that occasionally trouble students from other countries who are attending colleges in the U.S. The respondents are asked to circle the number to the left of the statements which are or were troubling them. They are additionally directed to go back to the numbers which they had circled and asked to place an X in the circle of the statements which were of most concern to them. Two additional questions which generate individual information are also included in this inventory. II. Myers-Briggs Type Indicator The Myers-Briggs Type Indicator (M.B.T.I.) was administered to each subject in the interest of generating a more complete profile of each person participating in this study. The M.B.T.I. is a 166 - item self administered questionnaire which was developed by Myers and Briggs (1962) to measure the variables in Carl Jung's personality typology. The M.B.T.I. consists of four scales: Extroversion - Introversion 60 (E-I), Sensing - Intuition (S-N), Thinking - Feeling (T-F), and Judging - Perceiving (J-P). Although all persons have an extroverted and an introverted side, use both sensing and intuition, judge with both thinking and feeling, and can adapt both the judging and perceptive attitude, the theory states that those who prefer and develop one mode over the other become qualitatively different types of people. The aim of the M.B.T.I. is to determine habitual choices between opposites. The 166 questions are in a forced choice format. Each scored item has one answer weighted in favor of the opposing preference. The. M.B.T.I. gives two seperate types of scores for each person. It classifies respondents on four dichotomous type categories and it also gives eight numerical scores. III. Rotter Internal-External Locus of Control Scale As with the M.B.T.I. the Hotter Internal-External Locus of Control Scale (R.I.E.L.C.S.) was administered to each subject in the interest of generating a more complete profile of each person participating in the study. The R.I.E.L.C.S. (Rotter, 1966) is a 29 item, self reported, forced choice test designed to measure beliefs about locus of control. The scale refers to a persons generalized belief and/or expectatancies that their life is controlled either internally or externally. External control occurs when events are interpreted as under the influence of outside forces such as chance, powerful others, or fate. Internal control occurs when an individual regards an event as under 61 the control of his/her own behavior, attributes, or personal control. The test has 23 items scored in the external direction and 6 filler items. Scores are computed by adding the total number of external responses. The highest possible score is 23 (most external). score of the instrument is in the 3.5 - 12.0 range. The mean Scores lower than 3.5 indicate an unusually strong internal locus of control. Those above 12.0 indicate an unusually strong external locus of control. Treatment of the Information The information collected for this investigation consisted of sixty-six personal interviews which were audio taped and subsequently transcribed. A thorough review of all transcribed interviews (Case Data - which are all the materials assembled by the investigator) was done to probe for information specifically relevant to the research questions. The germaine case data of each participant is included in the appendices in the format of case histories. These case histories were further condensed into case summaries (See Chapter IV) to provide the reader with an interpretive presentation of each subjects experience in adapting to Michigan State University. The case summaries were the primary information sources used to probe the research questions. Three additional measures were also administered to the subjects. Information from the M.I.S.P.I. was used in this study. 62 Summary In this chapter the research design and methodology for this exploratory study was presented. The purpose of the study was discussed, and the population was described. Furthermore, the research questions and the conceptual framework used to provide the investigator with a context through which to explore these questions was also presented. The semi-directive interview was used to obtain information concerning the adaptive process of this selected group of international graduate students at Michigan State Unviersity. Once obtained, the transcribed interview data was documented in the form of case histories. These case histories were futher synthesized into case summaries. CHAPTER IV PRESENTATION AND ANALYSIS OF RESULTS Introduction The purpose of this study was to Investigate the adaptation of a selected group of International graduate students during their first five months at Michigan State University. To present the findings of this investigation, this chapter is divided into five major sections. The first section consists of a summary of the information collected from each subject during the process of eleven interviews conducted over the five month period. In the second section the results of the Michigan International Student Problem Inventory is presented. Section three applies the information collected to the two models which make up the conceptual framework of this investigation. In the fourth section the investigator examines marital status and majors as variables to the adaptation of this studies' population. Presentation of Case Summaries The case summaries included in Chapter IV are a condensation of information obtained from a series of eleven interviews conducted over a five month period with the six participants of this study. A more complete documentation of this information is contained in Appendices H through M in the form of Case Histories. These Case Histories are a narrative version of all the tape recorded and transcribed interviews 63 64 conducted during the study. The case summaries for these subjects are presented as episodic live histories. Fitzgerald and Kupferer (1974), Ross (1962) and Dawnie (1976) state that when the research concern is to highlight events and episodes in one particular area, it is appropriate to include only those questions pertinent to that area rather than pursuing all possible questions concerning a life history. Since the focus of this dissertation is the process of adaptation, germaine information concerning that dynamic is included in these life summaries. Case Summaries Mr. U Introduction Mr. U was a twenty eight year old single male studying for a masters degree in material science at Michigan State Univeristy. from Seoul, the capitol city of Korea. He is A year before coming to the United States he had been an undergraduate student at Yansei University. He is sponsored by his family and hopes to also complete a Ph.D. in this country. Although he does not have a job secured for his return to Korea he feels confident that he will find one easily. Mr. U lives in a single room in a graduate residence hall on the M.S.U. campus. He arrived in the United States one month before classes began and stayed with some cousins in California to practice his English. Mr. U felt that his decision to come to the United States was well timed and a positive one. He felt that his country needed people in 65 his academic area in bhe future. When he first arrived, he stated that sometimes he felt lonely but that coming to the United States was a good idea because he would not have any distractions from his academic tasks. He stated that coming to the United States and adapting here was stressful for him. concerns. here. He particularly felt anxious about academic He noted that that he also felt a sense of freedom in coming Being in the United States meant that he would no longer be under the control of his parents. He also enjoyed the opportunity to meet students from many different countries of the world. His two biggest concerns upon arriving in the United States were food and his ability to speak and understand English. only expensive but also not to his taste. He found American food not He felt that his English ability would hinder his academic performance. times he could not understand his Initally, he stated that he Mr. U found that at professors in class. had confidence in studying here, but was hesitent until he received the results of his first exams. Mr. U impressed the investigator as being a fairly social person. He seemed to have a wide array of friends and was very involved in social activities of the Korean students living in his residence hall. He had a very pleasant demeanor and a good sense of humor* Throughout the study he felt quite comfortable in teasing the investigator. was a handsome individual who was also very athletically inclined. Athletics seemed to be his outlet for stress. He 66 Need b i l l • Z a U n rU tf Ifr . 14 I c a t a d c 10 1 2 ) 9 0 9 9 10 11 Throughout the five month interview period Mr. U stated that he felt stress. This was evidenced the mood scale. by his considerable fluctuation on Generally the drops in his mood were attributed to stress that he felt before examinations. at the fourth and tenth interviews. Examples are mood drops noted These interviews occurred immediately before examinations during the fall and winter quarters. The mood level at interview seven is an exception. Mr. U had broken his leg in a bicycle accident the day prior to this interview. Aoademio Adaptation Mr. U began the academic year with some hesitation concerning the academic system that existed in the United States. He adopted a wait and see attitude about how he felt he might do in comparison with other American students. Generally he felt stressed throughout the year because of the pressures of his academic program. He stated that at the time of his initial examination at the mid-point of fall quarter, he learned a great deal about the academic system. Mr. U was greatly 67 concerned about his academic performance. himself to study more throughout the year. satisfied with what he had accomplished. attained a 4.0 grade point average. He constantly seemed to push He never seemed to be During the fall quarter he After he had received these results he stated that he wanted to study more broadly. He noted that he now felt more confident about his academic ability within this system. Mr. IPs English proficiency was of great concern to him throughout the year. He stated that he had difficulty in understanding his professors and found papers very difficult to write. Generally he seemed quite satisfied with his performance during the fall quarter, and stated that he was looking forward to winter term. At the beginning of winter quarter Mr. U had an unfortunate accident that affected him for the duration of the study. by a car, while riding his bicycle, and broke his leg. was enrolled for three courses during winter quarter. He was hit Initially he Because of his lack of mobility, Mr. U decided to drop two of the three courses. Most of winter quarter was a struggle for Mr. U academically as well as psychologically. In spite of these physical limitations Mr. U was determined to succeed in his one course. grade point average. academically. performance. He stated that he wanted to maintain a 4.0 Mr. U consistently strived to do more and better His mood level was greatly dependent upon his academic At the end of winter quarter, Mr. U stated that he felt fairly confident, academically. He felt that he had learned to accommodate for the differences that existed between the American 68 academic system and that which he had experienced in Korea. academic performance was his number one priority. His When asked how he might divide his total energy between academic pursuits and social/cultural aspects of his life, Mr. U stated that 70} of his energy was devoted to academic pursuits while the remaining 30} was devoted to the other aspects of his life. Mr. U noted at the end of the interview period that his English proficiency was still a variable affecting his academic performance. However, he believed that as his English improved his academic performance would improve as well. Social/Cultural Adaptation Mr. U's exposure to American culture was primarily restricted to the university environment. As was previously stated, Mr. U had a very gregarious personality which helped him to meet a wide array of people who lived in his graduate residence hall. Although he was acquainted with persons from many different countries, the group of people with whom Mr. U spent the majority of time were other Korean students. These were the people that he generally socialized with and went to for advice. Mr. U's primary resource person at M.S.U., was his Korean Senior (a senior is a person who previously graduated from ones' high school in Korea). When attempting to make an academic or personal decision Mr. U consulted with his senior as well as his other Koren friends. In like, when Mr. U had his accident, these Korean friends were the persons who assisted him in getting to class and obtaining food in the cafeteria. 69 Mr. U expressed homesick feelings throughout the five month interview process. He stated that he missed his family and felt badly that he could not be with them. deal. He also missed his girlfriend a great Throughout the interview process he stated that he felt anxiety about making a decision to get married when he returned to Korea in the summer. He felt that being married would help him a great deal in succeeding in the United States. Marriage would not only provide him with an envirnoment that he felt comfortable with, but would also provide him some support. From time to time Mr. U expressed some regrets concerning the amount of time he spent socializing with his Korean friends since time with these friends was also time away from his aoademic pursuits. However Mr. U also seemed to suffer from a great deal of dissonance concerning time away from his academic pursuits. He felt he needed time to play sports and be with his friends to relieve his stress while at the same time he felt badly about not studying as much as he could. This ambivalence proved to be a struggle for Mr U. Summary In the five months of interviews, Mr. U generally seemed to be able to structure his environment in a way that seemed conducive for him to be able to achieve his academic goals in the United States. Academic pursuits were central to his life here and anytime away from these pursuits proved to be very difficult for him in his first two quarters at M.S.U. even though he maintained a 4.0 grade point average. As was previously stated, energy spent outside the academic arena was 70 generally with other Korean students socializing or playing sports. Mr. U's exposure to life away from the Michigan State University campus environment was very limited. During the duration of this study his world revolved around academics and the few students whom he had become acquainted with within the immediate campus environment. Other than Korean students on campus, Mr. U's secondary support system came from his relatives who lived in California. He always seemed to look forward to spending time with these relatives. Mr. V Introduction Mr. V was a 29 year old single male from Korea. After completing his undergraduate degree in economics at Keinyung University, Mr. V ran his family department store for two years. His family is sponsoring him to pursue a Masters degree in economics at Michigan State. He also hopes to stay in the United States to complete a Ph.D. in the same field. Although Mr. V does not have a position secured for himself upon his return to Korea, he is hopeful of being able to work with the government or a university. Upon first impression, Mr. V seemed to be a fairly friendly outgoing individual who enjoyed meeting people. The ambiance of our interviews, at least externally, were fairly relaxed. However, Mr. V expressed a discomfort at being asked questions by the investigator during the first half period of the study. Initially, Mr. V expressed a skeptism concerning the validity of the information obtained from this study. He felt that his adaptation could not be understood by 71 talking about the general things that happened to him from day to day and week to week. Nevertheless, Mr. V always seemed quite pleased with the opportunity to talk to the investigator. On a number of occasions he stated that our interviews presented him with a good opportunity to practice his English. Being able to speak English with an American was fairly rare for him. Mr. V lived in a single room in a graduate residence hall. His room was always meticulously arranged and contained a number of expensive personal items (color TV, stereo, etc.). Mr. V stated that the decision to come to the United States was his own. He felt that studying economics here would help him a great deal professionally. Upon first arriving in this country Mr. V felt that adapting to this environment would not be particularly stressful. At the time of our first interview he stated that he wanted to make many American friends. very well. However, he also stated that he did not understand Americans Their sense of humor and individualistic ways were puzzling to him. Mr. V also stated that his situation here would be much easier if he had a girlfriend and this was expressed throughout the duration of the study. Throughout the interview period Mr. V never waivered from stating that his priority while in the United States must be his academic program. This was his first priority. succeed here was extremely strong. He felt that his commitment to The only time he felt energy 72 directed away from his academic pursuits were during times of loneliness * Mr. V stated that the first 2 1/2 months of his tenure in the United States were very positive. At the time of the first interview, however, Mr. V did not have a very positive outlook. felt very lonely. He stated that he Upon arriving in the United States he made a conscious decision to not interact with other Korean students. a He remarked that he wanted to meet and begin to understand Americans. dilemma he faced was American people. The with the difficulty he experienced in meeting As a consequence Mr. V spent a great deal of time alone. Mr. V also experienced some difficulty with American food. Although the food in the cafeteria was not to his liking he statedthat he would continue to eat it because he had to become accustomed tothis type of diet. Seale - XMervtem Up. V i 5 « T i 9 to tr Throughout the five month period of interviews Mr. V seemed to be 73 struggling with two issues. These were loneliness and academic stress. As is previously stated, his low level on the mood scale at the time of the first interview was due to loneliness. A low placement on the mood scale at the time of the tenth and eleventh interviews was attributed to academic stress. Conversely the high placement on the mood scale during the fourth interview was linked to academic success. The holiday period of Christmas positively affected his mood level at the time of the fifth interview. This time was spent with Korean relatives and friends whom he visited for two weeks. Academic Adaptation Mr. V expressed consistant concern about his academic progress throughout the duration of the study. Although he expressed initial confidence in his abilities, his first experience with an examination alerted him to the differences between Korean and American academic systems. He stated that his success seemed to depend upon how well he learned the differences between the two systems. In his opinion, the American educational system was far superior to its counterpart in Korea. The time periods immediately preceeding examinations were very stressful for Mr. V. Throughout the duration of this study Mr. V's greatest priorities were his academic responsibilities. When asked how he might divide his energy output between academic and social pursuits he stated that 100} of his commitment was to academics. Social concerns were of no 74 consequence. Mr. V also expressed a concern about his English language ability. In his opinion, his lack of high language proficiency was a hinderence to his expected academic performance. difficulty in understanding At times he expressed some professors in class. Winter quarter was a period of academic struggle for Mr. V. He expressed a lack of motivation for working diligently at his studies. Eventually he decided to drop one of his classes. He stated that for a reason unknown to him he was not as motivated academically as he was during the fall quarter. Nevertheless, he succeeded in the courses which he completed and felt very positive about his chances for success during spring quarter. Throughout the interview period Mr. V maintained a 3.75 grade point average. Social/Cultural Adaptation Mr. V seemed to struggle a great deal with his social and cultural adaptation. A double bind situation was established by making his decision to not interact with Koreans, but to spend the time he had free to develop friendships with Americans. puzzlement about how Americans interact. Mr. V expressed a Through the duration of this study Mr. V had virtually no success in developing friendships with Americans. Consequently, he spent most of his time alone. Mr. V seemed to be very favorably impressed with the American culture and the American system. At one point during fall quarter he stated that he had the desire to become like an American person. It was not until Christmas break that Mr. V spent any time interacting with other 75 Koreans. Although he expressed a great deal of pleasure with this Interaction, (as is indicated on the mood scale) Mr. V chose the same social pattern during winter quarter that he had maintained during the fall. On numerous occasions Mr. V indicated that he felt discriminated against by American people. situations. This generally ocoured in off campus Mr. V did not verbally try to generalize this to the American population. Summary Throughout the interview process Mr. V seemed to be highly motivated to succeed academically. The majority of his energy was directed toward succeeding in this goal. Socially, Mr. V paid the price of isolation, by choosing not to interact with Koreans and attempting to make American friends. It is hypothesized by the investigator that Mr. V's lack of academic motivation during the winter quarter might be, in part, a consequence of social isolation. Mr. W Introduction Mr. W was from a city in Korea with a population of 500,000 people. However, for the last ten years he had been living in Seoul. He is 29 years old, married, and has one daughter. Mr. W's family did not accompany him to the United States for the fall quarter, but joined 76 him in late December. Mr. W completed his undergraduate and masters degree at Seoul National University in mechanical engineering. He arrived in the United States in late August and will be here for three to five years pursuing a Ph.D. in mechanical engineering. Upon his return to Korea he hopes to obtain a teaching position at a university. sponsoring his academic sojourn to the United States. His family is Mr. tf had visited the United States once before in 1931 for a ten day business trip. He stated that coming to the United States to study was his own decision, although he had been greatly encouraged by his family. At the onset of the study he reported that he was interested in transferring to a university with a higher academic standard than Michigan State. Before beginning classes Mr. W noted that he felt under a great deal of pressure because he did not know what to expect, academically. He was also worried about his commitment to study here. Early in the fall quarter however, he stated that he felt that both his commitment and level of confidence had grown. In order to prepare to come to study in the United States Mr. W had taken conversational English classes and had watched the American Forces Television Network in Korea. Initally. Mr. W felt reticent to do anything but focus his attention and energy upon on his academic duties. The amount of money that his family was spending in order to send him to the United States to study made him feel that he had to be very devoted to academic success. He also stated that he had very few diversions such as friends or places to go for distraction from his academic responsibilities. He reported that his goal in the United States was not to enjoy but only to study. He also found it difficult to spend money on enjoyable activities or products because everything was so expensive here. Initally, he stated that his two greatest problems here, were his English language ability and loneliness. Another aspect of life that he found quite difficult was the adjustment to American food. Mr. W impressed the investigator as being an extremely pleasant individual with a very warm captivating smile. He seemed to be a very quiet person who was fairly serious in his outlook on life. He was also quite thoughtful in responding to the investigators questions regarding events that happened to him in his daily life. He seemed quite willing to share his honest feelings about the various issues concerning his life. Although Mr. W did not have a wide array of friends, it seemed that the few friends that he had were quite close. There were three Korean individuals at M.S.U. who had attended the same high school as Mr. W. His primary source of support seemed to come from these persons. Mr. W had a delightful family. His wife was extremely pleasant. He also had a very inquisitive and lively young daughter. Whenever an interview was conducted in his home the reception received by the investigator was extremely warm and hospitable. His wife was also very interested in questions that the investigator was asking her husband. She enjoyed listening to the interview sessions. This was a good 78 opportunity to practice her English. H N i kill • U U r w t m Hr. W lUUIUtt 1 2 3 * 5 6 7 8 9 10 11 loetrviaw Mr. W's moods fluctuated fairly consistently during the duration of this study. The major issues that seemed to affect Mr. W's moods were academic pressures and loneliness (during the fall quarter). The lower placement on the mood scale at the second, eighth and eleventh interviews were directly related to academic pressures. Mr. W's low placement on the mood scale at the time of the third interview was attributed to the loneliness that he experience by being separated from his family. In contrast, the high placement on the mood scale at the time of the fourth, fifth and sixth interviews were related to a relief of pressure concerning this major issue. Spending some social time with Korean friends helped Mr. W feel better at the time of the fourth interview. A high placement on the mood scale at the time of the fifth interview was related to a relief from examination pressures. His families' arrival to the United States can explain the high score on the mood scale at that time of the sixth interview. 79 Academic Adaptation Mr. W felt that coming to study in the United States was a very positive decision. He felt that a degree from a university in the United States would be very advantageous for him in finding employment in Korea. Initally Mr. W felt that his academic adaptation had not proven to be particularly difficult. graduate classes. During the fall quarter he took under­ He was committed to studying very hard but nevertheless was anxious about his initial examinations. Mr. W was also concerned about his English proficiency and felt, at times, that language inadequacy was hindering him in fully understanding what the professors were saying in class. Mr. W stated that he was working much harder at academic pursuits here in the United States than he had Korea. succeeding aoademioally. He was very committed to He stated that he felt very positive about the American academic system. His two major difficulties were in understanding the manner of interaction between professors and students here in th U.S. and his lack of language proficiency. When Mr. W was asked to divide his energy between academics and other aspects of his life he stated that 100> of his energy went toward academic pursuits. for him. Social and cultural activities were not a priority Mr. W stated that his moods were very much connected to academic pressures. academic performance. He had very high expectations concerning his During the time of this study Mr. W maintained a 4.0 grade point average. 80 At the conclusion of this study Mr. W stated that he felt that he had adapted quite well to the academic system. He did state that he would like to develop more confidence in his English language ability. Inasmuch as he spoke Korean 70% of the time, this was somewhat of a problem for him. At the onset of this investigation Mr. H stated that he was not particularly interested in spending time with other Korean students but would like to spend time with American or other international students to practice his English language ability. Initally, upon his arrival at Michigan State University Mr. W noted that he had received a considerable amount of help from other Korean students, particularly one of his Seniors. Social/Cultural Adaptation Mr. W stated that he found it quite difficult to meet American people. Because of his decision not to interact with other Koreans he found that he was spending considerable of time by himself and was quite lonely. It was also quite difficult for him to be separated from his family. His loneliness was ameliorated at the end of fall quarter with the arrival of his family from Korea. Although there were adjustments to be made in Mr. U's living circumstances his family's arrival was seen a very positive. Mr. U's living circumstances changed considerably a3 a result of this event. He moved to the university apartments with his family; he was able to eat Korean food; and his social interactions with other Koreans increased considerably. In addition, his feelings that his wife and child needed to interact with the families of other 81 Korean students changed his social interactive pattern as well. Generally, as the academic year progressed, Mr. W interacted more with other Korean persons. Three Seniors whom he had met at M.S.U. provided him with considerable support. Although he felt that he did not have intimate friends as he had in Korea he was satisfied with his general support system. Summary Generally Mr. W felt that his cultural adaptation to the United States was adequate. Most of the time that wasn't devoted to academics was spent with his family or other Korean students. Mr. W ’s first priority in being in the United States was to achieve academic success. During the fall quarter his initial concerns were food, language, and loneliness. The arrival of his family seemed to have a very great effect on eliminating two of these three concerns. Their presence provided support for him as well as an environment that felt confortable. His wife’s cooking provided him with the opportunity to eat food to which he had been accustomed. Generally, Mr. V felt very confident concerning his academic performance and quite comfortable with his most recent living environment. Mr. X Introduction Mr. X was a 34 year old, married, male, Korean graduate student pursuing a masters degree in communications at Michigan State University. He was from Soeul, the capital city of Korea and, until 82 the time of his arrival in the U.S., was a journalist in that city for the past ten years. Mr. X initially thought that he would stay in the United States for two years and return to Korea for a career in journalism. His dream was to be able to improve his English to the point of complete fluency. Fluency he felt, would assist him in being able to work with the 1988 Olympics which will be held in Korea. Mr. X was financially supported by his family and his wife who is a university professor in Korea. He lived in a graduate residence hall on the M.S.U. campus until December when he was joined in the U.S. by his wife and two small children. Coming to the United States was the decision of Mr. X and his wife. They spent considerable time in making this decision. that he was coming to the United States a little but was very committed Mr. X stated that this environment. His He felt late in his career, to succeeding here. he felt quite prepared to deal with adapting to initial concerns were with his change in diet, missing his family, and language difficulties. Initially he felt somewhat isolated from other Korean students because of the large age discrepancy between he and they. Although he wanted to develop friendships with Americans, he felt that this would be difficult because of his shy nature and lack of understanding of American culture. Initially, he also stated that he did not expect very much from the American culture. His goals there were to succeed academically and to improve his English ability. The role change between being a journalist in Korea, and preparing to be a journalist in the United 83 States, also caused Mr. X some conflict. Mr. X impressed the investigator as a thoughful and sensitive individual. He was quite reflective about his experiences in the United States. He spent a great deal of energy in attempting to understand the adaptation process as he was experiencing it. Mr. X was also a very devoted father. His children, particularly his son, were the pride and joy of his life. The initial four months of separation from his family was extremely difficult for him. Although shy in nature, Mr. X seemed to enjoy interacting with other people. He was the central hub of much of the interaction that occurred between Korean social students at M.S.U. Mr. X ’s mood levels were primarily affected by academic stress and loneliness. In some ways academic concerns helped him forget his loneliness during the first part of fall quarter. The drop in themood scale at the time of the third interview can be directly attributed to the loneliness that he allowed himself to feel as a result of the HMtf Sotit - XBUrttOf X kiuiteto Daprcaaad i 1 2 J • * 6 T laiarrlav 8 9 tO tl 84 separation from his family. The rise in the mood scale during the fourth through the eighth interview periods were related to the arrival of his family in the United States. Although Mr. X stated that he felt stressed during examination periods, he did not fluctuate to any great extent on the mood scale. The only exception to this stress pattern was at the time of interpersonal conflict with neighbors in the university apartments. This situation at the time of the ninth interview did affect his mood quite dramatically. Academic Adaptation During the first couple of months of his tenure in the United States Mr. X devoted most of his energy to academic endeavors. A variable to his academic success, was his limitation with English language fluency. This limitation with English was of major concern to Mr. X. During fail quarter success in the academic course which he was enrolled gave him confidence to pursue his academic goals for the winter quarter. Mr. X stated that the three major adjU3tments that he had to make to be successful in this academic environment were: to change his style of studying from rote memory to the application of theoretical concepts; adapting to a different style of examinations; and becoming accustomed to the differences in human interactive patterns between professors and students in the United States. Mr. X felt that he was 85 successful in adapting to these changes during Fall quarter. According to Mr. X the winter quarter was much better for him than Fall. His English language ability, although still restricted, had improved. The major academic adjustment that he had to deal with during the winter quarter was in applying American media theory to the Korean reality. Translating this theory to the Korean context was of significant importance to Mr. X throughout the duration of the study. Mr. X stated that his Korean friends helped him a great deal in adapting academically. When asked to divide his total energy between academic and social/cultural adaptation he stated that 70£ of his energy was related to academic concerns. The remaining 30? was devoted to social/cultural adaptation. Social/Cultural Adaptation Initally Mr. X felt quite isolated at M.S.U. He desperately wanted to make American friends but was quite confused abut the social interactive patterns of this culture. His primary social interactions during fall quarter were with other Korean students and his Italian roommate. When Mr. X would allow himself to think about his separtion from his family he would feel extremely lonely. for them earlier than planned. This prompted him to send He felt that with his family's presence would have a positive effect on his academic performance. There was an initial period of adjustment upon his family's arrival. He was also pressed to change his academic schedule. The amount of hours devoted to studying had to be decreased in order for 86 him to spend more time with his family. Overall Mr. X consistently felt very positive about having his family in the United States. This personal situation also increased his interaction with other Koreans but decreased opportunities to interact with Americans. Summary Generally, it can be said that Mr. X felt that he had adapted reasonably well, to his academic work. He maintained a very good G.P.A. and seemed satisfied with his learning. It can also be added that Mr. X was more satisfied with his lifestyle after the arrival of his family. This, nevertheless presented a different assortment of difficulties in terms of how he accomodated all of his responsibilities. Mr. X felt more confortable with the English language as the year progressed but also interacted with Americans less. American culture was still a confusing entity to Mr. X at the conclusion of this study. Mr. Y Introduction Mr. ¥ was a twenty-nine year old married male who had come to the United States to pursue a Master degree in Philosophy. He also hoped to continue his academic career and complete a Ph.D. in the U.S. Holding these degrees would aid him in becoming a university professor upon his return to Korea. His family was sponsoring him for the duration of his stay in the United States. 87 Before coming to the U.S. he worked in his family's busness. In preparation for his academic program at M.S.U. Mr. Y studied English in Detroit for two months. Mr. Y felt that he had come to the U.S. a little late in his life. He would have preferred coming here a few years earlier. His main motivation for choosing the U.S. as a place to study was linked to his interest in learning American Philosophy. to the U.S. was particularly stressful. He didn't feel that coming Upon arrival his major concern was in reference to his English language ability. Another concern was in being able to make friends. Mr. Y felt that he had a very strong commitment to succeed academically. He had not done anything special in Korea to help with the adjustment of coming to the U.S. Mr. Y initially felt quite confident in his chances for academic success here. Throughout the duration of this study, Mr. Y frequently commented that he missed Korea, his family, and friends. His main resource system in the U.S. were his wife, his Senior and Korean students. At the onset of the interview period Mr. Y expressed a puzzlement with American culture and some of its norms. Nevertheless he felt positive about his living circumstance in the university apartments. Mr. Y impressed the investigator as a warm, and quietly thoughtful individual. He consistently welcomed the investigator to his home in a very cordial manner. honestly shared. nature. His responses to questions were thoughtful and Mr. Y's appraoch to life was quite philosophical in He seemed to grapple with issues with considerable vigor. 88 Mm* Seale • teterUew Its Y ■eetatlcio Oepreaaed 1 1 2 J • ? « 7 • 9 10 11 tecerview Mr. Y was generally consistent with where he placed himself on the mood scale throughout the five month duration of this study. not fluctuate to any great extent. He did At the time of the second interview he thought hat he had failed his first examination in the United States. This had a significant effect upon his mood. The only other occation which precipitated a drop in the mood scale was following Christmas break. At this point Mr. Y and his wife both experienced strong feelings of loneliness for their families and friends. Academic Adaptation Initially Mr. Y had some difficulty in adjusting to the American educational system. A different style of testing in conjunction with language difficulty affected Mr. Y's level of confidence in his ability to succeed within this system. After some setbacks, he succeeded in adjusting to the academic system and performed well. Throughout the duration of the study Mr. Y maintained a 4.0 grade point average. Although he had become accustomed to the required examination 89 requirements in this environment he consistently stated that his lack of language proficiency was greatly affecting his ability to learn even more. During winter quarter this language handicap also encumbered his ability to verbally partipate in a class which required this form of participation. He stated that he liked the American educational system and enjoyed the material which he was studying. He added that he experienced less academic stress during winter quarter than he had during fall. Uhen asked to divide the energy he expended between academics and other dimensions of his life he stated that he gave academics 90$ of his energy and 10$ to the other social/cultural dimensions of his life. Social/Cultural Adaptation Mr. Y attempted to establish a routine lifestyle for himself in the United States. campus. He stated that he never felt comfortable off The apartment which he shared with his wife seemed to be a haven for him. He expressed some confusion as to the rationale for American cultural norms, and occasionally was critical of this culture. He felt that Americans generally had a boring lifestyle. Mr. Y did not establish any relationships with Americans during the duration of this study. He felt that he had very little opportunity to meet Americans. His days were spent in class, the library, and at home with his wife. Mr. Y did spend time with other Koreans, particularly, his Senior, who also studied philosophy. At times he seemed to enjoy this interaction, but generally preferred to 90 spend time alone. He remarked that his Senior and other Korean students had been helpful to him in adjusting to this new environment. Most of this assistance was informational in nature. Throughout the year both Mr. Y and his wife expressed difficulty with feelings of loneliness. Their uninteresting lifestyle led to considerable reflection to times past. Holiday periods were particularly difficult. Summary In conclusion, it can be said the Mr. Y seemed to adapt fairly well academically. His 4.0 grade point average and an expressed contentment with materials learned substantiated this observation. Through the end of the study Mr. Y remained fairly isolated from Americans and the American culture, and to some extent from other Korean students as well. His interaction with other Koreans, although important, did not seem important. * Mr. Z Introduction Mr. Z is a twenty-nine year old married male with one daughter. Before coming to the United States to pursue a Ph.D. in marketing he was a cadet instructor in the military with the rank of captain. Mr. Z received both his undergraduate as well as an M.B.A. from Seoul National University. He arrived in the U.S. with his family in mid 91 September. Mr. Z had been in the United States once before in 1978 for a twenty day business trip. Mr. Z felt that coming to the U.S. was very necessary for his career and felt that this change in environment would not be particularly stressful. He felt that he was a little old, compared with other Korean students, to begin this program but stated that his t three years in the military had delayed him. His commitment to succeed here was very strong and linked to future career goals which included teaching in a Korean University. Mr. Z felt that he hadn't done anything in particular to help himself adapt to the United States. He felt that his academic position in Korea had been adequate in helping him remain attuned to academic life. Initially, the most difficult problems that he encountered were with finding housing and dealing with his daughter's illness. Both of these situations were of a fairly short term duration. Mr. Z felt that coming to the U.S. was a freeing experience for him. He no longer had to contend with the structure of the military. The role change from Assistant Professor to student, however, was initially difficult. Mr. Z felt that he would not experience any immediate gains from this change of situations although he felt that this might happen in the future. Mr. Z felt positive about his family having accompanied him to the United States to provide support as well as a positive living environment. Language proved to be of primary concern. His lack of facility in 92 expressing himself made him feel dwarfed intellectually. Upon first meeting Mr. Z he impressed the investigator as being a rather formal, serious, and somewhat controlled individual. He was very precise in his manner as well as in his response to questions. He normally shared his thoughts about his situation after a considerable pause to reflect upon what he might say. His responses seemed very honest and were always given in an exacting and gramatically correct form of English. HMi teal* - Srttrtlt* 2 S«prtiH d t t 2 3 » ? 4 T • » 10 11 tneerrlav The levels at which Mr. Z placed himself on the mood scale were somewhat indicative of his manner in dealing with his adaptation to the United States. The fairly low position at the time of the first interview was a consequence of some difficulties in finding housing and dealing with his child's physical illness. After that point Mr. Z consistently placed himself at eight on the mood scale. He seemed to establish a personal environment that was supportive for himself and appropriate for the accomplishment of his academic goals. He always impressed the investigator as being in control of his academic 93 pursuits. Even though he might have felt pressure during the period of exams, he never allowed this to affect him externally. Without making any psychological interpretations per se, Mr. Z either was a very precise and exacting person in the performance of all his duties or had a very effective denial system. Academic Adaptation Throughout the duration of this study Mr. Z felt quite confident in his ability to perform academically. His fluency in English was his major concern for the five month interview period. During the Fall term he experienced difficulty in the class participation aspect of one of his courses. As a consequence, he received a lower grade than he felt he desired. Throughout this period Mr. Z had reasonable expectations of himself in conjunction with this obvious limitation. Academics were the central priority for Mr. Z in his life at M.S.U. When asked to divide up his time between academics and other dimenisons of life he stated that 70$ of his energy was devoted to academic pursuits. Of the other 30$; 25$ was linked to time with his family and 5$ to other social/cultural activities. Mr. Z quickly adapted to the academic procedures of the system at M.S.U., but had much more difficulty with interpersonal interaction with professors and students. This continued to be a concern for him throughout the duration of this study. Mr. Z stated that winter quarter had proven to be even better than fall. He felt that at times he forgot the fact that he was studying in the United States. Language was the only perceivable difference at 94 these times. Mr. Z was generally satisfied with his academic program. Social/Cultural Adaptation In the five months of interaction with Mr. Z the investigator noted that dimensions of life other than academics were quite secondary to him. Although he expressed a strong interest in meeting Americans, Mr. Z did not make any progress in this area until the spring quarter. On a number of occasions he stated that Americas were very difficult to meet. Mr. Z stated that his family was his primary support system here. Other Korean friends, Seniors, and one relative living in Washington made up the rest of this support group. His Korean friends on campus assisted him academically and provided social and recreational outlets for him as well. Mr. Z stated that although he felt quite comfortable in the campus environment, this level of confidence diminished greatly in off campus settings. Mr. Z felt that establishing a routine lifestyle during the school term would assist him in succeeding with his course work. Summary In summation, it can be said that Mr. Z seemed to adapt quite successfully in the academic realm. Other dimensions of his life, were managed to enhance this primary goal at M.S.U. exposure to Americans and American culture. Mr. Z had limited He established a Korean support system that felt comfortable and adequate in meeting his 95 personal, and academic needs. Measures Used In the Study In addition to interviews the Michigan International Student Problem Inventory (M.I.S.P.I.) was administered in order to collect information about each subject. The information derived from the M.I.S.P.I. was used as a basis for comparison with the information shared by the subjects though five months of interviews. This instrument was given to each subject during their tenth interview and after completion of the instrument by the subjects, collected from them at their eleventh. The investigator hand scored and compiled this data. I. Michigan International Student Problem Inventory (M.I.S.P.I.) The M.I.S.P.I. was developed by Porter (1962) to assist international students in identifying problems and concerns which they have in adapting to a new environment. This instrument is a 13^ question self administered instrument. The questions are comprised of a list of statements about situations that occasionally trouble students from other countries who are attending colleges in the U.S. The respondents are asked to circle the number to the left of statements of problems which are or were troubling them. They are additionally directed to go back to the numbers which they had circled and asked to place an X in the circle of the statements which were of most concern to them. Two additional questions which generate 96 individual information are also included in this inventory. Appendix P contains a summary of the most common (any concerns specified by two or more subjects) concern areas. Additionally, Appendix Q, summarizes the responses to the individual questions. The M.I.S.P.I. revealed some interesting information about the concerns of this student group: 1. The lack of facility in the use of the English language was the most common concern expressed by this group. 2. Difficulty encountered in communicating and developing relationships with Americans was the next most prevelant concern. 3. Other expressed concerns were feeling discriminated against, feeling under tension, financial difficulty, grades, and finally in being able to find a job when they returned home. 4. The most prevelant support groups for these students were other Koreans followed by academic advisors and international student advisors. Conceptual Framework Raines Model - Adapt The Raines (1979) model of adaptation states that all adaptors experiencing a life change must negotiate a number of transactions (specific tasks or behaviors that help a person negotiate a fit with his/her environment) to successfully adapt to a new environment. model is divided into two phases (coping and transformation). these phases is again divided into specific transactions. This Each of 97 These transactions will first be examined as separate entities. In discussing each transaction as it relates to the adaptive process the investigator will: 1. define the transaction. 2. quote statements made by subjects that relate to that transaction. 3> summarize the investigators' perception of the manner in which the subjects as a group experienced the transaction. Finally the two phased structure of the Raines model will be examined as it related to the experience of the subjects of this study. An overall assessment of the ADAPT model as it applies to this group will be final component of this section. Table 4.1 CRITICAL EVENT ACTIVATING COMMITMENT Raines Model - Adapt DEVELOPING SUPPORT TRANSPOSING IDENTITY COPING PHASE TRANSFORMATION PHASE ADJUSTING EXPECTATIONS PRIORITIZE GOALS Activating Commitment A persons success in adapting to a new environment requires an acknowledgment of changes in their environment as well as a re-affirmation of their decision to make this transition. The following is a sample of statements made by the subjects which 98 address the manner in which they negotiated this transaction. Mr. U. -My decision to come here and study in the United States was my own. I think that this will be beneficial for me in my career. -This is why I decided to come here. my academic area in this country. There is so much to learn in -I spend most of my time in the library. -Then I think doctor. That that I must study harder tofinish and become a is my purpose and one of my family as well. -I am trying to change my pattern here. times. I must study hard at all Mr. V -I think that to study economics in the U.S. will be very beneficial for me in my career in the future. I think, coming here to study is a very positive move forme. -I think that I have a very strong commitment to study here. The only times 1 have some struggle with thi3 is when I feel lonely. -I am here to learn the American way. 1 want to have American friends. But up until this point I have not had the opportunity to meet Americans. I find this a little difficult. Relationships are difficult to form here. -Sometimes my mood is affected by things that happen to me. find I rebound quickly. But I -My life is still very routine. But I must study harder. I am not spending time with other people. I must apply myself to my academics. -I must put myself on a steady schedule next quarter. better with that. I will do Mr. W -I think that it is very desirable to come to the U.S. to study. In fact, if I get a good grade point average my first year here, I want to transfer to a better university. -It's only academics that I am concerned about. 99 Mr. X -I think that with the knowledge I obtain here I will be able to improve my job performance. I have a high level of commitment to succeed here. -I think that I have done better winter quarter than fall. I understand how the academic system works and also how to apply my learning here to the Korean system. Mr. Y -I haven't changed my commitment to coming here. I am very interested in learning the American approach to philosophy.I feel very good about my decision to come here. I hope to be able to go back to Korea and teach in a university. -I am contented with studying in the U.S. with what I wanted. This has provided me Mr. Z -I feel that coming here is highly desirable. -I feel a strong commitment to obtaining my Ph.D. here, because it will greatly assist me in my future career. -I find that I am much freer here than I was of the military. in Korea being part -I am not greatly affected by the difference in systems. When I finish my studies I will go back to Korea. I am not going to let this system bother me. Interpretation It is the perception of the investigator that all the subjects of this study affirmed their commitment to succeed in their academic pursuits in the United States. of the question. To "not finish," was consistently out Each subject experienced time periods of great stress because of this expectation for success. This commitment to succeed was also generally linked to an anticipation of a better future. In the duration of this study, the majority of each subjects' 100 energy was directed toward academic pursuits. The life of each person, whether single or married, revolved around their academic program. Other changes, such as cultural norms were not a primary focus unless the link was made to academic performance. Developing Support A person success in adapting to a new environment is also linked with the development of a resource system of people who will help during the adaptation process. The following is address the manner of a sample of statements made by thesubjects which negotiation of this transaction. Mr. U -I did get some good news from Korea also. My brother, who is a very good baseball player, had an article written about him in the paper. That makes me feel stronger. It stimulates me or encourages me to do my best. -Talking about this has made me feel better. . . Going talking to my senior also helps. and -I have been thinking about when I go home this summer I will get married. That will help me make it here much better. -After my exams I went drinking with Korean friends and played four hours of tennis. That was good for my stress. -I am having difficulty adjusting to one class. I don't know what to do. I will go and talk to my senior. He will be able to advise me. -I haven't made any deep relationships with the other students. (Korean) We are friends though. We are all in the same situation here. Mr. V -I find that I am quite lonely. I have told myself that I do not want to interact with other Korean students. I am here to learn the American way - I want to have American friends. But up until this point I have not had the opportunity to meet Americans. I 101 find this a little bit difficult. form here. Relationships are difficult to -It is painful to make American friends. Lonely. But they don't even try. It is a little bit hard for me. But, my goal is to understand American culture and to be like an American. -I spent most of my time with Korean friends. During the term I didn't have time to do this. . . .So I enjoyed my time with Koreans. -There is one thing different than last quarter. During my free time I spent it with Korean students. This is a big change over last quarter. I find Americans very hard to meet. -I enjoyed the holidays with them (Koreans). Actually to stay away from Koreans is not my strategy. Last quarter I was very busy. I wanted to speak English. That is why I wanted to spend time with Americans. -I think that I will eventually meet Americans. This will just take some time. It is very much easier to spend my time with Korean students. We share a common language and a common culture. I don't think that spending time with Koreans and making American friends is such a serious problem. Just one of the problems of daily life, here. -But I am not getting to know anybody well. I don't spend time socially with American people. I don't want social time. During the quarter I must study. I don't see my Korean friends either. -I think that I do not have a very good social structure here. have just association with people. I -This is a problem with every Korean student in the graduate residence halls. It is very difficult for us to meet Amerioan students. There is a type of wall between Americans and Koreans. -Many Korean students choose to stay with each other. it too difficult to penetrate the American culture. They find Mr. W -I try not to associate much with Koreans, I don’t think that it is such a good idea because they speak Korean. I want to improve my English. I think that spending time with other foriegn students also helps me to practice my English. I think that meeting other international students is a good opportunity to learn about different customs and languages as well. -Two of my biggest problems are loneliness and my poor English 102 ability. -My Senior helped me a great deal to adapt here. If I wouldn't have received this type of information from him maybe I would have worried a lot more. -Until last week I had not met any new students at all. Last week I met a student from Puerto Rico and another from Taiwan. -The people that I talk to are Korean, or other Asian international students. I would like to talk less Korean and more English. I would like to talk to people in my class but I have nothing special to talk to them about. -This past week I went to a Korean friends' house for dinner. That was very enjoyable. -I have found that the Korean students who are here have helped me a great deal. It is hard to make indepth friends, but fairly easy to make casual friends. Since we talked last I have done a lot of relaxing activities. The people that I did this with were other Korean students. -I have met one Indian person. Other than that all my friends are Koreans. Usually if I am having some difficulties I will go and speak to my Senior. -The people that I spend time with are Koreans. I think that there are good relations between Korean students here. I have heard that at other universities with a larger Korean population the relationships aren't nearly as good. Here it is smaller and better. -I think that the circumstance would have to be very unusual to make an intimate friend here. Maybe to have known each other in high school or to have come from the same small town. We don't have the time to spend with each other during the term. When we first arrived we were anxious to met Koreans, but academics quickly take over. We come here to study and not to interact socially. -I feel that I have helpful friends here. Not intimate friends but really helpful. These are Koreans. I think that it is important to spend time with other Koreans. Mr. X -Last Saturday I did something that I enjoyed very much. Three other Koreans, who are studying in the same field, and I got together for dinner. We enjoyed some Korean food and interesting conversations. 103 -When I feel frustrated I go to talk to my Korean friends. is much easier. -I am very happy about being able to talk to you. have few chances to talk to Americans. This Most Koreans -I have also decided to bring my family here in December. I know that I can do my academic work without my family but it will be so much easier with my family here. I will have my children here, be able to eat Korean food, and maintain my own style of living. -I have also met an American since the last time we talked. He helped me correct a term paper for five hours one day. His English is very simple and clear. Quite easy to understand. He is the first American that I have met. I don’t think that we will become friends, however. I don't understand how Americans make friends. I think that the difference in cultural norm and the time that it takes to become friends would prevent us from becoming closer. It is so much easier for me to develop friendships with Korean students. -Now that my family is here I can enjoy my own lifestyle and Korean food. I do miss being able to meet Korean students more often, though. The last three weeks have been very much of a holiday. I have only spoken Korean and been with Korean friends during this Christmas break. -Even though there are difficulties having my family here, they add a lot of stabilty to my life. -When I first arrived in the United States I received some help adjusting to the system from Korean students in my department. We get together about once a month to share ideas. That is very helpful. This is all the help that I have had in adapting to this system. I think that I have adapted well. -Now that we have moved to another section of the university apartments, I have noticed that there seems to be a lot more interaction between Korean students here. There was not as much communication where I lived before. -My strongest ties are with Koreans who also worked with newspapers in Seoul. Generally I would say that the pattern to social interaction here is quite similar to those of Korea. -My family arriving here has helped me a great deal. added a lot of stability to my life. That has Mr. Y -The thing that I have been missing most about Korea is spending 104 time with my friends. -The main resource system I have here are other Korean students. People such as my Senior help me a great deal. Maybe in the future I will be able to meet more American students. -My life here is academic in nature. As yet I have no outside friends. I really do not get much of a chance to talk to any Americans. -Last night I went to my Seniors' house. We had dinner together with some friends. We also talked about trivial things. I also met with some other Koreans. We are all equipped to study here. We do not know of anything special to do in this community. It is kind of foreign. -Aside from going to Detroit once I spent quite a bit of time with my Senior during the holiday. -I have not met any new Americans. "hello" to. Just a few people to say -I think that the support that I receive here comes from other Koreans. My Senior provides much academic support for me. Emotionally of course I rely on my wife. But really don't on other people. -My Senior and I sometimes console each other. -I don't want to share my problems with other people justa little bit with my Senior because we have become friends. -My Senior and I go to class ten or fifteen minutes beforeit begins. At that time I have a chance to talk with other Americans. But I am concerned about my Senior. So I must talk to him. Talking in Korean is easy and natural. Talking with Americans is not so natural. I feel like something different. If my Senior is there, I am drawn to talk to him. If I had more free time I would talk to Americans. But that's O.K., because I am very busy studying. -My Senior is very helpful to talk to about courses and professors. -I am friends with my Senior. We share a great deal together, but he cannot be my deep friend because he is eight years older than I. -Sometimes I wish I had a very good friend here, but I have given up on that idea. 105 -I think that my support system here is limited. 1 think I support myself more I get more information by myself. I think that I expected it to be this way here. -When I first arrived, other Koreans were very helpful. -I don't enjoy spending time with other Koreans so much. Maybe it's my only dependence. I am not interested in getting together just for the sake of getting together. Mr. Z -I really miss my family, friends, and the comfortableness of being in Korea. The only resource that I feel I have here presently, it my family. -A Korean alumni also gave me encouragement these past few weeks. He told me that if I studied hard I would not have any problems. -Another thing that happens regularly is receiving phone calls from my aunt. She is a medical doctor and lives in Washington, D.C. She provides a lot of emotional support for me. -Another group that helps me are my Korean friends. They are very helpful to me and we can have some pleasant times. One of these friends is my Senior. He is one year ahead of me in my program. He has helped me a great deal academically. One other friend lives close by. We help each other by lending each other things. -The only times I usually see Korean friends is on special occasions. We talk when we run into each other on campus, but we do not make special appointments to see each other. -I don't have much time or opportunity to spend with other people. I would like to be able to play some sports, but as yet I don't have any friends, so I cannot. -If there were not a Korean community here I think I would feel more lonely and isolated. -My family being here helps me alot. I don't think that I will develop close friendships here; so my family is very important to me. -Last week my wife and I invited some American neighbors over to dinner. They had invited us when we first arrived in the fall. We are becoming more intimate with them. We plan on inviting them over again during spring break. -My personal support system here is not as good as in Korea. I do have two good friends here who are my alumni from high school in Korea. I could do without the support system. My family being 106 here makes a great deal of difference. Interpretation Each subject in this study developed a support system in the duration of this investigation. The subjects with families accompanying them to the United States certainly relied primarily upon their support. Each subject also developed a support system amoung the Korean student population at Michigan State University. These might have been Seniors, (people from the same high school) other students from their respective academic departments, or persons with whom they had developed friendships. All of the participants of the study remarked upon the positive value of these relationships but also added that none of these friendships might be termed "deep” in nature. These relationships seemed to fill immediate mutual needs. Up through the conclusion of this study none of the subjects had developed a relationship with an American which might be termed a friendship. Some of the subjects however had become acquainted with American persons. Relationships with academic advisors seemed to be professional in nature. This was in direct contrast to the personal relationships that existed between professors and students in Korea. In summation it can be said that to the point of termination of this study, the support system developed by these students was basic in nature. All, with the possible exception of Mr. V, had persons whom they could depend on for assistance and advise. Although none of these relationships, with the exception of family members, were deeply 107 developed, they seemed to meet the basic psychological and social needs of these students to adapt successfully to their new environment. Adjusting Expectations A persons' success In adapting to new environment Is also linked to adjustment of their expectations to coincide with the reality of that new environment. The following is a sample of statements made by the subjects which address the manner of negotiation for this transaction: Mr. U -In other ways I can enjoy aspects of life here. For instance, I can enjoy my freedom without feeling any hinderence from my parents. I can do everything freely, unlike life in Korea. -All students' from abroad feel lonely. feel less lonely. -I do feel fortunate to be a student. feel I must work harder. Knowing this helps me After these last exams I -I am not looking forward to this quarter. There are not things to enjoy, except tennis. I hate the weather because I cannot do anything to get rid of my stress. -Because I have broken my leg I do not think that this situation has affected my confidence. It just means that I might take a little longer to graduate. -I don't find that there is such a big difference between our academic systems. The pace is faster here but also this is a quarter system. That makes it faster. -The equipment here at M.S.U. is also old. Another thing that I don't like so much is that too many experiments are conducted. Other than these things I feel good about the system here. -I think that the biggest problem here is my English. to adjust to this. I cannot communicate freely. I need time 108 Mr. V -I would love to have American friends. But up until this point I have not had the opportunity to meet Americans. I find this a little bit difficult. Relationships are difficult to form here. -I think that I am bored because I do not know anyone. might be different if I had a girl friend. Things -Sometimes my mood is affected by things that happen to me. But I find I rebound very quickly. I like my mind to be usually very stable. -Last fall I had failed an examination. I just about went out of my mind. So I have to concentrate very much on my studying. I did not spend any time with other people. Now I feel more confident. Mr. W -Information that I had about the United States before coming here was basically from the American forces TV network. I think that the environment is different than I thought. Communication is harder. I expected it to be easy to make friends. It isn't! I find that in the graduate residence hall where I live everyone is very busy studying. I also am having difficulty with the language. I also find the food a very big change. Even the rice in the cafeteria tastes different. I go to an oriental grocery store to buy food. I find American food hard to sustain me. The only thing that I did to prepare myself to come here was watch American TV and take conversational English classes. -I used to participate in a lot more recreational activities in Korea. It is really difficult to enjoy life in the U.S. sometimes i like to play ping pong, tennis, or go shopping. I do not like to do these things alone. I usually try to go with some other foreign friends. I am finding the academic system here quite difficult. I never studied this hard in Korea. I used to relax a lot at home. -Since my family arrived here I am not able to study at home as much, i have had to make a change. I study at the library during the day. -My life has changed alot since last quarter. My family being here has made things much better in most ways: there are just a few other problems that have occurred because of this. -I find that I cannot talk to my academic advisor. In Korea professors are more like friends we go on picnics together in Korea here the relationship is more formal. In Korea it is more 109 personal. Mr. X -Coming to the U.S. Is a little stressful for me. I miss my family quite a bit. Especially my young son. Another point of stress is the food here in the United States. It's not like American food. -One thing that I did not expect is the age of Korean students. Sometimes I feel that I do not have anyone to talk to. -In some ways this is such a different circumstance for me. Korea I did: here I prepare to do. I miss the doing part. In -The system here is also different than in Korea. I think that most Americans look at things from a behaviorist point of view, this is quite narrow. Sometimes I think; why did I study here. Sometimes I cannot study and go out to the bar. -Generally I feel very content with the way my lifestyle is structured here. There is some difficulty with having your own family here, but they have added a great stability to my life. -There were three big changes that I had to adjust to. The first is the style of studying that students have here. Americans seem to be very isolated from each other and everyone studies separtely. In Korea we always get together to do assignments and study. Isolation is a very big probem here, I think. The second problem I had is in the style of examinations. In Korea we have to prepare long essay answers. Here they ask for short essay answers and also have multiple choice examinations. The third aspect of academic life which I had to adjust to, was the kind of relations which exist between professors and students. For example students and professors don't seem to get together on a social level here as much as they do in Korea. I am finding that my life here is becoming more settled. During the fall quarter I was very dedicated and spent all of my time on studying and getting a good grade point average. I am still interested in doing well, but I am spending more time in attempting to apply my learning to my situation in Korea. I am meeting with fellow Korean students to help accomplish this goal. -I think that I have done better this quarter than last. I understand how the academic system works and also how to apply my learning here, to the Korean system. Mr. Y -No statements in the case histories were made by Mr. Y that were directly related to adjusting expectations. 110 Mr. Z -I feel that coming here is highly desirable and I don't feel that it is particularly stressful. -On a negative side my status has changed considerably I have gone from being an assistant professor to being a student. That not only means that I cannot have a Job but I also cannot earn money. I know that in the long run that having this degree will be of benefit to me. -When I need to study I try to think of nothing else. It really isn't difficult. I have no friends here other than the Koreans. My days are very routine this quarter. I spend a lot of my days on campus doing computer work. -Professors and students relate very differently here than in Korea. Here they call professors by their first names. We could never do this in my country. I don't feel comfortable when people do this here. Professors here seem to be very eager and are also very kind. There also seems to be a more standardized pace for the courses offered here. I also find the quality of students lower here. Sometimes I hear students ask dumb questions in class. -I am finding that my life is a little too routine. I think that I have to do something interesting. This will also help my wife. Interpretation The dynamics of the adjusting expectations transaction impressed the investigator as being of particular difficulty for these subjects. The social/cultural, and academic expectations of each person were in the processs of motification throughout the duration of the study. Academic expectations were generally met. Each student seemed to feel at least minimally satisfied with his academic performance. Expectations concerning the quality of programs, however, varied. Two of the subjects, Mr. U and Mr. X expressed an interest in transferring to another academic institution because of dissatisfaction with their academic programs, each subject adjusted their expectation to a level 111 that did not interfere with successful completion of course work that they had undertaken. Social expectations seemed to be of minimal consequence to the subjects of the study. Time spent with academic responsibilities left little spare time to socialize. Because of the difficulty presented in meeting American persons, social interaction essentially occured with other Korean students. Expectations concerning social networking was uniformly low on the subjects priority list. All of the subjects, however, would have liked to have a greater social interaction with Americans. American culture and persons were entities which were observed from a distance. The investigator observed that the process of adjusting expectations was the most difficult transaction for the study*s subjects to come to terms with. So many aspects of their lives were deeply connected to this issue. Each person successfully adjusted their expectations to the point of survival in the environment. The subjective feeling each person had concerning their adaption to this environment seemed to generally depend on how deeply this adjustment of expectations was aligned with their personal situation. Prioritizing Goals Each adaptor must decide what functions are most important to build a life pattern in their new environment. The following is a sample of statements made by subjects which address the manner of negotiations for this transaction. 112 Mr. U -Coming here all alone is also good. All I have to think about is studying. I don't have any distractions. -I spend most of my time at the library. -I think that I regret my living pattern in the last two weeks. I met Korean friends and drank beer. From now on if I can I will not meet my Korean friends. I think that I might get together once a month with Korean students. Maybe I will just talk to them at dinner. -I think that I wasted a lot of time during the term. have worked harder. -I would say that I am optimistic about my future. same time is affected by my academic performance. I could My mood at the Mr. V -I go to class I am concerned about my class and the materials that the professor is going to transmit to the students. Because of this I don't talk to other students, and after class I come directly back to my room to study. I must really concentrate on studies. My biggest concerns are my exams for my courses. -For a person to be successful in studying here, his life must be very simple. I would say that my life is very simple, maybe too simple it is also important to have something enjoyable in life. That can help you concentrate better. -When my examinations are over I feel like a great weight is off me. My examinations are absolutely the most important thing to me here. -I do not spend very much time with other Korean students. I don't think that it is a good idea. I did not come to the United States to spend time with Koreans. Other Korean students spend time with each other. I don't think that this is good. If I meet Koreans everyday, I won't understand anything about American life. -I had a terrible economics exam that made me go crazy. I need to study much harder. I cannot do well by studying two or three days ahead of the exam. I must study much harder. I must apply myself to my academics. -I feel good about studying. My living situation is very good. I find the courses very challenging. My life needs to be routine, and it is. 113 -I must continually work very hard. I think that 100? of my energy goes to academics. Zero percent goes to social adaptation. I really don’t have a social life. -Right now I am studying 12 hours aday for two courses. I have a little bit more leisure time. Next quarter my life must be much more structured. I must structure in nine hours a day to study. Mr. W -I think that it is very desirable to come to study in the United States. In fact, if I get a good grade point average my first year here, I want to transfer to a better university. -I am finding being here a great change. enjoy but to study. My goal here is not to -What I am worried about now is my qualifying examinations. The university has regulations about taking these examinations within a year of acceptance to a Ph.D. program. -I will be satisfied with the fall quarter if I get two 4.0's. Even one 3*5 is not satisfactory. -I am trying to spend as much time as possible studying. My courses are very difficult. -I have like to here is about. also decided to transfer universities next year. I would go to a school with higher standards. The environment very nice. It is only academics that I am concerned I just want a more challenging program. -I think that I work quite hard here. If I had to divide my energy up I would say that 100? of it goes to academics and 0? to cultural adaptation. I think that social and cultural adaptation is important, but I don't have the time. Mr. X -My primary reason to study in the United States is to learn English. The second most important reason is to further my knowledge of mass communication. -I don't look at coming to the United States as something tremendously positive. I just look at it as a means to accomplish my goal. I feel I have a high level of commitment to succeed in this task. -I am so busy with my work. As long as my English improves and I make decisions about my course work I feel that I am making progress. Aside from that I don't anticipate very much about the 114 United States. -My classes are the most important thing to me here. -I would put myself at 7.5 on the mood scale for these past few weeks. When I am busy I cannot think. To study is the most important thing. -The first two months that I was here I could not think of anything but studies. Now that I am a little more relaxed I can think of other things. So I get depressed thinking of missing my family. My life is more difficult as a result. -I would put myself at seven on the mood scale. well academically I would be much lower. If I had not done -This lifestyle is a simple one but I think that it is a good one for a student. -I just do things I need to here, to succeed academically. -I am finding that my life here is becoming more settled. During the fall quarter I was very dedicated, and spent all my time on studying and getting a good grade point average. I am still interested in doing well, but I am spending more time in attempting to apply my learning to my situation in Korea. I am meeting with fellow Korean students to help accomplish this goal. -If I had to divide up the energy that I expend into segments I would say that 70% goes to academics, the remaining 30? goes to other things in my life. Mr. Y -Although the culture is different I am trying to keep an open mind about it. The thing that I must concentrate on is developing my English and doing well in my academics. -My life here is academic in nature. friends. As yet I have no outside -Even though I am concerned about getting an English tutor I do not think about it too much. I spend most of my time studying. spent many hours every day studying. -I study very hard here, much harder than in Korea. -I think that academic adaptation is much more than social adaptation, or anything else. I think that most students feel that way. If I had to divide up all my energy into 100?, I would say that I put 90? of my energy in academics. Maybe 10? is I 115 social. -I am a little bit tired. Usually I study seven hours a day Monday through Friday. Weekends are more busy when I have to hand in something. Most of the time I spend studying. -My feelings are very much affected by how I am doing academically. My main purpose is to study and to gain advance knowledge. If I don't do well I will be disappointing myself. Mr. Z -My days are mostly spent in the library studying alone. well if I continue this. -Now that my exams a car again. When else. I will look have to wait until I can do are over I can begin to think about looking for my exams arrive I cannot think of anything during the break. If I find nothing it will spring. -I spent most of the last two weeks studying. I am taking two classes and I am setting in on two others. That is 16 hours a week in class. I think that this is too much, but I have decided to do it and must continue. I am learning. Most of the rest of the time I spend studying between classes. -When I need to study I try to think of nothing else. -When I first arrived I also decided to devote myself to study hard. Because I am a foreigner. That motivates me. -For Korean students every effort is focused on academics. They don't care much about the social strucuture. Academics come first. It's a way to get back to Korea quickly. -Here studying is the most important thing. on friends like in Korea. -I would say my life is quite balanced here. needs to be to do well academically. I can't just drop in It's the way it Interpretation Without exception, each subject of this study had made his academic program his top priority and primary reason for being in the United States. All six subjects expended tremendous energy in achieving their academic goals. The persons with families at Michigan 116 State compromised somewhat in the time that they spent studying, but certainly devoted as much energy as they could to academics. Social and oultural interaction although recognized as important were minimally attended to during the academic quarter. The breaks between quarters were designed as a time to partake in these activities. Some weekend socializing occured, but never at the expense of academic priorities. Transposing Identity The last transaction cited in the adapt model, transposing identity, requires that adaptors reformulate their roles, activities, self definitions, assumptions, and relationships to meet the criteria to be successful in their new environment. The following quotations are examples cited of the study subjects negotiating the transaction of transposing identity. Mr. U -Since arriving back at M.S.U. I have felt peaceful and calm. During the holidays I always meet at other peoples homes and travel. When I got here it was like coming home. Very familiar. I was very surprised at that. After only three months here it feels like my home country. Mr. V -I like M.S.U. very much. are honest and the campus successful academically. in econometrics. That is would like to stay in the There is so much freedom here. People is very beautiful. I want to be very I want to have a very strong background what I want to specialize in. I think I United States. That is my dream. -I must find things in common with Americans. an ordinary American. I want to act like -Lately I hate Korea. There are so many problems in Korea. Politically and socially, if 1 can stay here I will. 117 -This country is so rich. I like the lifestyle here so much better than in Korea. -Sometimes I think that I could live here. If I stay here nobody bothers me. This would be much better. There is so much freedom here. Sometimes I think about staying here. Mr. W -Mr. W did not make any statements that referred to his transposing identity. Mr. X -Mr. X did not make any statements that referred to his transaction of transposing identity. Mr. Y No statements were made by Mr. Y which referred to the transaction of transposing identity. Mr. Z -The change in coming to the U.S. was a freeing one for myself personally. I find that I am much freer here a part of the military. changed considerably. being a student. On than I was in Korea being the negative side my status has also I have gone from being an assistant professor to That not only means I cannot have a job but also I cannot earn any money. I know that in the long run that having this degree will be to my benefit. -The aspect to adapting to the United States that bothers me the most is connected to a change in intelligent person. status. In Korea I was thought of as an In theUnited States I find that I cannot 118 participate in class discussions. It makes me feel depressed. That makes me feel rather dwarfted. I know that this will change over time as my English improves. Although none of the subjects made direct statements referring to the transaction of transposing identity, each did imply that they were conscious of their new role of graduate student in the United States. Mr. Z initially had some difficulties with his change of status but quickly came to terms with this issue. The reality of their roles and activities as students did much to define their identities and how they might define themselves in the M.S.U. environment. Assumptions about themselves in the environment and the relationships they might have with professors and other students was also clearly defined. All of the subjects, with the exception of Mr. V, saw themselves as being Korean persons in the United States gaining academic knowledge to apply to their respective professions back in Korea. and identitites were clearly defined. These roles Mr. V, on the other hand, attempted to separate himself from Korea and Koreans and inculturate himself into American life. As a consequence, Mr. V experienced considerable isolation for the duration of the study. The investigator felt that this decision by Mr. V was detrimental to his general adaptation to this environment. His apparant lack of motivtion during winter quarter is evidence of this. Successful adaptation by this group of students dictated that their identities be transposed in a very particular manner. To this point in the adaptation process this was defined as an identity which 119 caused as little disonance as possible. Summary The two phases of the Raines model, coping and transformation, were found in evidence by the investigator during the duration of this study. Essentially, the fall quarter was the coping period experienced by these subjects. This was a time of discovery and testing out of the academic situation that they were a part of. This was also a period to learn the best manner to proceed with the social/cultural aspects of their lives. Academic success during the fall generally led to a greater feeling of confidence by the subjects during the winter quarter. could be interpreted a3 a slight "transformation." This Although social/cultural patterns had been established during fall quarter the investigator felt this area of their lives was maintained at the basic coping level. The primary goal for all the subjects of this study was to succeed academically. A greater adaptation or movement through the two phases of the Raines model, was a direct consequence of the energy expended in this area. Because social/cultural concerns were less attended to the movement to the transformation phase was not very much in evidence. Each of the subjects of this study was reasonably successful in adapting to this environment, in as much as all achieved their primary goal of academic success. All manifested a strong commitment to succeed in their respective academic programs. Each was also very clear on that academic endeavors 120 that that should be their number one priority. With the possible exception of Mr. V, each subject transposed his identity to coincide with their academic tasks at hand. How well each subject adjusted their expectations, and to what extent they wanted or needed a support system seemed to be the transactions that were variables affecting the subjective feeling each subject had about their adaptation process. Of the five transactions, activating commitment and prioritizing goals impressed the investigator as being the core elements of this group of persons drive to succeed in their new environment. Although important the other three transactions seemed to be less essential in nature. Clearly the priority of these persons was to succeed academically. A social/cultural adaptation was very secondary in priority. The difference in the amount of energy expended toward these respective areas manifested itself through the investigators use of the Raines model as a conceptual framework. Hopson Model - The Seven Phase Model of Stages Accompanying Transition The Hopson (1981) Model states that there are seven phases which accompany a life transition. Seldom if ever does a person move neatly from phase to phase as it has been described. It is rather more likely that these representations are of the general experience and that any given individual's progression and regression are unique to his or her circumstances. These phases will first be examined as separate entities. In discussing each stage as it relates to the transition (adaptation) 121 process the investigator will: 1. define the phase 2. quote statements made by the subjects that relate to that phase. 3. summarize the investigators perception of the manner in which the subjects as a group experienced the phase. An overall assessment of the Hopson model as it applies to this group will be the final component of this section. Immobilization According to Hopson "immbolization" is a persons initial sense of being overwelmed with the transition. The following is a sample of statements made by the subjects which the investigator believed, were related to the process of "immbolization". Mr. U Mr. U did not make any statements that referred to the immbolization phase. Mr. V -Not too much has happened since the last time we talked. It's terrible. Ihave too much solitude. My life is very routine. I hope at least to do someting interesing during the term break. -I would say my life is very simple, maybe too simple. It is also important to have something enjoyable in life that can help you concentrate better. I don't have anything enjoyable here. -I still feel a little lonely here. outlet. I need to find an 122 -Aside from the time studying, the rest of the time I spend is quite boring. If I had a girlfriend here I would have more fun I think. Not just a girlfriend, any type of friend. When I talk to students here we only get so far. It is kind of boring. That is frustrating to me. I cannot understand the American's mind. Mr. W -I don't think that Americans are interested in meeting foreign students. Also when American students speak so quickly, it is very hard to understand. -My mood changes a lot. When my mood is low I usually think about my family or my English language ability. -I am still a little worried about my English. It is much better than when I first arrived, but it still needs much practice. I don't have the opportunity to practice very much. -I feel a little bit uncomfortable talking to Americans because of my English. Language is a big problem. I don't understand them most of the time. Also I don't understand how they think. Mr. X -Coming to the U.S. is a little stressful for me. family quite a bit. I miss my -The problem I have is that I don't know how to approach American people. I am quite shy. I also feel that I sun sometimes not treated the same because I am a foreigner. -My children will meet other children, but making friends will be much harder for my wife and I. I also find that American's living in these apartments don't seem to have time to meet other students. -I have been having some problems with my mass media design course. All five of the international students in the class are having difficulties. We don't have the background in American media to do very well. -I am still confused about how to approach people here. professors. Even 123 Mr. Y -In Korea we must respect the professors. Here students have equal rights. This is very different I really don’t know how to act with my professors. -When I first arrived in the United States I would put myself at one on the mood scale. I couldn’t understand English very well. -Maybe language is an important factor. My wife and I do not know what goes on much of the time. We are a little scared of entering stores. We have a strange feeling about walking in a new place. -Today my wife and I felt quite lonely. I think that the weather reminds us of Korea. It was cloudy and there was a little bit of snow on the ground. -Even though I have been here for many months I don't feel that M.S.U. is my school. In my country I felt so much at home. Everything felt like it was mine. Here it is the opposite. The only place I feel at home is in our apartment. -I don't have time to make American friends. not improved in my language ability. This is why I have -I have not been an active participant in the American culture, simply an observer. It seems to not be so interesting. Kind of boring. Americans have a very convenient lifestyle and it looks exciting, but I think its boring. Mr. Z -Right now I really miss my family, my friends, and the comfortableness of being in Korea. -I feel most American students are busy with their classes and don't have time to spend in making friends. Especially with foreign students. Maybe they think that it is not profitable to spend time with a person who cannot speak English well. -I don't think that I have much exposure to Americans in my six months here, but I also don't think that it's so important to me and my life here. ■\2k Interpretation Immobilization occured with the subjects of this study in three primary areas. The first was in the area of human interaction. All of the subjects of this study had a great deal of difficulty in understanding the American cultural norms for human interchange. These cultural norms were initialy both puzzling and quite threatening. By the end of the study this immobilization was evident to some degree with each subject since they were hesitent to interact to any great extent with both American students and faculty. The use of the English language was another aspect of life in the United States which these subjects felt immobilizd. Their self defined lack of facility with English proved to be somewhat paralyzing in terms of the amount of conversation each would attempt to initiate with Americans. This limitation not ony hindered the development of their English language ability but also negatively affected the quantity and quality of human interaction. The last observed area of immobilization which seemed to occur with this group of students was in terms of their feelings of loneliness for their families, friends, and culture. Although, not always at the forefront of awareness, each subject experienced periods of emotional immobilization as a result of this sense of loss. Minimization The process of minimization provides persons a temporary retreat to regain the strength to comprehend the dynamics of the new transition 125 environment. The following is a sample of statements made by the subjects, which the investigator believed were related to the process "minimization". Mr. U -In one class I did my best. In the other I did badly. I had never had an open book test before. Next time I will know how to prepare. This was a good experience. -I do feel fortunate to be a student. I feel I must work harder. After these last exams -This past week I would just lie in bed a lot. It has been getting better these last few days. My Seniortoldme thatafter my exams I will feel better. I think that this is right. -Just after the accident I worried a lot.How could Ilive or study here with a broken leg. After some time passed I told myself that I can overcome this problem. -I accept my accident as fate. It's a good chance to watch T.V. Mr. V -When I go down to the cafeteria most of the people are eating with others. I usually eat by myself. Really I don't mind too much. This is not my country. -Some Americans are quite friendly. But they do not appeal to me. For instance with a woman, I must like her very much to pursue a relationship. I have not met anyone that I like especially up to this point. I guess I might get used to being alone. -I don't think spending time with Koreans and making American friends is such a serious problem. Just one of the problems of daily life here. Mr. W -Mr. W did not make any statements connected to the phase of 126 minimization. Mr. X -Besides I am an older person and know that I will return to Korea. 1 am not so pressed to learn the American lifestyle. It would be different if I were younger. Mr. Y -Mr. Y did not make any statements that referred to the phase of minimization. Mr. Z -To this point my adaptation here has been quite easy and I don't anticipate any particular difficulties. -I don't really feel that I have any gains as yet in coming to the United States. I hope to experience those when I return to Korea. I think that sometimes my wife wants to go back to Korea I sometimes think of Korea, places and people I like, but until now I haven't wanted to go back. -When I finish my studies I will go back to Korea. to let the system bother me. I am not going -Maybe after two years I will miss my family in Korea I think my wife misses people in Korea because of the difference between men and women. Women are more sensitive to that. I am not sensitive to these things. Interpretation The process of minimization was not prevelent, but was evidenced in a number of subjects. Upon occasion, Mr. U minimized the effect of his accident upon his academic and personal life at Michigan State. Mr. V used the minimization to deminish the effect that his social isolation might be having on him personally. Mr. X used his age and imminent return to Korea as a way to minimize his inability to 127 establish friendships with Americans. Finally Mr. Z used minimization to deny his feelings of loneliness for his friends and family in Korea. Depression As people become aware of some of the changes which they must make to adapt to a new environment they begin to experience "depression" (self-doubt). This depression (self-doubt) is the first phase in which a person begins to face up to the fact that there has been a change. The following is a sample of statements, made by the subjects, which the investigator believed were related to the process of depression (self-doubt). Mr. U I have a lot psychic stress. I also think of my family a great deal. This has been the worst period since I have been in the United States. Sometimes I think, why did I come here to study. -During the second half of the holidays I felt worse. Mostly about my future and my marriage. I am concerned about these things. -The pain in my leg is quite bad. medical bills. -I have been quite worried lately. and my marriage. I am also worried about I worry about my studies -Lately I have been thinking about my family, I miss them. want to live near them. I -I am having a hard time with the living pattern that I have. I sleep a lot. I always lie down. Even to study one hour is hard. I am discouraged. For the first time in the United States I wasn't able to prepare properly for an exam. -In Korea I met my friends and spent time with my family. Here I don’t have any of these things. I study a lot here. Most 128 of the time is spent studying. -Many times I feel trapped. from my friends. I feel burdened. I cannot do anything without help Mr. V -I think I have a very strong commitment to study here. The only time that I have some struggles with this is when I feel lonely. This is the most difficult part of being here. -My courses this quarter are a little I haven't been preparing as I used to. 1 lazy. harder for me to understand. feel I have become a little -I don't feel very content this quarter. I don't know why I did not study very much. I could not find any stimulus. When I am here in the United States I cannot figure out my stress. I cannot have a very enjoyable time here. I do not have any real relaxation. -When I talk to students here we only get so far. It is kind of boring. That is frustrating for me. I cannot understand the American mind. I have few occasions to met people because I am always studying in my room. Mr. W -Upon first arriving in the United States I was very depressed. -I used to meet friends in Korea. Sometimes I feel lonely. Here I don't have any friends. -Sometimes I think of past times in Korea. This has happened a lot in the past two weeks. I miss Korea and my family. When I receive letters from them tears draw from my eyes. -It also snowed this past week. of Korea. I think of Korea often. That made me sad. It reminded me -Even though my family is coming I still feel lonely. like to stay in the residence hall alone. I do not -Before the exams I would put myself at 2 on the mood scale. felt under great stress. I 129 Mr. X -I have been feeling very depressed since the last time we spoke. I think that it is because of a big examination that is coming up in my course. -When I am drunk I call my family and ask them to come to the United States. I miss my family very much. 1 have a little girl that is 10 months old and a little boy who is 3 years old. -I have felt stuck with the American style of life in the residence hall. I have not enjoyed enduring it. Excessive noise by others is one of the difficulties that I have had. -I have been depressed in the past two weeks. I did very badly in the last assignment. I misunderstood some of the questions. Mr. Y -Even though I knew the answers to my first examination I could not write them in English. I was very upset about this. This is my first examination in America and maybe I failed. That is not good. -Today my wife and I felt quite lonely together. I think that the weather reminded us of Korea. We talked, and think that maybe this feeling will go away, or will become less when we make American friends. It would be nice if there was something special for us here. -Frankly speaking, last week and this week my wife and I missed our families and friends. My wife cried about this. I am mad because I couldn't cry. I miss my family as well. -I feel anxiety about many things. When I think about my family and friends in Korea there is no mind feeling. That isvery different than before. Maybe being busy with academics makes me this way. Mr. Z -My English language ability is interferring with my academic performance. It is hard to deal with this right now. It seems as if there is not much I can do about it right away. Interpretation Each subject experienced a sense of depression in the duration of this investigation. Loneliness and a sense of loss of family, friends, 130 and familiar environment was experienced by each subject, with the possible exception of Mr. Z. The second dimension of their lives which proved to generate stress and a feeling of depression was academic in origin. subject struggled with the pressure to succeed. Each Depression occurred at times expectations and results did not coincide. Letting Go The phase of "letting go" is a person's first movement at accepting the new reality which the transition offers. As this acceptance grows a person's feelings begin to rise once more, and optimism becomes possible. The following is a sample of statements made by the subjects which the investigator believed were related to the process of "letting go". Mr. U -I am trying to change my pattern here. It is very hard. -When I got back to M.S.U. from the holidays I felt like I was coming home. Very familiar. I was very surprised at that. After only three months here I feel like this is my home. I don't think that this situation with breaking my leg has affected my confidence. It just might take me a little longer to graduate. Mr. V -I need things to be routine to be able to study. But I don't enjoy the routine so much. The problem is to find how to change these things. -It is painful to make American friends. goal is to understand American culture. Lonely. But, my -Also I couldn't always understand lectures. This is just about impossible for me. I will need to get some help from someone. 131 Mr. W -After one month my spirits picked up because I was discovering my way around the school. I am glad that I asked my family to come to the United States early. Now I don't feel lonely anymore. -I am feeling a little more confident with my English. has improved during Winter term. here. It -Winter improved a great deal. I am feeling more comfortable Having my family here has proven to be a great asset. Mr. X -When I arrived in the United States I decided that I would communicate with as many Americans as I could to improve my English. -The first two months that I was here I could not think of anything but my studies. Now that I am a little mor,e relaxed I can think of other things. -I just do things the way I need to here, to succeed academically. I am still interested in doing well academically, but I am spending more time in attempting to apply my learning to my situation in Korea. Mr. Y -Up to this point I think my self confidence has been pretty good. Yesterday was the first day 1 had difficulty in understanding the professors. Today I am questionning this area a little bit. -When I studied for my first examination in logic I spent most of my time studying techniques. This was a mistake. I had friends in other areas who also said that they had to adapt to a different style of examinations. I learned a lot because of this. I think that this is a time for me to adapt to this kind of culture. -The courses I am taking this term are brand new learning for me. Although I feel very busy I don't feel that these courses are over my ability. -In terms of academics I think that I am beginning to understand this system here. The kind of questions asked of students in assignments is very different. It requires more 132 thought. That is a strong point of developed knowledge. to learn about that kind of thinking. I need -I like the American system, particularly with what professors do in class. Mr. Z -I met a Japanese professor in our department. His English is quite good after being here for five years. I find this quite encouraging. -Overall I would say this has been a good quarter. When I first arrived I did not have 30 much self confidence. My self confidence has been growing during this fall quarter. -I am not satisfied with the results of my examinations but I cannot do anything about it. In the future I know I will do better. I have more confidence now than at the beginning of the quarter. -my confidence has grown quite a bit I don’t feel as as I used to. I am getting used to being here. dwarfed Interpretation "Letting go" was primarily experienced in the academic areas of the subjects lives. Each person accepted the new reality at least to the extent of being able to perform successfully within the system. This generally created a sense of, "I'm going to make it", (academically). This "letting go," however, did not occur in the social/cultural aspects of the subjects' lives as it related to the American community at M.S.U. A "letting go," (by five of the six subjects), was observed through energy which was expended to develop a Korean support group. Testing Out In this phase people become much more active in exploring 133 possibilities in their new environment. The following is a sample of statements made by the subjects, which the investigator believed were related to the process of "testing out". Mr. U -I met Korean friends and I will meet Korean friends. I do here. -I want to study broadly. examinations, but I would like drank beer. From now on, if I can, think this is a positive thing to I usually study for the to do more. -Sometimes i go to the bar with them in the hall when I see them. americans. also I talk to -I went to a department party this week. Mr. V -Since having examinations and classes, I am beginning to understand the American system a lot more. This means that the next time we have an examination I will do even better. -I think that I am an open minded person. I talk to anyone. -It is a little hard for me to meet Americans. But, my goal is to understand American culture and to be like an American. -Many Korean students choose to stay with each other. I don't want to do that. I should get a broader feel of what America is like. Mr. W -Before beginning classes I felt under a lot of stress because I really didn't know what to expect. Now after a little experience I am not as concerned. -I also feel a little discriminated against. Sometimes in class no one sits next to me. This feeling is going away a little and I am beginning to understand Americans more and more. 134 Mr. X -The first two months here I could not think of anything but my studies. Now that 1 am a little more relaxed I can think of other things. -The last two weeks have been very important ones for me. did a presentation and had an examination in my communications class. I did very well in both these things. I feel more confident in academics at this point. I -During my holidays I investigated the possibilities of working with some Korean newspapers in the United States. This might be a way of supporting myself during my Ph.D. -There are many things that I am learning that would not apply in Korea. 1 must also make sure that I keep things separate. I knew about some of these things before I came to America. -I am still interested in doing well, but I am spending more time in attempting to apply my learning to my situation in Korea. I am meeting with fellow Korean students to help accomplish this goal. Mr. Y -Although the culture is quite different I am trying to keep an open mind about it. -I have friends in other areas who also said that they had to adapt to a different style of examination. I learned a lot because of this. I think that this is the time for me to adapt to this culture. -I am coming up with more questions in my field. That gives me more confidence. I don't feel confident in a social way. I must practice with this. -Because I feel challenged in my courses I feel very good. feel like I am learning new things. I -In terms of academics I think that I am beginning to understand the system here. The kinds of questions asked of students in assignments is very different here. It requires more thought. I need to learn about that kind of thinking. -I am beginning to talk to other American classmates. At the beginning of the term we would just say "Hi." But now, we talk a 135 little bit before class. -I am beginning to find my way around a little bit. Mr. Z -I am watching a great deal of television to improve my English. That is a big change, as I didn't watch any television in Korea. -I think the language and cultural differences get in the way of being able to make such friends. I will continue to practice my English. Maybe then I will be able to meet some Americans. -My language difficulty also restricts the amount of contact that I have with professors. This will improve, but I think this takes time. -Last week my wife and I invited some American neighbors over to dinner. They had invited us when we first arrived in the fall. We plan on inviting them over again during spring break. Interpretation A "testing out" was evidenced among the subjects in essentially the same ways as was observed in the previous phase (letting go). When a sense of familiarity with the academic system was achieved each subject explored particular areas of interest in their respective academic fields. In a number of cases an application of knowledge to the Korean system was explored. Any "testing out" with American culture and social realities was very limited. Social and cultural needs were met within the Korean community. Search for Meaning This phase is a cognitive process in which people try to understand what all the activity and anger have meant. 136 The following is a sample of statements made by the subjects, which the investigator believed were related to the process of "Searching for Meaning". Mr. U -This has been the worst period since I have been in the U.S. When I feel this way 1 think to myself, why did I come here to study. Then I think that I must study harder to finish and become a doctor. That is my purpose and one for my family as well. Mr. V -Mr. V did not make any statements that refer to the search for meaning phase. Mr. W -Mr. W did not make any statements that refer to the search for meaning phase. Mr. X -Mr. X did not make any statements that refer to the search for meaning phase. Mr. Y -Mr. Y did not make any statements that refer to the search for meaning phase. Mr. Z -Mr. Z did not make any statements that refer to the search for meaning phase. Interpretation Although only one statement was made by the subjects of this study referring to the "search for meaning" phase as defined by Hopson the 137 investigator hypothesizes that their struggle for survival in this alien academic and cultural environment was justified or seen to have meaning when thought of in terms of the attainment of future professional goal3. Internalization This phase allows persons to incorporate the new found meanings in their environment into their behavior. None of the subjects made statements which the investigator felt were connected to the process of ’’internalization". Interpretation The investigator hypothesizes that the subjects of this study defined their "raison d ’ etre" in the U.S. as academic in nature. The incorporation of this meaning, was internalized, and manifested itself in a strong drive to work (the behavior) hard to succeed academically. Summary The application of the Hopson Model to information gathered from the subjects of this study assisted the investigator in understanding dimensions of their adaptation process. was the priority of these students. the seven phases of the Hopson Model. Clearly, academic adaptation This focus is evidenced in each of A complete integration into the American academic system was not achieved by any of the subjects, but each adapted well enough to obtain a high grade point average. The priority system of each subject, in terms of meeting 138 social/cultural needs, was also clarified by applying the Hopson model to information gathered through this study. A basio adaptation to the American social/cultural system was necessary. Anything beyond this was (to the termination of this study) seen as impossible because of time and energy constraints. A Korean subculture seemed to adequately meet these needs for five of the six subjects of this study. Mr. V attempted to adapt to and became integrated in the American social/cultural network. His lack of communication with other Koreans in conjunction with his failure to develop American friendships led to his social isolation. Intervening Variables Marital Status Dunnett (1977), Clark (1963), Siriboonma (1978), and Han (19750 in their research found that marital status was an important factor in the adaptation of international students. These studies concluded that more married students than single students were satisfied with their U.S. experience. Both of the single students who took part in this study expressed a positive opinion about the link between marriage and success in adapting to this environment at one point Mr. U stated: I have been thinking, that when I go home this summer— I will get married. That will help me to make it here much easier. Mr. V also mentioned his desire to have a girlfriend on a number of occasions during the interview process. He stated that this would 139 make his life here much more tolerable. The second group of subjects catagorized in terms of material status were persons who were married but were not joined here by their families until the end of fall quarter. During this period of time in which Mr. W and Mr. X spent apart from their families they both expressed strong feelings of loneliness. A1thought unification with their families provided some initial adjustment difficulties, both of these subjects felt that their lives here were much better with their families. Mr. X aptly summed up his feelings by stating: My family arriving here has helped a great deal. That has added a lot of stability to my life. I don’t have as much time to study, but life here is better in all other ways. Issues such as food changes and loneliness did not seem to be as pressing for the two married subjects who initially arrived with their families. During the final interview Mr. Z stated: My family being here makes a great deal of difference. Mr. Y also commented that his wifes' presence was of great assistance to him. The previously cited research stating that marital status is an Important factor in the adaptation of international students is substantiated by the information obtained in this study. Major Quinn (1975) and Hull (1978) in their research found that field of study was related to successful adaptation. The results showed that students majoring in liberal arts adapted more successfully than those 140 in scientific disciplines. Information obtained in this study cannot substantiate or contradict this research. The investigator did not note any significant difference in the success of academic or social/cultural adaptation between these two groups. Quantifiable criteria to measure this were also not available. Summary In thi3 chapter the analysis of results was presented. The Raines and Hopson models provided the investigator with a context in which to examine the adaptation process of the subjects in the study. The information from which hypothesis were drawn were case summaries of each subject in the study. Information obtained from the subjects as interpreted from the perspective of the Raines model indicated that the subjects' academic and social adaptation during the fall term was in a coping phase. A primary emphasis upon academic adaptation by the subjects in conjunction with their successful completion of course requirements during the fall quarter evidenced a greater confidence in their academic ability. A movement by the subjects into the transformation phase of their academic adaptive process was evident during the winter quarter. A low priority placed upon social/cultural adaptation by the subjects evidenced no movement beyond the coping phase in this area of their lives. Each of the five adaptive transactions in the Raines model was manifested by the subjects for the duration of the study. The strong commitment to succeed academically was voiced by each of the subjects 141 throughout the interview process. Five of the six Korean students had developed a support group of Korean persons to assist them in this new environment. Academic goals were consistently expressed as the top priority of each subject in the study. To achieve this each had transposed their identity to that of a graduate student in the United States. The fifth transaction, adjusting expectations, seemed to be the most difficult for the subjects to come to terms with. Social/cultural expectations were quite secondary. The subjects had more difficulty in aligning their expectations of themselves and their academic program in with the reality that they were faced with. In summation, the analysis of information shared by the subjects as applied to the Raines model, revealed that emphasis was placed on academic adaptation. Social/cultural adaptation was secondary but useful in the context of enhancing academic performance. The Hopson Model provided the investigator a second context with which to examine the adaptation process of the subjects in this study. Each of the seven stages accompanying transitions was evidenced in the subjects by the investigator. Immobilization was illustrated through the subjects difficulty in dealing with their feelings of loneliness for family, friends, and familiar environment, their lack of familiarity with American cultural norms, and their lack of facility with the English language. Minimization, although not prevelent, was manifested by four subjects in individual aspects of their lives. Depression was experienced by the subjects when they felt under academic pressure and when they experienced a sense of loneliness for 142 family, friends, and familiar environment in Korea. The stages of letting go and testing out were experienced by the subjects only in the academic realm of their lives. Evidence of social/cultural adaptation in these stages was minimal and restricted to areas which would assist in the achievement of academic goals and in the development of a Korean support system. Although the subjects did not make any direct statements concerning the search for meaning and integration stages of adaptation as defined by Hopson, the information shared implies that these persons defined their meaning in this environment as academic in nature. Their emphasis toward academic success was the internalization of this meaning. In summation, the analysis of information shared by the subjects as applied to the Hopson model, revealed that emphasis was placed upon academic adaptation. Although a number of stages in this model illustrated some difficulty experienced by the subjects in the social/cultural adaptation process very little energy was expended in these areas. Marital status and major field, two intervening variables which affect the adaptation process of international students were included in the design of this study. The previously cited research stating that marital status is an important factor in the adaptation of international students was substantiated by the inforamtion obtained in this study. The married students in this study expressed a greater satisfaction with their living situation than did the single students. The two subjects who 143 were joined in the U.S. by their families at the end of fall quarter also expressed a greater satisfaction with their living situation after their families had arrived. No evidence substantiating major field of study as a variable to success in adaptation was found in the information obtained during the course of this study. Finally the Michigan International Student Problem Inventory was administered to each subjectin the duration of this study. This instrument revealed that: -lack of English proficiency was the most common concern expressed by the subjects. -difficulty encountered in communicating and developing relationships with Americans was the second most often mentioned concern. -other Koreans were the most prevelant support group for the subjects of this study. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary Statement of the Problem During the last three decades, a great deal of interest has been exhibited in international students studying in American academic institutions. Such interest has been demonstrated by the abundant amount of literature that has been published regarding international students. This focus on international student exchange within this country is well warrented, given the fact that there are more than 300,000 of them presently studying in the United States, a figure that could double by 1990, when foreigners may account for ten percent of all college students (Newsweek 17, 1982:71). Cormack (1962), Overton (1967), and Spaulding (1976) have all noted that concepts and theory in international student research is underdeveloped. A review of the literature by the investigator in the area of international student adaptation to their American collegiate experience supported the contention of these authors for this area of research. The research on international students in the United States indicates that many of these students have a great deal of difficulty in adapting to their new environment (N.A.F.S.A., 1981). A further development of theories and concepts concerning this adaptation process 144 145 seems to be warrented. The Purpose This is an exploratory study to investigate the adaptation process of a selected group of enrolled international graduate students during their first five months of attendance at Michigan State University. More specifically the purpose of the study was to describe any evidence of discernable patterns and stages in this adaptation process. Activities of these international students which helped or hindered this process were also investigated. It was anticipated by the investigator that this study might provide some tentative links between selected theories on adaptation with the adaptation process of this selected group of international students. Subjects The subjects selected for this study were six Korean graduate students registered at M.S.U. for the first time in Fall 1982. The subjects were obtained through the assistance of the International Students and Scholars Office. In a review of the literature on international students in the United States, Lee (1981) found fifteen variables, that recurred throughout the literature, which affected international students adaptation. In order to make the subject population a3 homogeneous as possible, the investigator controlled for thirteen of these variables. The limited size of the population from which the investigator could 146 choose subjects made it impossible to control for marital status and major field of study as variables affecting adaptation. controlled for were: The variables age, sex, English language proficiency, academic level, sponsorship, length of stay, region of the world and country of origin, size of school, orientation, living arrangements, employment at home, previous international experience, and national status accorded. Methodology The major function of this exploratory study was to investigate and describe the adaptation of this particular group of international graduate students, determine some of the elements of the problem, and to suggest potential areas for more detailed investigation. Theories developed by Hopson (1981) and Raines (1979) were used to provide the investigator with a context in which to investigate the phenomena of adaptation. The primary methodology used to obtain germaine information was through the use of semi-directive interviews conducted with the subjects on a bi-monthly basis, over a five month period. The Michigan International Student Problem Inventory was also administered in order to collect supplemental information. Findings 1. Measure Used The Michigan International Student Problem Inventory revealed that: -lack of English proficiency was the most common concern 147 expressed by the subjects. -difficulty encountered in communicating and developing relationships with Americans was the second most often mentioned concern. -other Koreans were the most prevelant support group for the subjects of this study. 2. Raines Model - Adapt The Raines model provided the investigator a context with which to examine the adaptation process of the subjects in this study. The information obtained from the subjects indicated that their academic and social/cultural adaptation during the Fall term was in the coping phase described in the Raines model. A primary emphasis upon academic adaptation by the subjects in conjunction with their successful completion of course requirements during the fall quarter evidenced a greater confidence in their academic ability. A movement by the subjects into the transformation phase of their academic adaptive process was evident during the winter quarter. A low priority placed upon social/cultural adaptation by the subjects evidenced no movement beyond the coping phase in this area of their lives. Each of the five adaptive transactions in the Raines model was manifested by the subjects for the duration of the study. The strong commitment to succeed academically was voiced by each of the subjects throughout the interview process. Five of the six Korean students had developed a support group of Korean persons to assist them in this new environment. Academic goals were consistently expressed as the top priority of each subject in the study. To achieve this each had 148 transposed their identity to that of a graduate student in the United States. The fifth transaction, adjusting expectations, seemed to be the most difficult for the subjects to come to terms with. Social/cultural expectations were quite secondary. The subjects had more difficulty in aligning their expectations of themselves and their academic program with the reality that they were faced with. In summation, the analysis of information shared by the subjects as applied to the Raines model, revealed that emphasis was placed on academic adaptation. Social/cultural adaptation was secondary but useful in the context of enhancing academic performance. 3. Hopson Model - The Seven Phase Model of Stages Accompanying Transition The Hopson Model provided the investigator a second context with which to examine the adaptation process of the subjects in this study. Each of the seven stages accompanying a transition was evidenced in the subjects by the investigator. Immobilization was illustrated through the subjects difficulty in dealing with their feelings of loneliness for family, friends, and familiar environment, their lack of familiarity with American cultural norms, and their lack of facility with the English language. Minimization, although not prevelent, was manifested by four subjects in individual aspects of their lives. Depression was experienced by the subjects when they felt under academic pressure and when they experienced a sense of loneliness for family, friends, and familiar environment in Korea. The stages of letting go and testing out were experienced by the 149 subjects only in the academic realm of their lives. Evidence of social/cultural adaptation in these stages was minimal and restricted to areas which would assist in the achievement of academic goals and in the development of a Korean support system. Although the subjects did not make any direct statements concerning the search for meaning and integration stages of adaptation as defined by Hopson, the information shared implies that these persons defined their meaning in this environment as academic in nature. Their emphasis toward academic success was the internalization of this meaning. In summation, the analysis of information shared by the subjects as applied to the Hopson model, revealed that emphasis was placed upon academic adaptation. Although a number of stages in this model illustrated some difficulty experienced by the subjects in the social/cultural adaptation process very little energy was expended in these areas. 4. Intervening Variables The previously cited research stating that marital status is an important factor in the adaptation of international students was substantiated by the information obtained in this study. The married students in this study expressed a greater satisfaction with their living situation than did the single students. The two subjects who were joined in the U.S. by their families at the end of fall quarter also expressed a greater satisfaction with their living situation after their families had arrived. No evidence substantiating major field of study as a variable to 150 success in adaptation was found in the information obtained during the course of this study. Conclusions Conclusions based on the information gathered for this study can only be stated as tentative. With the limitations of the study in mind, the following conclusions to the research questions seemed appropriate. 1. Do identifiable stages of adaptation become manifest among a selected group of international students at Michigan State University? A clear distinction between the academic and social/cultural adaptation of the subjects of this study became evident as the investigation progressed. The Identifiable stages observed in each area will be documented separately. Links between these areas of adaptation will be made when germaine. Regarding academic adaptation it can be concluded that, three identifiable stages were observed. The first was a "discovery" stage. Each subject initially expended considerable energy in gathering information abut how to function within the academic system at Michigan State University. This was done through observation as well as by consulting other Korean graduate students. The second identifiable stage, "testing out" was essentially imposed upon the subjects by the 151 reality of the academic system of which they are a part. Class assignments and examination responsibilities forced the subjects to "test out" their ability to succeed academically within this system. The third identifiable stage which the investigator observed began to be manifested by four of the subjects (Mr. U, W, Y, Z) in the latter part of the study. This "integration" stage was a process initiated by the subjects to apply the academic knowledge which they had obtained at M.S.U. to their prospective professional areas, as they were defined in Korea. Throughout the duration of this study it can be ^concluded that the subjects social/cultural adaptation was maintained at what the investi­ gator termed a "basic needs" stage. The primary focus of energy expended by the subjects was to adapt to, and succeed in the academic system. Social/cultural adaptation to the American environment was recognized as being difficult to achieve. proved to be more difficult than expected. Meeting Americans, also Consequently these Korean students chose to only focus their adaptation upon the American system in areas that facilitated being able to succeed academically. Personal social/cultural needs were met through interaction with other Korean students. Interaction within this group was limited to satisfy their personally defined basic social/cultural needs. Heath (1965) aptly summed up the observation made by the investigator concerning identifiable stages when he wrote: To adapt is to so regulate behavior as to optimize simultaneously both the stability of the self-structure and their accommodation to environmental requirements. 152 The stability of these persons was maintained by developing a (readily initiated) social/cultural support system among Koreans and which met their basic needs. The majority of their energy was devoted to academic achievement, which was their primary environmental requirement. 2. What individual activities are perceived by participants as helping him/her manage the adaptation process? 3. What individual activiites are perceived by participants as not helpful or as being potentially harmful to the adaptive process? The investigator found that activities which either helped or hindered the participants in managing the adaptive process were generally related. For this reason, research question 2 and 3 were mutually addressed. The subjects of this study directed the majority of their energy toward achieving academic goals. Successful adaptation as defined by these persons was academic in nature. Activities which were seen as contributing to the achievement of academic success were perceived as helpful. The activities which distracted them from this focus were seen as potentially harmful. Specific activities judged by the subjects as positive or negative in contributing to this adaptation were very individually defined, and too numerous to document in this study. Rather the investigator chose to address the general categories in which these activities fell. The investigator concluded that maintenance of a simple, complication-free lifestyle was seen by the subjects as necessary to 153 achieve their primary goal; which was academic success. which fostered this lifestyle were perceived as helpful. Activities Those activities which detracted from it were defined as harmful. It can be concluded that the subjects of this study, also established academics as their first priority. This emphasis was seen by the subjects as contributing to the management of their adaptation. The converse of this emphasis was seen as potentially harmful. It can also be concluded that the establishment of a support system to assist in the achievement of academic goals as well as to fulfill social and cultural needs was also a general area of activity which was seen by the subjects as assisting them in the process of adaptation. Conversely, to much time spent in this area was seen as potentially harmful and distracting from their academic endeavors. The support system of these persons was primarily made up of Korean students. It might be added that each subject had a personally defined perception of: 1. what was a simple, complication free lifestyle. 2. what was sufficient time and energy spent to achieve academic goals. 3« what was optimum time spent with their support system. Finally, it can be concluded that an area of activity which was seen as helpful in managing the adaptive process, but not necessarily harmful if not accomplished, was in meeting Americans. This activity was also primarily viewed as beneficial to the academic adaptation process, by giving the subjects an opportunity to practice their English speaking and listening skills. Is there a common identifiable pattern in the adaptation process of these students? Klein (1977) captured the precise pattern of adaptation of the subjects of this study when she defined instrumental adaptation as: Characteristic of those with clear professional academic goals; major interaction and involvement organized around specific tasks; extra-curricular social life continuous with home, i.e. contact maintained with fellow nationals; major tensions and adjustments in task performance; social adjustment and contact with host minimal and limited to professional role; changes primarily to satisfy academic needs and interests. . . Similarly each subject of this study maintained a very clear emphasis upon academic success as their primary goal in this environment. goal. The majority of their energy was expended to achieve this The major tensions and areas of adjustment in the subjects lives were directly related to their academic concerns. Each subject, with the possible exception of Mr. V, socialized almost exclusively with other Korean students. Interaction with Americans was primarily in academic situations such as classes. Finally, the changes made by the subjects in their life patterns were primarily academic in nature. In summation it can be concluded that all of the subjects of this study were instrumental adaptors as defined by Klein. The social interactive pattern of Mr. V is the only area of deviation from the rule. It can also be concluded from the information gathered that the subjects of this study experienced a selective adaptation. Academic 155 success was the most important goal for all of the subjects. The majority of their energy was directed toward the fulfillment of this goal. Social/cultural adaptation to the American system was acknowledged as important, but emphasized only in as much as it affected academic performance. Each subject selected to direct their energy in adapting academically. This focus was uniformly maintained by all of the subjects to the conclusion of this study. Finally, some tentative links can be made between the models of adaptation proposed by Hopson (1981) and Raines (1979)» and the observed adaptation process of this selected group of international students. The emphasis in gathering information was not to confirm or refute the validity of the models but to give the investigator a context which was helpful in understanding the adaptation process as experienced by these persons. Notwithstanding, the findings of this study indicate that these models accurately describe dimensions of the adaptation process as experienced by this selected group of students. It can be concluded that the Hopson and Raines models could contribute to the further development of international student adaptation theory. Further conclusions concerning the application of either of these models to the adaptation process of this subject population cannot be made. 156 Implications for International Student Advisers Although the findings and conclusions made in this study were based on a small sample population some implications for professionals advising international students can be made. The first implication addresses possible uses of research information to enhance the theoretical knowledge base of professionals in the field of International Student Affairs. This as well as other research studies can assist advisory staffs in better understanding international students and the unique process that they must undergo to succeed as students in the United States. Application of this knowledge base can take the form of new approaches in working with international students individually as well as in groups. The following are programming suggestions which might be implemented by international student advisers: 1. inservice training for international student affairs staffs to increase their knowledge of the adaptation process of international students. 2. presentation of this research as well as general adaptation theory to international student groups on the university campus to assist them in understanding and coming to terms with the process of adaptation that they must all undergo. 3. presentation of this research information by international student advisers to university staff and faculty groups that interact with international students on a frequent basis. It 157 is hoped that programming of this sort will heighten staff and faculty sensitivity to the unique dynamics of the adaptation of international students. Recommendations for Future Research Human adaptation to new settings is a very complex phenomena. The following research recommendations are by no means exhaustive, but are those that seem most directly connected to the focus of this study. Future research on the adaptation process of international students to the United States might compare and contrast the information gathered in this study with future studies using culture groups other than Koreans. This information would assist professionals in the field with their depth of knowledge concerning the adaptation of a variety of individual cultures. A comparison of these studies across cultures might also lead to a greater depth of knowledge concerning common patterns of adaptation of international students. Researchers investigating the adaptation of international students might also extend the time frame of their studies. academic year is suggested. A minimum of one This would add depth to theoretical hypothesis made concerning the adaptation process. Fluency in the native language of a study's subjects is also suggested as helpful to the information collecting process. It is felt that this fluency would lead to a greater depth to and preciseness of the information collected. Finally, it is recommended that cross-culturally reliable inventories be used in future studies to examine personality as a 158 variable affecting adaptation. in this area to date. Very little research has been generated APPENDICES APPENDIX A Letter of Introduction from Ms. Peggy Miller, International Students and Scholars Office Michigan State University 159 MICHIGAN STATE UNIVERSITY E A S T L A N S I N G • M I C H I G A N • 48824 M SU International Year 1981-1982 OFFICE O F T H E D E A N O F INTERNATIONAL STUDIES A N D P R O G R A M S October 8, 1983 Dear Korean Student, I am writing to you to inquire if you would be available to participate in a study concerned with the adaptation of new students to Michigan State University. Our office of International Students and Scholars is assisting Mr. Ron Cadieux in his request to identify interested students to participate in his study which will be a part of his doctoral disseration at M.S.U. His study we hope will be useful to other new students and our office when we plan our orientation programs. Also his study will contribute to the literature on the adaptation process of foreign students. If you are interested in participating, you may discuss the study with him when he contacts you. Sincerely, Margaret A. Miller MSI n a n A t t' im ii i ii y r At n o n I q u a l O p p o r t u n i t y I n s t i t u t u a i APPENDIX B Consent Form 160 CONSENT FORM SUBJECT»S NAME: RESEARCHER’S NAME: FOCUS OF STUDY: Adaptation is a process which human beings experience when adjusting to change which has occurred in their lives. Through an ethnographic approach the researcher would like to examine the adaptation process of a selected group of international students at Michigan State University. I freely consent to participate as a subject in the research conducted by Mr. Ron Cadieux. 1 understand the focus of the study as Mr. Cadieux has explained his research interests to me. My participation in this study is completely voluntary and I also understand that I am free to discontinue my participation in this study at any time without facing any recrimination. I understand that the study has a five month duration which includes bi-monthly interviews of approximately forty-five minutes. It has also been explained that my participation in this study will be treated with strict confidence and anonymity. I also understand that information concerning data collected about myself will be made available upon request. Subjects Signature APPENDIX C Interview Guide 161 INTERVIEW GUIDE 1. How have things 2. Could you share with me a significant experience which has happened to you since the last time we talked? a. gone for you since we talked last? How has the experience affected your life? -feeling you had. -action you took. -outcome of this experience on your life. 3. Is there any other example of a significant experience which has happened to you since the last time we talked? -Repeat (2a) if so. 4. I'd like you to evaluate how you have generally felt since the last time we talked. On a mood scale from one to ten (one being depressed and ten being very happy where would you put yourself? 1 2 3 4 5 6 7 8 9 10 APPENDIX D Additional Questions For* Interview One 162 ADDITIONAL QUESTIONS FOR INVERVIEW ONE These additional questions were a3ked of each subject in interview number one. 1. How would you describe the change that you have made in your life by coming to Michigan State University to study? a. completely voluntary more voluntary than involuntary more involuntary than voluntary totally involuntary b. highly desirable more desirable than undesirable more undesirable than desirable highly undesirable c. highly stressful quite stressful a bit stressful not at all stressful d. very well timed for my life fairly well timed for my life not well timed for my life very poorly timed for my life e. fully anticipated change generally anticipated change generally unexpected fully unexpected change f. completely self­ initiated mostly self­ initiated mostly initiated elsewhere completely initiated elsewhere g- very easily managed fairly easily managed fairly difficult to manage very difficult to manage h. strongly committed to managing it somewhat committed somewhat resistent to it strongly resistent i. very positive outcome expected generally positive outcome expected somewhat negative outcome expected very negative outcome expected 2. How long have you been planning to come to the United States to study? 3. What did you do in Korea to prepare yourself for coming to the United States to study? 163 4. Please describe the positive and negative aspects of the role change that you have made in coming to the United States to study? 5. Tell me about the positive and negative aspects of being here M.S.U.? 6. How would you have generally described your mood: scale) 7. 8. 9. a. before leaving Korea? b. upon arrival in the U.S.? c. two weeks d. one month after arriving in the U.S.? e. two months after arriving in the U.S.? f. three months after arriving in the U.S.? at (using the mood after arriving in the U.S.? How would you describe dealing with changes? your (if applicable) (if applicable) sense of personal self-confidence in Since coming to the United States are there some things that you have been missing that were part of your life in Korea? Have there been any gains by coming here? Whati if anything, has been different here in the United Statesthan you had expected? How have you felt about these differences? 10. What helpful resources arrival? have you been able to put together sinceyour 11. How do you feel about Michigan as a place to live? 12. How has your health been since your arrival in 13* What has beenyour biggest problems States? the United States? sincearriving in the United 14. What have you done in the past month which you feel was helpful to you in adapting? 15. What have you done in the past month which you feel was not helpful to you in adapting? APPENDIX E Additional Questions For Interview Nine 164 ADDITIONAL QUESTIONS FOR INTERVIEW NINE After the normal Interview format (See Appendix C) was completed additional questions concerning academic adaptation were asked of each subject during interview number nine. 1. What do you feel that you've done to adapt academically to the system here? 2. How is the academic system different here than in Korea? 3. How do you feel about the differences between the academic systems of the United States and Korea? 4. How well do you feel that you’ve adapted academically? 5. What types of things do you feel that you need to work on to adapt better academically? 6. Does your living situation have an effect on your academic life? 7. What percentage of your time and energy is expended toward academic pursuits? 8. What percentage of your time and energy is expended toward social persuits? APPENDIX F Additional Questions For Interview Ten 165 ADDITIONAL QUESTIONS FOR INTERVIEW TEN After the normal Interview format was completed (see Appendix C) these additional questions were asked of each subject during interview number ten. 1. Since we spoke last, have you thought of any other aspects of your academic adaptation that you'd like to share with me? 2. Can you describe your social structure here at M.S.U.? 3. How is this social structure the same and/or different than the social structure that you had in Korea? 4. What social needs do you have that are not being met by being in this environment? APPENDIX G Additional Questions For Interview Eleven 166 ADDITIONAL QUESTIONS FOR INTERVIEW ELEVEN After the normal interview format was completed (see Appendix C) these additional summary questions were asked of each subject during interview number eleven. 1. How do you feel about this quarter, as opposed to Fall quarter? 2. How do you feel about the past six months and your adaptation to M.S.U.? 167 Abrivlations Used for Notations in Appendices H - M Raines Model - Adapt A.C. D.S. A.E. P.G. T.I. - Aetivating Commitment Developing Support Adjusting Expectations Prioritizing Goals Transposing Identity Hopson Model - The Seven Phase Model of Stages Accompanying Transition IMM. - Immobilization MIN. - Minimization DEP. - Depression L.G. - Letting Go T.O. - Testing Out S.E.M. - Search for Meaning INT. Internatization - Research Questions + - Helpful Activities - Activities Not Perceived As Helpful APPENDIX H Ca3e History Mr. 168 Case History - Mr.U Identifying Information My name is Mr. U. I am twenty eight years old and am studying for a masters degree in Material Science (Engineering) here in the United States. I am from the capitol of Korea, Seoul. I graduated from Yansei University last year. I am single and living in a graduate residence hall here at M.S.U. I would like to pursue a Ph.D. upon completing my masters degree here. My family is sponsoring my studies here in the U.S. Although I don't have a job lined up for myself for my return to Korea I am confident that I will be able to find one. This is my first time out of Korea. I stayed with my y. cousin in California for a month when I first arrived in the U.S. I must take one English course with my academic load this fall quarter. Interview # 1 My decision to come and study in the United States was zf.c. my own. I think that this will be benefical for me in my + career. I will have an advantage over other students who OAi£ only studied in Korea. I hope that my field will be much bigger in a few years when I return to Korea. My country makes many products to export. The country still imports many of the materials to make these goods. I think that material science is an area that needs to be developed. L £ j W M A 6This is why I decided to come here. There is much to learn /9-c. in my academic area in this country. I prepared to come here by taking conversational English classes. I also tried to watch the American Forces T.V. Network. I also came to the U.S. one month early and y. stayed with my cousin. That was also a good chance for me to practice English with my cousins. I think that one month was not enough. If I was here for six months I think that I would be fluent. y. I think that I came to study here at the right time. Croop I just finished my undergraduate degree last year. I think that M.S.U. is a good school. The professors are good but *.£. the equipment is a little old. Coming here all alone is also good. All that I have to think about is studying. I don't have any distractions. 169 Sometimes I miss my family, friends, and girlfriend.pf/ss I'd say overall that coming to the U.S. has been quite stressful for me. In Korea, if I had to put myself on the mood scale, I would say that generally I was at seven. Aoxus r M e ^ r When I first arrived here and was staying with my cousins I was about nine on the mood scale. I dropped to one on the mood scale when I first arrived at M.S.U. After a few weeks I went up to five but am now at three because of th M / M stress that I feel because of my classes. Pf£sst/#£ rfjc In other ways I can enjoy aspeots of life here. For /9.£, instance, I can enjoy my freedom without feeling any hinderance from my parents. I can do everything freely / / £ # £ ^ unlike life in Korea. I can also make friends from other countries. I like sports very much and can meet other />.£. foreign students this way. All students from abroad feel lonely. This helps me feel les3 lonely. The food here causes me some stress. The food in the cafeteria is not to bad but very expensive. So now I eat r o e # just two meals a day. I have cut down from spending $10 a day to $6 a day. In Korea I ate a lot. Here now I am always a little hungry. MM. I have confidence to study here but I don’t know where I will rank with American students. After the first exam I will know better. I think that my single biggest problems are food ands-o*/? my English ability. Sometimes I don't understand the * professors in class. But this will improve over time.£ M 6-i.JSM Interview # 2 I have felt under a lot of pressure in the two weeks since we talked. I had two exams. In one course I received the highest grade in the class. I studied v w y P £ £ f £ 4 * £ hard for this examination. The second one was an open book test. I thought that it would be easy, but there were too many problems. In one class I did my best. In the other I did badly. I'd never had an open book test before. Next time I will know how to prepare. This was a good A//*, experience. I am also taking a very boring English writing class. I think that the best way for me to study English is on mysr/fcss own. This class is a waste of time. p Not much else has happened. I spend most of my time ' in the library. Before exams I would have put myself at c.one on the mood scale. I felt very stressed. After the 170 exam eight. I felt very relieved. Sometimes 1 think of my family. I miss them very much. I receive many letters from home. It feels good get news I am looking forward to visiting my oousins in California again at Christmas time. M /s s Interview # 3 Things have been very stressful since we talked last. I felt very burdened because of exams. I think that I made a lower score than I expected or wanted in an exam. I did a little above average. The answers to questions werertc* petite sometimes connected to the previous question. I made a s t a £ s s mistake at the beginning of one of the questions, therefore that affected other problems. /ft£' I do feel fortunate to be a student. ti/At. exams I feel I must work harder. After these last I feel that my courses are hard to understand. the English. After the mid-term it got harder. Not understanding the lecture is a big problem. p I mean E A ’G U f # p#o&/.et\ During the term break I will practice listening comprehension by watching T.V. I think that I regret my living pattern in the last two weeks. I met Koren friends and drank beer. From now t,o. on if I can I will not meet my Korean friends. When we getr/t^e together we talk about problems and think about Korea. At w t r p the time I feel good but after I don't feel good. It K o P E P ajs hinders my studying. I think that I might get together &ooe p £ once a month with Korean students. Maybe I will just talk ' to them at dinner. It is Korean custom that if someone asks you to do something you must. That is a problem for * me. I did get some good news from Korea also. My brother, who is a very good baseball player, had an article writtenp/ttiu.y about him in the paper. That makes me feel stronger. It spppe/fr stimulates me or encourages me to do my best. Before the exams I would have put myself at five on the mood scale and eight after. ppessupp S7-/?£*Sfrett Interview # 4 I feel that my mental health has not been good. I have been eating and sleeping well but still I cannot study 171 more than three or four hours a day. This past week I would just lie in bed a lot. It has been getting better the last few days. My senior told me that after my exams I will feel better. I think that this is right. I have a lot of psychic stress. I also think of my family a great/9c.*#£/i/c A)/ a /, deal. This has been the worse period since I ’ve been in s r j e e s s the U.S. when I feel this way I think to myself; why did I come here to study. Then I think that I must study harderc*msur*£*-r £ £ p to finish and become a doctor. That is my purpose and one ^ €‘ for my family as well. Sometimes I feel that this is just s,F.si. a burden. After the mid-terms I got some confidence. After that point the pace of the course became faster and faster. The 7;-a amount of reading was too much. I put the term papers off and when I started them I really felt stressed. Talking about this has made me feel better. This is what we do in Korea. Man to man or woman to woman. This is not the case here. I think that here people might &££*£*«* p.s. regard this as being homosexual. But that is not the case *in Korea. Going and talking to my senior also helps. I also have not been playing sports at all. This I y. think is another reason for my stress. Sports are a good release of stress for me. p.s. Over Thanksgiving I went to a Korean friends house f o r ^ ^ ^ ^ + dinner. It was very nice to enjoy Korean food. spppoatI have been thinking that when I go home this summer I o s will get married. That will help me make it here much zxcffJolf ' easier. During my depression I would have put myself at one on the mood scale. Now I would say that I am at five or six. Interview # 5 I have been very stressed since we talked last. I /9c a p £ m /c studied very hard for my exams. I didn’t study sr/ress rt)t consistently the whole term but really focused at the end of the term. This last week my health was not so good. I didn't sleep much and I only ate one meal a day. In one course I received a 4.0 in another a 3*5. I also passed cc* e£*A' my writing class. I cannot express myself in English too well today. After the exams I really felt relieved, but I also £ a& jl/s /a questioned many things. I think that I wasted a lot of rAoe*** P .g-. time during the term. I learned a great deal but I think 172 tht I would have done better if I would have had a more regular schedule. I could have worked harder. I want to c o ^ c ^ study broadly. I usually study for the examinations, but I T o would like to do more. I don't think that I had time to do this. My English ability was a big problem. I could have saved much time if I could understand and read English better. I wouldn't have to read over and over again t o ^ A/G'*/s'v understand and I could understand more of the lectures. But in any case I am happy to be finished. After my exams I went drinking with my Korean f r i e n d s ^ ^ ^ , ff,S' and played four hours of tennis. This was good to get rid sup/>opr * of the accumulated stress. Again before the exams I would put myself at three on /9ca-d£*/c the mood scale. This is because of the stress. After the *r*£ss exams I think seven. Today I received two letters. One of them was from my girlfriend. It was a happy letter. Usually these letters have been sad. Her family does not want her to go abroad.Frfse*/**. p s She is the youngest child and sometimes gets sick. Her * £ c& family would like her to have an easier life than coming to the United States. I think that if I were married life would be easier in the U.S. for me. Interview # 6 I enjoyed my holiday over all, but it went too fast. The first half of the holiday I was really excited. I would have put myself at nine on the mood scale. The second half I felt worse. I would say five on the mood scale. Because I wasn't studying I could think of other *£*. things. Mostly about my future and marriage. I am pp£, concerned about these things. ^ Right now I am worried about late registration and <9c*0 £si/e + adjusting to being here. I am having difficulty adjusting****srH£»r r o ‘ to one class. I don't know what to do. I will go and t a l k ^ ^ . ^ , p .s. to my senior. He will be able to advise me. support I did quite well with my classes last quarter. I was j?.*. satisfied with the grade but would like to study s*r*sp»c-rroA/ differently. I would like to have a more regular living 'and studying pattern. I would like to study more broadly. t o . Next quarter I need to decide about my masters thesis. P.s. My English has not improved over term break. I wanted to read one major book and watch T.V., but I mostly played tennis. I also spoke Korean most of the time during the 173 break. This time that we spend together is good. as. a chance to speak and to listen to English. It gives me or Since arriving back here at M.S.U. I have felt peaceful and calm. During the holidays I always stayed at other peoples homes and travelled. When I got here it felt ^ ,Cr'like coming home. Very familiar. I was very surprised atj that. After only three months here it feels like my home 7’r’ country. I didn't feel this way when I saw the cafeteria. That made me feel bad. During the holidays I ate well. Korean # ^ 4 food. I am not looking forward to this quarter. There are not things to enjoy except tennis. I hate the weather because I cannot do anything to get rid of my stress. I am spending a lot of time thinking about my girlfriend. *>£ s /s s o a t I find that sometimes when I am drinking I speak English better. Also when I am angry. Sometimes I go to the bar with Americans. I have gotton to know a couple of them. Not too familiar. We ' ' play ping pong together. Also I talk to them in the hall T “- when I see them. Interview ff 7 NOTE: IN THE TIME SPAN SINCE THE LAST INTERVIEW MR U WAS HIT BY A CAR WHILE RIDING HIS BICYCLE AND BROKE HIS LEG. I felt very bad at the time of my accident. During _ the holidays I forgot my homesickness. I was with my /fc/r&AA/ relatives, spoke Korean, and ate Korean food. Everyday s u r p o K r after I arrived here from the holidays I felt worse and worse. I couldn't study. I had been reading the Bible every night before the accident. That helped me feel ‘better. The day that I had my accident was the first day j c c z o ^ as t that I had riden my bike this quarter. I wasn't watching. The pain is quite bad. I am also worried about my ££?». medical bills. My friends have helped me so much. Mostly Koreans but some Americans as well. I am very grateful for all the kindness that my friends show me. They bring me food. Sometimes if no one comes I go hungry. I also watch T.V. a lot. I have to decide what to do about my courses. 17^ Just after the accident I worried a lot. How could I live # c w r"° or study here with a broken leg. After some time passed I /V//V. thought to myself that I can overcome this problem. The day of my accident I would have put myself at zero on the mood scale. Today things are better; maybe five. Interview # 8 I have been quite worried lately. I worry about my studies and marriage. I am only taking one class this PSP. quarter. I dropped the other two. Some of my friends suggested that I take all three. That is impossible I think. I could pass the classes but I want to get 4.0's. Some of my friends told me that if I told the profs about A . S . my accident I cpuld get 3.0's easily. This is not good enough for me. I also have thought about my family. I miss them. I want to live near them. In oriental society when your /ra/rsp PSA parents are old, you should live near them and take care of them. I talked to my parents the other day. There was a special party. My mother was crying that I wasn't there. When there is a special party the children that are not there are missed greatly. My leg is getting better. Still a lot of pain. A friend of mine recommended that I sue the person that hit cu/retf/u. me. I am looking into this. This might not be done in Korea. We don't like to do this. I accept my accident as fate. It's a good chance to watch T.V. Some days I watch for ten hours. I like "The Young and the Restless" soap opera. Sometimes this is a A t/A /. little boring. Attending my class makes me fresh and energetic. My friends come and visit me. That helps. My mood changes continually. I would put myself at 5 on the mood *-S . scale. Some days are hard. A.6-. + I don't think that this situation has affected my confidence. It just might take me a little longer to graduate. 175 Interview # 9 I am having a hard time with the living pattern that I have. I sleep a lot. I always lie down. Even to study sr #£ s s one hour is hard. I am discouraged. For the first time in the United States I wasn’t able to prepare properly for an exam. I haven’t really studied since the accident. I p^ef/JVe think that I might have gotton a 3*5 on the exam. I want to get a 4.0 in this course. On the days that I don't have classes I Just stay in + my room and watch T.V. I cannot go very far with my leg. I watch a lot of T.V. to improve my English. My moods fluctuate a lot. Today I am at three on the mood scale. I feel homesick and lonely more often. I am trying to change my pattern here. It is very ^ ^ hard. In Asian philosophy most people respect a steady 'character. To be changeable is not good. Most Korean students would want to be steady. Most people in the west ro. express their minds directly. In Asia that is not seen as something good. I went to a department party this past week. I was a little disappointed. The only thing to do was eat food and talk. At an undergraduate party that I went to last quarter the only thing to do was drink beer and talk to the person next to you. At Korean parties we sing together and play games. Usually we join together more. The first 77c. thing that is done in Korea is that everyone is introduced. But here it is more individualistic. People don't seem to get to know each other much. Academic Adaptation I received some information about this system here before I came. It was not exact though. There is too much of a difference between schools and states. I don't find that there is such a big difference between our academic systems in my field. The pace is '^•faster here but also this is a quarter system. That makes it faster. I find that the study conditions are different. In Korea I met my friends and spend time with my family. Here I don't have any of these things. I study a lot here. v/*4£ Most to my time is spent studying. I feel burdened. I &£?.want to do a Ph.D. but that means a great deal of money. I 176 cannot depend on my daddy for this. I must get a research or teaching assistantship. Here at MSU there is not much opportunity for this. My senior has recommended that I transfer. I think that this might be a good idea. The pwr/s&fcr/**> equipment here at MSU is also old. Another thing that I don't like so much is that not too many experiments are conducted. Generally I have confidence in the course work but I have difficulty with the relationships with professors. I cannot ask questions freely. I have culture shock b e c a u s e ^ ^ ^ ^ ^ of the difference in relationships between professors and students. This is very different than in my country. In Korea we have to respect the professors. Here some students treat professors as their friends. That wouldn't happen in Korea. I need more time to adapt to this system. Also in Korea we could not be friends. much of an age difference. There is too I think that my biggest problem here is my English. 'L£A/*d.tsr need time to adjust to this. I cannot communicate freely, ppost*/* A?.f. Other than these things I feel good about the system here. Interview # 1 0 I have had so much time to think since I have been in this condition. I got my cast off. I thought that this would be good. It isn't. My leg hurts a great deal. It's ***** extremely unoomfortable. Many times I feel depressed. To c/r /ec~ do anything I need a ride from my friends. Sometimes my friends forgot about me. This week 1 had three classes. I per. missed two because my friends forgot to give me a ride. I feel gratitude to my friends. I hate to ask them for more. I would put myself at three on the mood scale. I think that it was a good decision to drop my two other classes. I could have not done well in all three, sr/re *s •e Sometimes this one class is too hard. Sometimes I must go rsr. to the library to do research in large journals. This is very difficult. I think of home sometimes. PS. beer. No more than usual though. Last night I went to a Korean friends house and drank /rorp/t/u pprr»rr I think that my suing the driver who hit me will be settled out of court. That will take four or five years. 177 Just after the accident I didn’t dislike the driver. has never called me since. Now I think I hate him. He In oriental tradition we don't expect good or bad results. If something bad happens to a person no one knows in the long run whether good or bad will come out of it. A man buys a horse for his son; that is good. The son f a l l s ^ ^ /I/*/- 0ff the horse riding; that is bad. There is a war and all the young men go to combat and most are killed. The man's son had to stay at home because of his broken leg. That was good. If I had taken three courses I couldn't get good osr/st/ssi ? ? grades and I would have lost face. I also have a lot of /V/A'- time to think when I am in this condition. That is good as well. Social Structure Most things in the social structure here are the same as Korea. Only thing that is different is the small size of the group. People are afraid of numbers. I haven't made any deep relationships with other A 0 S students here. We are friends though. We are all in the ’ same situation here. I found out who were my real friends after the accident. Some friends visited often. Others not at all. That is a good distinguishing characteristic. Interview # 1 1 My life is getting a little better. My course is going quite well. My leg still gives me problems but not like before. I will be moving to a single room soon. That will be nice I would put myself at six on the mood scale. Summary Questions I think that my English has improved a little since I arrived. It is getting better, but it needs much more ^ ‘^•work. It is still a problem. It was hard this quarter because I had to study in my room most of the time because of my leg. /s m 178 My stress level was greatly affected crazy some times. I They would worry too has gone down a little. This quarter because of my accident. Thismade me have never told my family about this. much. My schedule this quarter was not too bad. I only had ^ & one course. I am generally satisfied with my living /root* 'situation. The food though is just tolerable. My recovery with this accident was too slow for me. I would say that I am optomistic about my future. My 'fotae/ttc performance. sr**** 7:0 . mood at the same time is affected by my academic I am homesick often. I miss my family. thinking a great deal about getting married. I'm alsop g ^ A / ^ 9* srffjess APPENDIX I Case History Mr. 179 Case History Mr. V Identifying Information My name is Mr. V. I am from the third largest city in Korea which has a population of two million people. I arrived in the United States in June. Until I arrived at M.S.U. at the end of August I stayed at a university in Detroit and studied English for one and a half months. I * am now living in a graduate residence hall on the campus of M.S.U. I am twenty nine years old and single. My family is sponsoring my study here in the U.S. Before I came here I ran my families department store at home for two years. I have come to the U.S. to pursue a masters degree in economics. I also hope to stay and do a Ph.D. This is my first time in the United States. I don't have a position when I return to Korea but I hope to work with the government or get a teaching job in a university. I studied medicine and economics as an undergraduate at Keimyung University. Interview # 1 Basically the decision to come to study in the United States was my own. After finishing my undergraduate studies I ran my families business for two years. I did not enjoy doing this work very much. I wanted to come to study economios in the United States. I think to study economics in the United States will be very beneficial for me in my career in the future. I think, coming here to study is a very positive move for me. I don't think coming to study in the United States is very stressful. When I first arrived at Michigan State University I really didn't have any problems. There is one * thing. I think it would be better if I had a girlfriend Ct/drt(dr/9d here. I find the culture a little different here. Peoples' sense of humor is different. Sometimes I find it hard to understand. I would like to make American friends but up to this point I have not had the opportunity. I P6_ spend most of my time concentrating on my studies. When I go to class I am concerned about my class and the material that the professor is going to transmit to the students. Because of this I don’t talk to other students, and after class I come directly back to my room to study. I must really concentrate on my studies. I have thirteen credits this quarter, which is a lot for a new student. I also • find that most American people do not talk too much with each other. I think it is because of individualism. This 180 is a little bit of a surprise for me. I think I have a very strong commitment to study here. The only times I have some struggles with this is when I ocjm, feel lonely. This is the most difficult part of being **** here. I think I have some social difficulties. I think being here would be a lot easier if I had a girlfriend. When I first arrived here I was amazed at the size of the school and the beauty of the campus. Generally people are pretty friendly here as well. Since I have arrived here I have met a very nice professor a person that I am os- taking a course from. I enjoy talking to him. Something else I enjoy very much about being hereis being quite m *** busy. My studies keep me very busy. I guess the most ***** r.o. difficult thing is in trying to establish relationships. a re One of the reasons that I think this change is not so * stressful is because I believe in myself. I have some .c .confidence to succeed here. When I left Korea I think I would have put myself at five on the mood scale. The first month that I was in the United States I was very excited to be here. I would have put myself at ten on the mood scale. Even after being in the United States for two months I would have still put myself at ten. After being at Michigan State University for two weeks I was very excited, there is so much to learn here. This is such a big change. Right now, I am having much more difficulty I would put myself at one on the mood scale. I find that I am quite lonely. I have told myself that I do not want to interact with other Korean students. I am here to learn the American way. I want to have stpjprZlr/AH American friends. But up until this point I have not had r.o. the opportunity to meet Americans. I find this a little bit difficult. Relationships are difficult to form here. y Nothing of any great significance has happened in the last month. Basically I have a very routine lifestyle. I go to class come back to my room and study. I eat, I r # *£*&*/*£ sleep, I go to class, and I study. A little bit boring. I /i.e. think that I am bored because I do not know anyone. Things ^ might be different if I had a girlfriend. One thing that I did that has helped a little bit is that I have gotton a drivers license. This helps my + mobility, but I don't really have anyone to go out with. Oh yes there is another problem food. Korean food is very spicy. I enjoy this very much. When I came here I decided to just eat American food, because I did not want to spend any time cooking. I think American food is a little 181 boring. Just like my lifestyle. Interview # 2 Not too much has happened since the last time we talked. It's terrible. I have too much solitude. My life //i/i.i.3 very routine. I hope at least to do something interesting during the term break. I had a statistics exam last week. I did not do very well. The next time I must make an excellent score. That />.&■. ig why j oame tQ the United States. My biggest concern are my exams for my courses. I don’t worry about it too much,* £ * / & * * * but I must do my best. My mother always taught me to do right, and to do my best. I miss my mother very much. She A . c .is very kind and has a very strong personality. Everyone seems to like my mother. I think a Koreans way of thinking is a little r,c‘ different than an Americans. Confucinism is a little bit ^ ^ of a different way of looking at the world. We don't worry *so much. We just do our best. I still do not understand an Americans way of thinking. That is why I am having some difficulties r e ' meeting Americans. When I go down to the cafeteria most cutru&t* people are eating with others. I usually eat by myself. Really I don't mind too much. This is not my country. I would put myself at five on the mood scale. Nothing special. I feel the same as I did a month ago. Everything is routine. Some Americans are quite friendly. But they do not appeal to me. For instance with a woman, I must i f * * * like her very much to pursue a relationship. I have not T o ’ met anyone that I like especially up to this point. I guess I might get used to being alone. Interview # 3 Since the last time we talked things again have been very boring, very routine. Oh there was one thing that happened. I had an infeotlon. For the last few days I *°ur/A/£ have been under medication. This caused me alot of discomfort, but I feel better now. Classes are going a little bit better. I still have some difficulty in understanding the professors. I also r-e-have some difficulty in taking notes. Taking good notes is very important. But I am beginning to understand the American system a little bit better. I am doing very well 182 in my statistics course. The tests in this course are very easy. The American students in the class study very hard. Another course that I am taking, economic analysis, is also going quite well. We had a test in it last week. I thought I knew the subject very well but I only did average as compared to other students. I think that I was a litte conceited. Next time I will study harder. The other class T'°' that I am taking is calculus. I think that in Korea we are taught mathematics very well. This class is not a problem for me. Since having examinations in classes, I am beginning to understand the American system a lot better. p.*.This means that the next time we have an examination I will 770.do even better. ro For a person to be successful in studying here, his ^»£.life must be very simple. I would say my life is very simple, maybe too simple. It is also important to have //y something enjoyable in life. That can help you concentrate J 'better. I don’t have anything enjoyable here. /c " * I miss spending time with women. I did meet one woman last week. I asked her to dinner. But she said she was very busy. She said she would call me, but up to now she has not. I think that I am an open minded person. I talk to anyone. But up to now I have not made any friends. This is r.o. very different than life in Korea. In Korea life was very colorful. I had many friends and would go out every night. I think the next time that we talk everything will be the same. The only way that it might be different is if I /./r* find a woman. You always ask me the same questions. Soars** Always the same questions. I have nothing to teil you. My life here is very routine. Interview 4 Sometimes my mood is affected by things that happen to me. But I find I rebound very quickly. I like my mind to /}.£. be usually very stable. I would put myself at five on the * otJ> mood scale. Nothing unusual has happended since the last time we talked. I have not had any examinations. During finals week I will have five exams. I will have to s9eA^£rt/c ooncentrate a great deal. In Korea I did not study so ^orusTMi/ar much. I think I have some difficulty concentrating. I ^6. also have a bad habit of smoking. I am trying to quit. I think I smoke a great deal because my life is so routine. I smoke too much. I had quit smoking, but began to smoke when I came to the United States. I especially smoke when 183 my mind is dispersed. I take a break when I study and smoke cigarettes. I usually study in my room. I need things to be routine to be able to study. But I don't enjoy the routine so much. The problem is to find r.o. how to change these things. l I still find I do not understand the American mind.cv/rtt/f**. That depresses me a little bit. Another thing that isa asot little difficult is that I do not enjoy eating alone.That is embarrasing to me. I hope I can make friends next atp. quarter. r.o. I find most people at the University to be very friendly. I also find them kind. But sometimes I find someone that I think is discriminating against me. I especially find this when I go off campus. In shopping centers I find people are often rude and unkind. This bothers me. e/sc4 /*tA,*r/6Aj Interview # 5 Since the last time we talked I have had five examinations. I think I was very successful in my examinations. I told you I am very confident I worked very /-^hard at my calculus, statistics, and economic analysis. /»c4 o*/i/c During this time I could not sleep very well. As I told ST/f£SS r.o. you at first I did not take examinations very well here. Now I think I have learned the system. Also, when I came here I was a little conceited. When I entered the class I thought I knew everything. In Korea * when I memorized the data I could do very well on the exams. I thought the same case would happen here. But the r.o. exams here ask applied questions it is very different than in Korea. From now on I will get all 4 points. two 4 points and one 3.5. I feel very would put myself examinations are My examinations me here. This term I got relieved right now, I am absolutely up. I at ten on the mood scale. When my over I feel like a great weight is off me are absolutely the most important thing to During the holidays I am going to visit my sister I will come back here a little early to study. I don't stay 4 .c. at my sisters for too long. It's not too interesting for me. I would rather be here. I have a special plan in my p.6 .mind. I want to finish my masters degree at Michigan State s 184 *r. r.r. University and then to do my Ph.D at one of the best universities in the world. I want to go to Harvard. I like M.S.U. very much. There is so much freedom here. People are honest and the campus is very beautiful. I want to be very successful academically. I have a very strong background in econometrics that is what 1 want to specialize in. I think I would like to stay here in the U.S. That is my dream. To get a Ph.D. from Harvard and then to visit other universities in the world. I want to learn a new style of life. I still feel a little lonely here. I need to find an //f/i. outlet. If a person does not have a girlfriend or some v friends other people think he is strange. I think some people think that I am a little strange. I don’t want to Ao»tf*rbe 3een that way. I want to act like an ordinary American. />^ca-r sirretr Other Americans say "Hi" to each other on the street. I us*svsrs* don’t know how to act in these kind of situations. If I know more about the American style and culture I also can get to know more people. I must find things in common with Americans. I want to act like an ordinary American. You see people here are free. In Korea it is not that way at all. We don’t show our feelings. Here students enter ' professors offices and sit and talk with them it’s as if they are friends. They are very free to tell them what they whatever they want. They talk about all they feel so I like Americans very much. Moreover, professors want to /frrt^irrtalk with students. They enjoy their jobs here as well. Lately I hate Korea there are so many problems in Korea. r * ‘ Politically and socially, if I can stay here I will. I do not spend very much time with other Korean students I don’t think that it is a good idea. I did not come to the United States to spend time with Koreans. Other Korean students spend time with each other. I don’t £o£SA,>jthink this is good. If I meet Koreans everyday, I w o n ’t u>A^r 70 understand things about American life. Although it is hard /*&&»trvy spent most of my time with Korean friends. During the term I didn't have time to do this. I also wanted to learn about American culture and language. During the term I am very busy so my preference is to spend time with Americans and not with Koreans. During the term break there are no Americans in residence hall3 here. So 1 enjoyed my time with Koreans. I got spoiled during this time. I got so lazy. I would like to have another holiday. I am not too worried about this I will have to work hard again this next quarter. That is my duty. That is my purpose to be here. In Korea people do not have so much a c a a a /t/ c. leisure time as here. They work harder. This country is so rich. I like the lifestyle here so much better than Korea. I think that my fall quarter here was very successful. As you know I had a shaky start with my examinations. I • failed my first exam. If I wouldn't have done that I would sat cess have got straight 4 points. I will do better this quarter. I am an ambitious person. The only way that I would be content with fall quarter is if I would have had all 4 points. I did not know the new method of study in the *“■ United States. That was very difficult. Also I couldn't * * always understand the lecturers. I will still have some r.o. problems understanding all the lecturers. This is just r a r u n e about impossible for me. I will need some help from P S - someone. There is one Mexican friend that I have gotten to know. He helps me a great deal. I think everything will be very good this quarter. I am optimistic. I want to do very well. Since the last time we talked everything has been as usual. I think there is no difference. My courses this quarter are a little harder for me to understand. I haven't been preparing as I ^ used to. I feel I have become a little lazy. The holidays * led me to become lazy. I should be getting better. It was nice when I first started classes this quarter I knew some other students. This was different than fall. Every other aspect of my life is the same. I would put myself at five on the mood scale. Nothing special. I find that I don't e/f/ty/i/e. do as much as I did last quarter. I think that my ha a a vacations were too good. 186 There is one thing different than last quarter. During my free time I spend it with Korean students. This is a big change over last quarter. I find Americans very hard to meet. I think that most Korean students didn't understand me last quarter. I want to make myself otercfterunderstood by them. I think they thought I was very JZsppojcH '****«**# arrogant at the beginning of the quarter last fall. I nad P S'failed an examination. I just about went out of my mind. So I have to concentrate very much on my studying. I did not spend any time with other people. Now I feel more confident. After that bad start I think that I will make ^ it. Over the Christmas break I got a chance to meet Korean ’ ' students. We had very enjoyable times together. I 7 o . enjoyed the holidays with them. Actually to stay away from Koreans is not my strategy. Last quarter I was very busy. s**r£/rr I wanted to pratice speaking English. That is why I wanted to spend time with Americans. I think that eventually I will meet Americans. This will just take some time. It is very much easier to spend my time with Korean students. We share a common language and a common culture. I don't think spending time with Koreans and making American friends is such a serious /YZ/l/. problem. Just one of the problems of daily life, here. I am taking an economics class this quarter. It is very hard to understand. Sometimes other students laugh £r^ct/s# and I don't understand the joke. Many students say the professor is very interesting. But I don't understand him and I don't find him interesting. This is a little bit difficult. Interview # 8 Since the last time we talked things have been going pretty well. I got the results of one examination and ^ c received an 88. I think this was about in the middle of the class. Not so good. I will try to do better next time, r e Since the beginning of the quarter I have not had very traey much motivation to study. Last term I did badly on a test at the beginning of the quarter. That spurred me on. But this term the beginning went very well. Nevertheless I am still confident and optimistic. Outside my classes I am not doing anything. I have gotton to know more people, and say hello to them. But I p.g .am not getting to know anybody very well. I don't spend time socially with American people I don't want to have joper*£/i jscr social time. During the quarter I must study. I don't see p.s. my Korean friends either. They are very busy and I am also busy. I just want to see them during the break. English 187 is not my language. To study and be successful here I must study very hard. During my spare time I just listen to music and look at pictures. I still feel lonely I think that is just a matter of being a human being. That is the same as last quarter. I would like to meet a woman here, but first I must understand an American woman's mind. It is quite difficult. There are some Korean women in this residence hall but I am not interested in any of them. I like America and Americans very much. This country is blessed. I like American lifestyle and the freedom ' afforded to people here. In Korea I heard that American people are very practical I think that is right. When I live here, I feel this very strongly Americans are very %oTuJryitA>r practical and diligent. The only negative encounter I have had with Americans have been when I have gone shopping. ste. Sometimes I find people unkind and very rude. Usually I see that Americans don't want to interact with foreigners. I think they don't feel any interest. rc r>r Sometimes I think that I could live here. This would be much better. If I stay here nobody bothers me. There is so much more freedom here. Sometimes I think about laying here. But I am the only son in my family. I must go back to Korea and support my family. That is my responsibility. Things have not changed for me very much since September. Life is still quite routine. I would put myself at five on the mood scale. Nothing special. fcur/Mt Interview # 9 Things have been miserable since the last time we talked. The whole two weeks. I had a terrible economics exam that made me go crazy. Other Americans did well but I ^^ ' d i d not prepare enough for this exam. I would put myself a .c .at one on the mood scale. The very lowest it can be. I # e*A£/r/c need to study much harder. In Korea usually I started to s r & s s study two or three days before the exam. That was enough. This kind of behavior has continued here in the United States. I cannot do well by studying two or three days ^ c ahead of the exam. My life is still routine. But I must study much harder. I am not spending very much time with T:t>- other people. I must apply myself to my academics. Academic Adaptation & here. I think that I have done nothing to adapt academically I just try to prepare for each examination in Korea. 188 The only information that I had received about the American academic system is that it was quite difficult. I find this system here very compact and very accurate in every way. In Korea, academics are much more loose. It is possible to study one or two days before an examination r.o. and do very well. Here the system is more difficult and #£#£ challenging. I think that this is true at every level of academics. But I think my language problem here also adds to this difficulty. The program is hard but my language is also poor. If I could speak English better I would do much ***&£# better academically. In Korea there really aren’t any academics. There are too many pseudo academics. Seoul National University is a little different, but generally academics are much looser cA/r/c^fj. there. In fact, for the last twelve years all the sohools in Korea have been closed two months each semester because of strikes. We are only in school six months a year. That st/srs* is not very good for an academic system. I feel good about studying here. My living situation is very good. I find the courses very challenging. My life needs to be routine, and it is. My interactions with the professors is limited, but when Iask questions they '^ ^•are very helpful. I think here the professors make the students think; not just memorize. Here we must think deeply on each question. In Korea we just memorize. I learned that very quickly in my first examination in the fall. I did not study properly for that examination. Language really was my biggest problem upon arriving here. I could not even take notes. Things go so quickly/ M o r s here. I must continually work very hard. I think that 100< of my energy goes to academics. Zero percent goes to * social adaptation. I really don’t have a social life here. / I also find American students hard to understand. They don’t want to lend foreign students their notes. It is their language and they do not want to share it with us. M 1H . That makes me mad. They are very narrow minded. They are old enough to understand another persons situation. But they don’t. They are very egotistic. I don’t know how AASusr/trA/r iH+1. such people can live in our world. I must say that this happens a little bit in Korea. I think foreign students who stay here more than two years resent American students. They don’t like feeling inferior to them. Some American students make us mad. Some are predjuice and narrow minded. This situation here is very competitive. If there 189 is something very important they do not want to share it with foreign students. I think in Korea we are a little bit more generous. Most of the foreign students feel like this. When the professor says something important the American students try to conceal their notes. I don't understand this type of custom. Interview # 1 0 Since the last time we talked I have not been doing very well. My academics are a great struggle. I have p**' decided to defer one class. I have not gotten to work fast enough this quarter. By dropping one class I can concentrate on my other two much more. I think that the holidays made me lazy. This quarter to be successful, I needed to study nine hours a day. I was studying two or three hours a day. This is a good experience for me. I A * - think I must live a much more planned life. Right now I am studying four hours a day for two P.&-. courses. I have a little bit more leisure time. Next quarter my life must be much more structured. I must structure it nine hours a day to study. I would put myself at six on the mood scale. I feel less pressure but also do vf*. not feel very well because I feel that I have failed. Social Structure I think that I do not have a very good social structure here. I have just association with people. I just meet with them occassionally. Sometimes we help each other with our problems. But they are not deep friendships. People have too many academic pressures here. I don't want to participate in groups. I have a bad feeling about the Korean group here. I don't want to spend sac/**. ' time with them. I cannot tell you the reason why. It is *r#ttcnt*4 personal. The only other time that I spend with other y people is with some Korean immigrants. I have been to their home to dinner three or four times this year. Aside o* from that, I spend my time alone in my room. Interview # 11 Since the last time that we talked things have just been terrible. Half my time I spend studying, the o t h e r s half goofing around. I might study two or three hours a s r p s s s day. I don't know why. One course I have just gotton a 3*5. The other course I got a 4.0. But so did other students. I don't know how the professors grade these 190 courses. I have been smoking one and one-half packages of cigarettes a day. I have been under tremendous pressure, i must put myself on a steady schedule next quarter. I will do better with that. I would put myself at three on the mood scale before my examinations, and seven after the exams. Examinations are a very big pressure here. To do well in my classes is the reason I am in the United States. Over the break I am going to Detroit to visit my sister. There I can have more fun. I feel quite I s ZsvZ comfortable there. I can go to parties. My sister has a group of very close friends. We can all enjoy things together. jpt My main purpose here is to get 4.0's. If I don't get those grades I don't feel good. This affects my mood a great deal. Summary Questions I don't feel very content this quarter. I don't know why I did not study very much I could not find any stimulus. When I am here in the United States I c a n n o t ^ ^ ^ ^ figure out my stress. Because I cannot have a very enjoyable time here I do not have any relaxation. Aside from the time studying, the rest of the time I spend is quite boring. If I had a girlfriend here I would have more fun I think. Not just a girlfriend. Any type of friend. When I talk to students here we only get so far. It is kind of boring. That is frustrating for me. I cannot '''understand the American's mind. I have few occasions to meet people because I am always studying in my room. In one undergraduate class I have met some people. I think undergraduates are more open minded than graduate students. I have made one friend in that class. Because we had designated seats I cannot meet too many people. I also do not spend much time socializing. This is a problem with every Korean student in the graduate residence halls. It is very difficult for us to ^ - meet American students. We must be very patient. There is ' ' a type of wall between Americans and Koreans. We have a * different language and a different culture. We should begin step by step without getting frustrated. Many Korean students choose to stay with each other. They find it too difficult to pentrate the American culture. So they give *»*up. I don't want to do that. We should get a broader feel 191 of what America is like. I like the freedom of what exists here in this country. Every country should have this type of freedom. *Even so this country has very many different kinds of people. I must look at this country with a broad and open mind. I have felt discrimination. But that dosen’t mean that everyone here is bad. I should make my impression of people one person at a time. Overall I would say I don't *rrx/i*rfind it too difficult to adapt here. Everything is clean ******/ and convenient. We oannot have these things in Korea. My r main purpose here is to study. I must discipline myself. I must work more hours, everyday. Sometimes it is diffioult to do well academically here. I often lack information about the class. I am not*'***'*'1' /?.£. able to get this information from American students so I * t" po*rr must contact other Korean students. Generally I don’t like the Korean style of sr//A interaction. People visit each other unannounced and often u /s m t s they ask about each others business. I especially don’t r-t> s r * v /9^r like interacting with the single students that live in the graduate residence hall. I find them very immature. The married Korean students are much more mature. s Because of my lack of interaction with American students I find that my language ability has not improved. I must concentrate on this to be able to do well c 'academically. This is my goal. APPENDIX J Case History Mr. 192 Case History - Mr. W Identifying Information My name is Mr. W. I am from a city in Korea with a population of 500,000. I am 29 years old, married, and have one daughter who is 10 months old. I hope that my family will join me in the United States in December. I received my under graduate degree from Soeul National University. Until my arrival in the United States I worked for an engineering firm in Korea. I have visited the U.S. once before in 1981 for a 10 day business trip. I arrived in the U.S. on August 30 and will be here for three to five years pursuing a Ph.D. in Mechanical Engineering. I don't have a job lined up for myself in Korea, but hope to obtain a teaching position upon my return. I am sponsoring myself to study here with the help of my family. I am taking one English class during fall quarter in conjunction with my academic course work. Interview # 1 Coming to study in the United States was a decision that I made myself, although I was greatly encouraged by w?s **r family and friends. I have thought about it for two years. oe/it I became exempt from military service by goint to a ** *• specific university to do my masters degree. Because of this I had to work for a Korean government company for three years after graduation. Otherwise I would have liked to have come here earlier to study. I think that it is v e r y * ^ * ^ ^ desirable to come to the U.S. to study. In fact, if I get # £ * £ * ’c 'a good grade point average my first year here, I want to transfer to a better university. Before beginning classes I felt under a lot of s t r e s s ^ because I really didn't know what to expect. Now after a r.c. little experience I am not as concerned. The information that I had about the United States before coming here was basically from the American Forces T.V. Network. I think that the environment is different *-*• /U. than I thought. Communications is harder.I expected it to be easy to make friends. It isn't! I find that in the graduate residence hall where I live everyone is very busy studying. I also am having difficulty with the language. ajtoSU.£*i I can understand quite well, but to express myself is quite difficult. I also find the food a very big change. Even the rice sQ.f. in the cafeteria tastes different. I go to an oriental ZJrc**** 193 grocery store to buy food. sustain me. I find American food hart to I am not finding it that difficult to adapt here. I vs** lived away from home in a different city than my family for ten years in Korea. I am used to being alone. Being away from my family in Korea was a hard adaptation to make. It Ata s s prepared me for this. I think that other Korean students who have always lived with their families have more difficulty than I. to Before coming to this country I was a little worried about my commitment to study. Since being here this has *?.c. grown a great deal. If I do well academically this term I will feel very good. Not completely confident though, as I am taking 400 level courses. Next quarter I will be taking 800 level courses. I am a little worried about this? It has been three years since I studied last. I am also D£*\ concerned about my dissertation and the qualifying examinations that I must take in one year. The only thing that I did to prepare myself to come here was watch American T.V. and take conversational *■ English classes. Since arriving here all I have done is study. I am w £"£fd.jTW£tA. finding it difficulty to enjoy life in the U.S. I have spent so much money, so I must study hard. I used to do a lot more recreational activities in Korea. It is very difficulty to enjoy life in the U.S. Sometimes I like to A.£. play ping pong, tennis or go shopping. I do not like to do these things alone. I usually try to go with some other foreign friends. I try not to associate to much with other r*/*s ~ * t Koreans. I don’t think that it is such a good idea because ~ we speak Korean. I want to improve my English. I think that spending time with other foreign students also helps me to practice my English. I think that meeting other o-rM£# P. S. international students is a good opportunity to learn about different customs and languages as well. When I was in Korea I would have put myself at nine or ten on the mood scale. My life there was very good. Just before leaving I felt stressed abut leaving my family, so I would have put myself at two on the scale. Upon first 0£A. arriving in the United States I was very depressed, so I would have put myself at two on the scale, again. After one month my spirits picked up because I was discovering my . way around the school. I would say eight on the scale, for A *6- , this period. I would now put myself at six. I am worried r.o. about my English ability. 194 I am finding being here a great change. My goal here is not to enjoy but to study. In Korea I worked to earn money. Here I don't earn, I only spend. It is very ^ difficult for me to spend money to enjoy anything here. I /J a, ^ used to meet friends in Korea. Here I don't have any ^ euri**r friends. Sometimes I feel lonely. Two of my biggest problems are loneliness and my poor English ability. Transportation is another big problem. d.AA*£4/A>£ss &£/*. Here, people need cars to get around. I cannot go anywhere because I don't have a car. r 'vSJ‘e,*rA*'*/u Koreans who have been here for a while have helped me a great deal by giving me information. My senior helped me a great deal to adapt here. If I wouldn't have gotton this $#/>/**/?r type of information from him maybe I would have worried a sysrzsi lot more. It is a strange thing. I feel discriminated against here sometimes. I thinks that I was assigned a bad room in the residence hall because I am Korean. At the same time sometimes when I see black people here I also feel some prejudice. *r/si *>-A-/ Interview 42 Since the last time we talked I have had a couple of exams. These exams are not too difficult as I am taking 400 level coruses. I don't know how Americans study, Whether they work hard or not. I study hard sometimes. At other times I think of past times in Korea. This has *£.c*/h /a '£^s happened a lot in the past two weeks. I miss Korea and my family. When I receive letters from them tears draw from 7r**my eyes. Most Korean students weep when they read letters from parents and friends. I applied for the proper 0£/> immigration forms for my family last week. They will ' arrive in six weeks. What I am worried about now is my qualifying examiniations. The university has regulations about taking P-s. these exams within a year of acceptance to a Ph.D. program. ct>A>tP P AJ This is for all foreign students. I am also having difficulty in expressing myself in English. Understanding is difficult but speaking is even harder. I don't know any American students. I don't think /^ - t h a t Americans are interested in meeting foreign students. Also when American students speak so quickly, it is very hard to understand. I must always say excuse me— excuse J P P P & r s o A / me. Because of this I am, nervous to talk to them. I talk to more foreign students. I find their English easier to 195 understand. Their accent is similar to my own. Until last week I had not met any students at all. AS. Last week I met a student from Puerto Rico and another from Taiwan. ih In class I feel that I must concentrate very closely. A,d-. I don't want to miss anything. 4 Another thing that has happened is I bought a bike. When I was in Korea I was told that all Americans are very honest. I found that is not true. The person I bought the bike from said that it was new and if I had any trouble with it to just call him. I had some problems with the bike but the number I called had been disconnected. After this I felt that I can't believe American students. Many Koreans feel this way. Such kinds of things don't happen in Korea. In Korea we know the system. That isn't the case here. * I also went to a party in the residence hall where I live. I think that it is difficult to meet people mostly because of the language problem. I think that my ^ AA'Se/s)ssrelaxation will be movies once a month from now on. I would have put myself at seven on the mood scale y. last week. This week is four because I am worried about two exams that are coming up. Interview # 3 I received a call from the international center since C ^/9A/Cg we talked last. They had a tutor lined up for me. I met TO pf/tcrscr f. with this student twice. This is a good opportunity to £/vd*/s/r practice English but I do not like the person who they arranged for me. The people that I talk to are Korean or other Asian foreign students. I would like to talk less Korean and more English. I would like to talk to people in my classes U4#J> tut I have nothing special to talk to them about. l.d. This past week I went to a Korean friends home for A. s. dinner. That was very enjoyable. ' It also snowed this past week. That made me sad. It M ' s s D S A reminded me of Korea. I think of Korea often. My family will arrive in the middle of December. That will be an important time, this past week I wrote ten 196 letters to Korea. I have ten more letters to write. This quarter system keeps me a little busy. I also had an English exam last week. I did not do very well. That did not bother me very much. I will do better next time. I do not like studying engineering and English at the same time. That is hard. I never studied this hard in Korea. I used to relax a lot at home. My mood changes a lot. Sometimes I would put myself at seven or eight on the mood scale, other times two or //y/^ three. When I feel two or three I usually think about my family or my English language ability. y Interview #4 I have found that the Korean students who are here have helped me a great deal. It is hard to make in depth friends, but fairly easy to make casual friends. Since we ps. talked last I have done a lot of relaxing activities. I * went to the disco twice with my Korean friends. I think that this has affected my mood a great deal. I also play a lot of ping pong. Most of my friends here are Koreans susrcrt r + here. I am a little anxious about my examinations, but not too much. I have a lot of work that makes me stressed but' ccMce-fiA.' it isn’t too difficult. I study hard. I am thinking about next quarter and the courses that I must take. I hope to be able to have interesting courses but I think most of the good courses in my department are offered in the fall. I would put myself at seven or eight on the mood scale. I think that relaxing a little helped me a great deal. Interview # 5 I am now finished my exams for this quarter. In fact since we talked I have had quite a few exams. I haven’t yfgjfp&iM done anything else but study in this time. I did well in ce/uctrtA/ ^ e one exam but made some miscalculations in the other. I will be satisfied with the fall quarter if I get two 4.0’s. Even one 3*5 is not satisfactory. p I have been relaxing since the exams. I am waiting for my family. I will also be moving to a university f t * apartment this week. Some Koren friends are helping me. 197 Even though my family is coming I still feel lonely. not like to stay in the residence hall alone. I do My moods have fluctuated over the past two weeks. Five or six when I was writing the exams, and eight or nine now that this is over. Interview #6 Since my family has arrived I have been very happy. My heart felt so happy when I saw them. It has been a very positive change. The most important thing is that I feel comfortable here. I don’t feel lonely anymore. I can eat Korean food. I think that it was wise for my family to d 0 have come in December. I needed time to get used to this ts 'environment. It would have been very difficult for us all to have come here together. Originally they were to arrive s3.**. in March. That was going to be too long. + My wife is making some friends and my daughter already has some children to play with. Also we are looking for a car to buy. It is too hard to get along without a car here. I would put myself at eight and one half on the mood scale. I didn't study at all during the holidays. little worried about this next quarter. 9 i/£srse*s /i.e. I ’m a Interview #7 My family is having a difficult time being here. My wife is bored. She has nothing to do. She was going to take English classes but they are too expensive. I'm trying to get her involved with an organization called international coffeemakers. Because of the cold weather my family must stay indoors all the time. My wife cannot ever go to visit other Korean women. There is also no opportunity to meet Americans or other foreigner's. My family has very little interaction with American life. I worry about my family a great deal. I don't want them to be bored. When my wife complains it is very difficult on me. I also worry about their health as well. Even so I feel that my family being here is a very good change. I'm very busy with classes this quarter. My classes are much harder. It's hard to catch up. I study at the j9.£,library during the day and at home at night time. I'm also y r 198 able to study less because my family Is here. Sometimes in the evening my daughter disturbs me. Because of scheduling I'm also not taking the most interesting classes. I'm also trying to buy a car. because of shortage of time. It is very difficult I would put myself at 7 on the mood scale. I feel as if I have additional pressures this quarter even though ' some aspects of my life are much better. Interview # 8 I am trying to spend as much time as possible studying. My courses are very difficult. When I lived in ” ,c’ the graduate residence hall I could study at home and a l s c ^ , ^ ^ ^ for much longer periods of time. Now my family makes it difficult for me to study at home. I must study in the c*#*t>uAO£o library. Because of the distances and the cold I am also pressed to buy a car to be able to study in the library more easily. My life has changed a lot since last quarter. My family being here has made things much better in most ways; //.£.there are just a few other problems that have occurred because of this. My wife is now part of international coffemakers. This has been very good. She goes out and also meets many people. We have also met other Korean families with children here. I have met one Indian person. Other than that all my _ _ friends are Koreans. Usually if I am having some s f difficulties I will go and speak to my senior. iurr**'*’ I am still a little worried about my English. It is much better than when I first arrived but it still needs ' much practice. I don't have that opportunity very much. I still also feel a little discriminated against. Sometimes in class no one sits next to me. This feeling is cu**#** T ‘°’ going away a little as I am beginning to understand */?£#£ * Americans more and more. This community is beginning to feel more like home ‘ now. I would put myself on a five on the mood scale. I * feel a lot of pressure because of my classes. cUAri/«s9**y 199 Interview # 9 We have finally bought a car. A 1977 Cutlass for $2,000. I think that it is quite a good deal. This is the y. first oar that I have ever owned. I had a Korean mechanic look at the car before I bought it. My family has been sick all week as well. My wife and I both had colds and I also had to bring my daughter too * the clinic. She had the flu. I am behind in my classes, I have an exam next week that I am a little worried about. ce>*c£/tMS I would put myself at seven on the mood scale this week. I think that this is because of the car that I bought. pcxr**?'** /- Academic Adaptation In Korea I received information about the acaddemic system here in the United States from people who had studied here. I didn't meet anyone from M.S.U. so the information was quite general. I felt that the first term was the most important one here. I don't find that the academic system is that different. The pace of courses here is a little faster, but I find that not as much materials is covered. A lot of / ) i material is skipped by the professor. Even so I find t h a t ^ I study here much more. I don't think that students in Korea study as much. &£*£ ' I also need to hand in more material here. There are also more examinations. One thing that I like is the facilities. For instance the computer terminals here are more modern. I also like taking mathematic courses in t h e ^ ^ ^ ^ math department. In Korea they would be offered in engineering. I don't think that this is as good. ^ An aspect that I don't like is the difficulty there is to see professors. I find that I cannot talk to my academic advisor. In Korea professors are more like ^./•friends we go on picnics together. Here the relationships are more formal. In Korea its more personal. Students even drink with professors in Korea. I did get some information about the system here form + some Korean students. 200 Another big problem in language. We cannot ask professors questions when we don’t understand what they *******! say. I have one friend who doesn’t understand anything his professor tells him. Also it is harder to meet professors here. They are busier. My living condition here is quite comfortable. makes things easier. f I think that I divide my energy up academics and Oj to social and cultural have the time. That cc^ 0 ,r-/oK> 6-cefi work quite hard here. If I had to I would say that IQOit of it goes to p * / o * / r/£s cultural adaptation. I think that adaptation is important, but I don't Interview #10 -£ I'm finding it hard to catch up on my olasses. I'm taking one class that is the fourth course in a series. It is hard to do without the first three courses. The t e r m ^ ^ >1/,/yyc projects are also quite difficult. My other courses aren’t nearly as difficult. It's unfortunate that all the good courses are offered in the fall. My courses this term are not so interesting. I would put myself at 7 on the mood scale. feel this pressure of academics. I always Social Structure The people that I spend time with here are Koreans. I think that there are good relations between Korean students, p £ here. I have heard that at other universities with a larger Korean population the relationships aren't nearly as good. Here it is smaller and better. ^ In Korea we have intimate friends, people we know well. Here it is difficult to make intimate friends. People are too busy studying. Most of my good friends were made in High School, not in College. I feel the same thing soc//fz here. I have three High School seniors and juniors here a t srjrztcra/ee M.S.U. These are the people that I will get to know. Here the best ways to get to meet people are; if you went to the same High School, are in the same major, or take English A S . classes together. I think that the circumstance would have to be very unusual to make an intimate friend here. Maybe to have know each other in High School or have come from the same town. He don't have the time to spend with each other during the term. When we first arrived we are ^ ® anxious to meet Koreans, but academics quickly take over. 201 We come here to study and not to interact socially. It is natural to not meet Koreans much. Because I have three intimate friends from high school I am not interersted in making any more. Interactions between Koreans in the graduate residence hall is much greater. They are single and have more time. In the apartments we have been here longer and we have &*'&/.£p $ families. To meet Koreans here without a special reason is p ' a waste of time. If we don't have something special we pups • don't get together. We have our families. It is different with single people. My wife also has seniors here. Also she has more time to attend special events and meet people. Interview # 1 1 My wife and I have been having some serious problems. This is a great concern to me. It is a private matter I P'f/I/J. V wish to not talk about it. The situation is much better now. I did quite well in my courses this past quarter. 4.0's and one 3.5. I feel satisfied. I will take two courses next quarter. Two I have also decided to transfer universities next year. I would like to go to a school with higher standards. p. 6-.The environment here is very nice. It's only academics that I am concerned about. I just want a more challenging /?.e.program. Before my exams I would put myself at two on the mood scale. I felt under great stress. After the exams I think 0£P . seven. Summary Questions I am feeling less and less stress as the year goes on. r o I think that fall quarter was my most difficult. Winterptoppr/A* APPENDIX K Case History Mr. 203 Case History - Mr. X Identifying Information My name is Mr. X, I am from a large urban area in Korea (population 8 million) I am 34 years old, married, and have two young children. I hope that my family will join me in the U.S. in March. I graduated from Seoul National University over ten years ago. Until my arrival in the U.S., on September 4th, I worked as a journalist in Korea. I have visited the U.S. once before in 1979, for a fifteen day business trip. I plan to stay in the U.S. for two years to pursue a masters degree in Communication. I don't have a job to return to in Korea, but I hope to work in the area of journalism, upon my return. I am sponsoring myself in my studies here. My wife, a university professor, is also helping financially until she arrives in the U.S. I am presently living in a graduate residence hall on the M.S.U. campus until my family joins me. I am taking one English class during fall quarter in conjunction with my academic course work. Interview #1 Coming to study in the United States was my own decision. My primary reason to study here is to Pt. English. The second most important reason is to further my knowledge in Mass Communication. I think that with this knowledge I will be able to improve my job performance. I've had a dream to do this for a long time. Concrete plans to study here were really made in January this year. The decision was quite difficult. I had a job in Korea, a family, and I'm really quite old to make this change. My wife and I talked about it a great deal. He decided to sell our apartment in Korea in order for me to come and study in the U.S. My wife is helping me by teaching in a university in Korea. My family will Join me here in March. They will stay here for one year at first. At that point we will decide if they will stay longer. I might continue and do my Ph.D. as well. i. * I don't look at coming to the U.S. as something tremendously positive. I just look at it as a means to of'****** ^accomplish my goal. I feel I have a high level of commitment to succeed in this task. When I think about it, wish I would have decided to do this when I was thirty. 4 * 7-4 0 4 * 1 feel a little old to make this change at this point. 204 Coming to the U.S. is a little stressful for me. I miss my family quite a bit. Especially my young son. F**' * * Another point of stress is the food here in the U.S. It's " M . not like Korean food. I have been having a little t r o u b l e ^ ^ ^ with my stomach as a result. The last thing that causes stress for me is my poor English ability. At this point I feel oonfident in handling all these difficulties. ^wsr/>f I really didn't do anything to prepare myself to come here to the U.S. I didn't have any time. I also haven't thought about how my role will be different here. I do feel prepared to deal with aspects of this culture because I studied about the United States at sohool. One thing that I did not anticipate was the age of the other Korean students. Sometimes I feel that I don't have anyone to talk to. The other Korean students treat me as an elder. I am the oldest. I would like it to be different, but it seems impossible. I find the people here at M.S.U. very kind. When I ^ ^ arrived I deoided that I would communicate with as many tAta-jc./s*' Americans as I could to improve my English. I don't confident about my English ability. My listening is 77 improving but my speaking ability is not so good. The problem I have is that I don't know how to cui.ree/?y9 d. approach American people. I am quite shy. I also feel that I am sometimes not treated the same because I am a ‘foreigner. There are some aspects of life that are difficult for me here, but I really don't have time to think about it much. I am so busy with my work. As long as my English ^.^improves and I make decisions about my course work I feel that I am making progress. Aside from that I don't / ^ a n t icipate very much about the U.S. In some ways this is such a different circumstance for me. In Korea I did; here I prepare to do. I miss the ‘ doing part. The biggest problem that I've had since arriving here other than my language problem was enrolling in the wrong department. Journalism in Korea and in the United States are quite different. I found that communications was really what I was interested in here. Changing departments was a very wise thing for me to have done. Since leaving Korea my mood has remained quite stable. A seven on the mood scale is about how I've felt. 205 Interview #2 I've been very busy since the lasttime we talked. I have been working on an important paper for one of my P & classes. My English class is also going quite well. I feel as if my language ability is improving. My classes o c m j *r are the most important things for me to do here. I was ^ 6. sitting in on another class, but decided tostop attending /pfpcpr^/ur' because I just didn't have the time. I would also like to talk to more American students. I find it very hard to know how to talk to an American. In Korea there is a particular format of how we greet eachct/tr-vps?* other. The system is very precise. The greeting one gives depends on the age of the two people. The American system is very different. I don't know it. I am concerned about this. Right now I avoid this problem. My academic program is much more important. Besides, I am an older person and know that I will return to Korea. I am not so pressed to ^ /A/- learn the American style. I would be different if I were younger. * Last Saturday I did something that I enjoyed very much. Three other Koreans, who are studying in the same P s field, and I got together for dinner. We enjoyed some ‘Korean food and interesting conversation. I also talked to my wife by telephone last night. When I first arrived in the United States I missed my /1/At. family very much. Now things are easier. My wife said that she might come later than she had planned. I would put myself at 7.5 on the mood scale these past/9& 9/?psf/c.s two weeks. When I am busy I cannot think. To study is the most important thing. Interview #3 y I have been feeling very depressed since the last time we spoke. I think that it is because of a big examination that is coming up in my course. This is my first * examination in the United States. The professor gave us fifty questions of which he'll ask a few. It's very difficult. I am not confident. I am more woried about writing in English than the questions themselves. If the examination were in Korean it might not be such a big problem. The system here is also different than in Korea. r/^ I think that most Americans look at things from a behavioristic point of view. This is quite narrow. Sometimes I think; why did I study here. Sometimes I s c r p P c P 7~ cannot study and go out to the bar. I go out with my Korean friends to drink and talk. That is much easier. We 206 can't have a language problem. When I am drunk I call my family and ask them to come to the United States.I miss /f/ss my family very much. I have a little girl who is ten months old and a little boy three years old. 77 The first two months that I was here I could not think of anything but my studies. Now that I am a little more /f/ss relaxed I can think of other things. So I get depressed ? thinking about missing my family. My life is more difficult as a result. I gave my term paper to a tutor to check my English. I feel frustrated because she found many mistakes in it. I 4.£. always felt that my writing ability in English wasbetter than my listening and speaking. At this point I feel quite poor in all these areas. I haven't been able to meet any Americans. I sometimes talk to my roommate. Because he is Italian and has a language problem, it is difficult for us to a S. communicate. When I feel frustrated I go to talk to my s Korean friends. This is much easier. I would put myself at four on the mood scale.I think that I will feel better after my exam. I am happy about PS , being able to talk to you. Most Koreans have few chances ’ to talk to Americans. Interview #4 The last two weeks have been very important ones for r.e, me. I did a presentation and had an examination in my ^s&ccsss communications class. I did well in both these things. I J-C-. feel more confident in academics at this point. I have also decided to bring my family here in y. December. I know that I can do my academic work without Wijrjt/f/jt v family but it will be so much easier with my family here. I will have my children here, be able to eat Korean food, £■*** * and maintain my own style of living. I have felt stuck /aas/r/#* *** with the American style of life in this residence hall. I /***’£ have not enjoyed enduring it. Excessive noise by others is P S . one of the difficulties that I have had. I have also noticed something peculiar with my English comprehension. Some days I understand better than others. I asked my Korean senior about this. He also told me that he had experienced the same thing. I have also met an American since the last time we P S 7 talked. He helped me correct a term paper for five hours ’ one day. His English is very simple and clear. Quite easy 207 z 77 «■ to understand. He is the first American that I have met. I don't think that we will become friends however. I don't understand how Americans make friends. I think that the difference in cultural norm and the time that it takes to become friends will prevent us from becoming closer. It is so much easier for me to develop friendships among Korean students. A good example of the difficulty in making American friends happened with someone in one of my classes. When I would see here I would say "hello", but would not say anything more because I was afraid. As we got to know each other a little, she told me that I might also say "how are sr/9A,i> * you". Something as simple as this, to promote conversation 77 o . is totally foreign to me. I would put myself at seven on the mood scale. If I had not done well academically I would be much lower. Interview # 5 Not much has changed in the past two weeks. Because I am finished my academic work I don't feel particularly t £s s stressed. I am awaiting the results of my academic course and my English language class. I think that I did well in both. I hope that I will not have to takeanother English class. I still feel that I have a problem with listening comprehension. That is a problem for many Koreans, jpjfa&tfsi especially when people use slang expressions. At this point I am reading communication books and p,C, planning what courses that I will take next quarter. I have an appointment with my advisor to discuss this. I c,feel that during my masters degree I must study broadly. I would put myself at seven on the mood scale. I feel quite relaxed. I am thinking of my families arrival a great deal. Aside from that I am Just reading, going to movies, and planning next quarter. Interview #6 I have had a very hetic but enjoyable three weeks over the Christmas break. I went to Chicago, Washington, and New York to meet with people who work at Korean newspapers in those cities. I investigated the possibilities of working with these newspapers after I finish my masters 77 o. degree. This might be a possible way to support myself if I pursue a Ph.D. This was also a good occassion to get informal news about Korea. 1 also met my family in New York. It was very nice to finally seethem. The first few y- s 208 days were quite difficult. The change of time and jze/y/t ✓ atmosphere was very difficult on my children. They have j?£i/so/e>A> adapted now. We are now living in an on-campus apartment. This has changed my live a great deal. I now have my family here. I can enjoy my own lifestyle and Korean food. My family v being here has put a strain on us financially but it seems #££>£ worth it to me. I also must study in the library. When I am at home my children sometimes interupt me. The apartment is very quiet. This is very different than t h e ^ * * ^ * residence hall. I do miss being able to meet Korean students more often, though. Some of my Korean friends from the residence hall are coming over tonight. This change in my living situation will take some adjusting too. My children are adapting quite well but I think that my wife is bored being here. I think that she misses Korea. I am having a little difficulty with my courses this quarter. I must adjust to this new situation quickly.' The last three weeks have been very much of a holiday.icrs I have only spoken Korean and been with Korean friends. 7 -s/y* ^ s'Vhen I went to but a T.V. I found it a little difficult to u t>r# understand the English. That surprised me. I would put myself at eight and one half on the mood scale at this point. My family being here has made quite a difference. Interview # 7 My family has adapted a little more since the last time we talked. My children are on a regular sleeping Avrsf/* V schedule. My wife is still quite bored with being here though. In Korea she worked. Here she must stay at home most of the day to care for our children. I hope that in the future she can take an English class. If she had more time she should also visit other Korean women. My schedule is quite different this quarter than last. I usually leave home at 8:30 a.m. and go to classes. I n stay in the library until 6:00 p.m., come home and try to ri) do some work in the evening. Last quarter I was able to study about ten hours a day. This quarter I am only able to study five or six hours a day. Even though I think that I understand the profesors better I still have some problems with my English. One disadvantage with living in the campus apartments is that I speak to fewer Americans than I did when I lived in the residence hall. My children r i U V a /T" y 209 will meet other children, but making friends will be much ^ ss harder for my wife and I. I also find that Americans living in these apartments don't seem to have time to meet ^ other students. aa» I am finding my classes easier this quarter, even though I have to put a lot of hours into subjects like statistics. Another thing that I find different is that even g/ue-d/SA' fjjtf though my English hasn't improved a great deal, I am less /r/fcjrJSAf timid to speak to other people. I would put myself at eight and one half on the mood scale. Even though there are difficulties having my family c c ^ here, they add a lot of stability to my life. This lifestyle is a simple one but I think that it is a good one for a student. taajt Interview #8 I am having problems with my neighbors. The people downstairs complain because of the noise my children m a k e . ^ / ^ ^ ^ The husband came to talk to me and said that his wife was * very nervous. Because of this I am going to move to another apartment. I don't think that my children can stop playing inside. They cannot go outside because of the cold weather. 1 understand that there are many types of people in this country. These happen to be people that are hard to get along with. The structure of this building is also not very good. I think that this adds to the problem. Even so, I don't think that people in Korea would complain in this situation. I think that these types of people in u^ddA^ America are luxurious. In Korea there is a greater tolerance. I think that sometimes American lifestyle is a little selfish. People in Korea seem to help each other cudra/re more. Americans seems to live in greater isolation. We will just move. I feel that this is our duty. /A1/j. This situation has also made my wife very nervous. rsfs's#*' My course work is going quite well. I am taking two courses. I am doing better this quarter than last. My c ****/*>£ biggest difficulty is with my English. Listening has //0 c e u f s d ‘improved but I still find it quite difficult to take notes. I must always borrow the notes of American students. I don't think that my speaking ability has improved either. When I lived in the residence hall I had much more opportunity to practice English when I ate in the cafeteria or played ping-pong. I have very few opportunities to practice English at this time. I'd say that the biggest / W . problem i have t j.n adapting reasonably well, is my 210 English language ability. Generally I feel very content with the way my lifestyle is structured here. There are some d i f f i c u l t i e s ^ ^ ^ ^ ^ . with having my family here, but they have added a great tv/r/>> /a ; stability to my life. When I was here alone my moods would / Z & t ' fluctuate a great deal. I used to get very depressed and drink a great deal. I would put myself at the same point on the mood scale as I was last week, eight and one half. Interview # 9 I have been depressed in the past two weeks. I did very badly in the class assignment. I misunderstood some 0 £/>t of the questions. I went to see the T.A. and he said that I could do the assignment again. I am having difficulty with my other course as well. The course deals with mass ^ media design. The content focuses upon the American context. This is very hard for me to understand. I usually do a bad job with my assignments. I enjoy the jasjtAu* s course but it is still very difficult. I have a very bad grade point average in this class. Three point zero. Last ** week I thought of dropping the class but now I think that I must try again. The situation with the neighbors is also getting worse. We are waiting for another apartment. It is taking a long time for us to be able to move. Whenever my i / o /a /g children make noise the women downstairs complains. The fjri/strs**' husband is quite nice and tries to understand. The women has even said insulting things to my wife. I think that W A X fshe is very ethnooentric. Part of my philosophy is to avoid small problems. These last two weeks have been hard. myself at three on the mood scale. I would put Academic Adaptation I feel that the American focus of study is very ’ ,■**> /^/‘/.narrow. I question this very specific approach. It s e e m s ^ like a big gorilla playing with a small ball to me. Even / m & u s though I feel that a broader view is better I must adjust ********* to this system. I don't think that this has affected the way I look at things. I just do things the way I need to * •£. here, to succeed academically. There are many things that 770.1 am learning that would not apply in Korea. I must also *.£.make sure that I keep these separate. I knew about some of # g.these things before I came to America. I had talked to 211 Korean scholars who had studied in the United States. Nevertheless, it's a very different thing experiencing these things as opposed to just knowing them. I also s t 4*£-a>t s received some help adjusting to this system when I arrived, from Korean students in my department. We get together about once a month to share ideas. That is very helpful. a/*** This is all the help that I've had in adapting to this system. I think that I have adapted well. *** ^ There were three big changes that I had to adjust to. The first is the style of studying that students have here. Americans seem to be very isolated from each other. Everyone studies separately. In Korea we always get together to do assignments and study. Isolation is a very,? s big problem here, I think. The second big problem I h a d y . axr was in the style of examinations. In Korea we had to srufi V prepare long essay answers. Here they ask for short essay answers and also have multiple choice exam questions. The third aspect of academic life which I had to adjust, to was the formal relations that exist between professors and & students. For example students and professors don't seem to get together on a social level here as much as in Korea. In Korea students and professors must respect one another. Professors and students seem to have a formal contract here. The student pays money to learn; the professor gets paid money to teach. This is only my observation. Other than this I have adjusted to the quarter system here, which is different than the semester system in Korea. My living situation this quarter in the apartment also makes it a little harder for me to study. If I had to divide up the energy that I expend into segments I would say that 70< goes to academics, the other j p o r £ remaining 30< goes to other things in my life. Interview # 1 0 Things have been going okay since our last interview. I have moved my family. We now live in a different s e c t i o n ^ y. of university apartments. It is quite different than where jy/s/**--*' we were before. There seems to be a lot more interaction between the Korean students there. There was not so much . _ communication where we lived before. We now live on the ground floor of a building. My children making noise will ' not be a problem from now on. I have been having some problems with my Mass Media Design course. All five of the international students in the class are having difficulty. We don't have the M/i. background in American media to do very well. The g o a /c & V a s professor is allowing us to do an extra assignment to get a 212 better grade. this class. I will be satisfied with a three point in I would put myself at five on the mood scale this week. My academic performance certainly seems to affeot the way I feel. Social Structure The social structure here, I think will be very interesting to you. To begin with, where one lives is a big variable. There is a lot of social interaction I>S' amoungst Korean students in the graduate residence hall. The university apartments have less, but as 1 said before, * that depends on where you live. Amoung married students the greatest amount of social interaction is with the family After that, there are variables that affect who one interacts with. The strongest bond is with people who attended the same high school as yourself in Korea. T h e r ^ * is a stronger affiliation with high school alumni than university alumni. Before people come to the United States they try to find out whether there are other people from their high school at the university they will attend. We call these people seniors or juniors depending on whether they are older or younger than oneself. ***#£■ Another variable that affects one's social group is time of arrival. People who went through the initial adaptation period and English classes together tend to form a social affiliation. My strongest ties are with Koreans who also worked for newspapers in Soeul. Because I have no high school alumni close in age to me my second closest group is with other &5. Koreans in my same major. I forgot to mention, age is a very big variable in social networking. If another person is two or three years younger or older than yourself it is not appropriate to socialize with this person, unless they are your senior or junior. As you can see this system is quite structured. I don't think that the friendships formed here are very deep ones. This is only my opinion. It seems to me that 0 $ everyone is too busy with their own school work and families to be able to spend enough time with others to develop very deep friendships. Generally I ’d say that the patterns of social /A/ interaction here are quite similar to those in Korea. t* 0 213 Interview # 11 p & /9.B. 4 , T e 0 I am finding that my life here is becoming more settled. During the fall quarter I was very dedicated, spent all of my time on studying and getting a good grade point average. I am still interested in doing well, but I am spending more time in attempting to apply my learning to^ my situation in Korea. I am meeting with fellow Korean students to help accomplish this goal. re ucip I didn't do too well in my statistics course. Only a three point five. The other Asian students in the class did better. We are generally well trained in mathematics. Generally I'd say that I am more confident academically. My language comprehension has helped with this although there are still times that I don't understand 71c ' the professors. j ^ I also bought a car in the past two weeks. This is the first car I have ever owned. I need to get my drivers license here. I find that unlike Korea, in America a person needs a car. I have felt some stress over the past two weeks sr&ss because of exams; although this is not nearly as bad as in a the fall. I would put myself at seven on the mood scale. My family is also adjusting to life here. My wife has friends and activities that she is involved in. My ‘children also have other Korean children to play with. The biggest difficulty that I still have is with the language. Sometimes I do not understand the professors, but this will improve over time. rvcetftBri Overall I would say that my life here has stabilized considerably. Summary Questions hu/a I think that i have done better this quarter than jfcrrBf last. I understand how the academic system works and also how to apply my learning here, to the Korean system. * * 4 *. Fall quarter was very difficult for me. I think that my progress in adapting in the fall was very great. It has leveled off somewhat in the winter quarter because I think I was operating at a higher level. Winter quarter has been c’e>e> T‘° ^ very good one for me. 214 I have quite a good group of people that support me here. All of these people are Korean. I still have not become friends with any Americans. I am still confused y/fSf. about how to approach people here. Even professors. $ I have some trouble understanding American culture. /9/i£/vcs9*s The individualism and the isolation that exists here is thard for me to accept. I also sometimes feel discriminated against. My family arriving here has helped a great deal. That/??//// / has added a lot of stability to my life. I don’t have as much time to study, but life here is better in all other * ways. sTSt,£ As I said before, my one major concern is my English ability. To improve my English was one of the major / ^/rea s ons that I came to the U.S. to study. I hope that my English will help me to work with the 1988 Olympics in Korea. I don't have as much of an opportunity to speak English as I did last quarter. That is a problem. I also feel a little shy to approach Americans to talk. I am optomistic however. APPENDIX L Case History Mr. 215 Case History for Mr. Y My name is Mr. V. I am from a city in Korea which has a population of one and one half million people. I am twenty-nine years old and married. We have no children. I come to the United States to do a masters degree in philosophy. I hope to also stay here and do my Ph.D. This might take five or six years. I do not have a position arranged for my return to Korea but I hope to be able to teach in a university. Before coming to the United States I worked in my families business. I am not interested in doing this for my life's work. My family is sponsoring my study here. This is also my first time out of Korea. My wife and I + arrived in this country at the beginning of July. I studied English in Detroit for two months before coming to M.S.U. I did my undergraduate degree at Young Nam University. My wife and I are living in the university apartments here on campus. During the fall quarter I must also take one English class. Interview # 1 I arrived in the United States at the beginning of July. I studied English for two months in Detroit. In y» that time I made two American friends. I have made no * American friends since arriving in East Lansing. I have no time to do this here, although I would like to. P- , s I feel that I came to the United States a little late. ^ . rf> I would have like to have come here two or three years UtSt ^ ago. I have thought of ooming here for two and half or */rr^ three years. My first thought of coming here was in Junior year in college. In the time since I graduate I worked for my father in his business. I did not like this very much. If I wanted to make a lot of money this would be something that would be good to do. I cannot be satisfied with this kind of Job. If I chose business, I know I could have more money and be more comfortable. But that is not so important to me. My Junior year in college, after taking an American philosophy class at university, I became very interested in learning about this approach to philosophy. This impressed me as being quit special. I wanted to learn more about it. ,/vvxsypvrr-r In Korea most of my peers studied continental or asian /a s t & x & t ' philosophy. This also encouraged me to study the American 216 philosophy. Coming here has not been particularly stressful for rme. On a soale of one to four, I would put myself at three Jte'fs/vcon the soale. Four being the most stressful. One thing * that I am nervous about is understanding the lecturers. sf/>jvrTs/u£Another thing is making friends. I don't find the academic adjustment particularly difficult here. I am taking fairly easy classes. Living style is somewhat different. That is more difficult for jQC-P-P&s *'*r,6. me. For instance how to deal with senior people such as professors. This is confusing. In Korea we must respect ° the professors. Here students have equal rights. This is v e r y different I really don't know how to act with my professors. I can have no problems in dealing with other //1A1, students, but professors is another matter. I haven't changed my commitment level to coming here. ^ ^.Many students suggested for me to change my subject area. I am studying philosophy. This is a very difficult area here but I don't want to ohange. I am very interested in ~ studying this field. I feel very good about the decision to come here. I really didn't do very much in preparing myself to come here to study. For two years before I came I worked P e s s r ’S 4'* in my fathers business. I think coming here to study ^ * 6 - philosophy is very positive. I hope to be able go back to sj.e. Korea and teach in the university. If I had to put myself on a mood scale in Korea before I left I would say I would be at about five on a ten point scale. Just before leaving Korea I would have put myself at three. The thought of leaving for an extended period of /jyjy time was difficult for me. When I first arrived in the ' United States I would have put myself at one on the mood ^ a ,6 j ls sa / scale. I couldn't understand English very well. This was saj /t j & j *- * quite difficult. After one month in Detroit I would have put myself at six or seven on the mood soale. I was much more hopeful. When I first arrived at Michigan State University I would have put myself at one or two on the mood scale. I went to the hospital when I first arrived here in East Lansing, to have my tonsils out. This was quite a difficult thing to do. Presently I would p^ yaxri/jy~>j^'r myself at seven or eight on the mood scale. I feel 7~.o_ generally satisfied with this environment. * Up to this point I think my self confidence has been pretty good. Yesterday was the first day I had difficulty o./r. ‘in understanding the professors. Today I am questioning x 217 this area a little bit. Things that I have been missing most about Korea is spending time with my friends. I didn’t have so many y r friends in Korea, but the friends I did have were really MZ-is good ones. I also miss seeing my family, especially my mother and my sisters. The only gain that I can see to y leaving Korea is an increase in academic knowledge. Before I left Korea all I heard were positive things about the United States from friend or colleagues. This is a very rich country. On the negative side family life is not so good. There is a very high rate of divorce here. /jj/f This is not the case in Korea. I think Americans think privacy is good. People are very individualistic. That i s ^ x not the case in Korea. Social relationships are very strong. The main resource system I have here are other Korean /fete#*' students. People such as my senior help me a great deal, s l?,S'Maybe in the future I will be able to meet more American juo + students. /sjf/gA&s This is a very different place than Korea very flat and expansive. I have a lot of information that says the economy in Michigan is not so good. But I see that people here have so much. Maybe the definition of not-so-good in Korea is very different than the definition of not-so-good here. Generally I am satisfied with my life here. My living circumstance in the university apartments is very positive ,e,I am enjoying my classes. Although the culture is quite different I am trying to keep an open mind about it. The thing that I must concentrate on is developing my English and doing well in my academics. Interview # 2 I am feeling very badly right now. I think I failed an examination there were too many questions. The exam was not really that difficult. Maybe this is good for me to talk to you about. I thought that I had prepared well for Sryrg " this examination. I thought that the questions would be like mathematical proofs. But they required me to write, that was a problem. Even though I knew the answers I could not write them in English. Anyways, I was very upset about s y s this. This is my first examination in America and maybe I jMS 4 failed* That is not good. After the exam my wife said she was disappointed in me. rr/MT* 218 I have been very busy studying for this exam. I don't think that reading and understanding are too difficult, summarizing the information has been more difficult. To //fsj. remember what was said in the last chapter in English is also quite difficult. mood ' W ' two. Before the exam I would have put myself at four scale. Today after the exam I would put myself I do not feel very good. on t h e ^ , ^ ^ ^ at s r p s y s I am also taking an English class. I don't like it very much, I have missed the class twice. I don't find it very helpful. It is a writing class. I think that we deal A'e,T with trivial matters. I think that we can learn how to sf.c. write better in a regular academic class. We have to writep p & t ' S # about topics that are too broad. I don't think that we can ^ . " - ‘'improve our writing skills writing about broad subjects. We need to write about more narrow subjects. In the past few weeks I have had some difficulties with my wife. Not in the relationship between she and I, pgpse/v^j. but in an opinion about a family situation. Our families have very different living styles. We lived with my family before we left Korea. There is simply a difference in opinion between my wife and I. My wife and I are opposites in temperment, so we have some difficulties as a result. My life here is academic in nature. As yet I have no P. £■■outside friends. My lifestyle here is a little bit boring. ^ My exposure to American lifestyle up to now also leads me P ^ t o believe that American life is boring. r.o. ut.rsy s Something else also has happened. I am trying to quit smoking. This has been quite difficult. It makes me moody. Interview # 3 I have been feeling quite good lately, I think seven or eight on the mood scale. Much better than before. My wife and I have been doing very well. I had an examination today, there was less stress with this examination than my last one. My last exam was my & first in this country. I did not know what to expect. 'L^Ti/srJt^A/r think that the Korean style of questions is different. I 7~. *think I like the American style more than the Korean style. For logic Koreans emphasize technique. The American style focuses on basic concepts. When I studied for my first examination in logic I spent most of my time studying techniques. This was a mistake. I have friends in other 219 - areas who also said that they had to adapt to a different style of examinations. I learned a lot because of this. I T ‘0 think that this is a time for me to adapt to this culture. I think that my reading and listenting skills in English are getting a little bit better. But my English language ability is getting worse. When I was in Detroit studying English I had two American friends, but here I study, talk with my wife, but really do not get much of a chance to talk to any Amerioans. In class I do not talk to anyone. I rarely have a chance to speak English. I like the occassion that we have to speak English. Maybe this is my only opportunity to pratice. This is not such a bad situation right now because I am not required to speak very /^4/ much in my logic class this quarter. This might not be the y-e> case next quarter. I am a little worried about this. To try to improve my English I went to the English Language Center to see about getting an Amerioan person to speak to. They told me that I might have to wait until January to get this type of tutor. TaT-ay? Even though I am concerned about this I do not think 0 . about it too much. I spend most of my time studying I spend many hours everyday studying. My wife has been busy this past week. She has been getting together with other Korean women to make a traditional Korean food called Kim Chi. This is something o r # * * Jf S ‘ very good for my wife. She likes to get out of the house. 04^ 4/s Interview # U Things have been going quite smoothly since the last time we talked. No real problems. Well, there is just one thing I am a little worried about my final examination. 1 z o a j C* * didn't do as well as I would have liked in my mid-term. Now I have to make up for this poor grade. Last night I went to my seniors house we had dinner together with some friends, we talked about trival things. y. I also met some other Koreans. We are all equiped to study here. We do not know of anything special to do in this ctf/.rvrf/9/. community. It is kind of foreign. All we know about is p,s‘ the university. The course that I am taking is getting a little more difficult. There is more work. After the mid-term I sometimes thought of dropping my course. Not seriously, y 220 but I did think about it. In the last two weeks my wife was also siok. Her wisdom teeth came in. When one of us is siok we have a problem with transportation. Because of this we are considering buying a car. My wife is now trying to get her drivers lioense. The other day my wife and I went for a walk to a shopping center near here. We walked around the shops and looked at things. But there was nothing special there. / M . when we walk on the streets here we do not see much. The streets are full of cars not people. Even the shopping oenters are quite calm. They have a different style of doing things here. American people are not as calm as 4/>T4rsrst£swr Koreans. But the streets and shops here are much more quiet. Here I think the styles are very different. In c.o /j/=&/*>& Korea there is much more aotivity on the streets and in the shopping centers. There isn't really very much to see here. Everyone is in their cars or in the buildings. There is nothing very special to see. Maybe language is an important factor. My wife and I i/st* do not know what goes on much of the time. We are a little rt> o.r. //f/u scared of entering stores. We have a strange feeling about'*'* * * ‘walking in new places. t-V Also, the city we come from has two million people with a very dense population. There is a more lively atmosphere in our city. Another thing that we noticed that was quite different, is that in the shopping oenters we could not find any dating couples. They are always in buildings and ....cars here. In Korea the youth spend a lot of time walking "‘on the streets or in tea shops. That makes the atmosphere quite exciting. The bars here are also very different. The American style of drinking is very calm. In Korea people are very lively when they drink. A Korean can show his feelings and be very expressive in that type of uus9 V S situation. But not in any other situation. Educated Koreans do not show emotions. They are very placid. If one has a disagreement with another, the person who shows their feelings is a looser of sorts. Buddist monks are our example; they are very calm. I think that this is a very different style than in America. My wife has an English teacher who is expressive. That is good for her here. But would not be, if she were a Korean. That would be very unusual behavior for a Korean. My senior says that sometimes he just feels like 221 shouting, but he has no place to go and shout. Koreans also drink and spend a lot of money when they drink. This is a very different drinking style than they have here in the United States. Today my wife and I felt quite lonely together. I think that the weather reminded us of Korea. It was cloudy and there was a little bit of snow on the ground. We talked and think that maybe this feeling will go away, or will beoome less when we make American friends. It would^'^^'*’" ^ be nice if there was something special here for us here /***** Interview ♦ 5 Since the last time we talked all I have been doing is concentrating on my studying. I feel mixed about my examination. I don't feel too confident even if I answer all the questions. I still don't know how I did because of /Wfany English problem. I did my best. I feel that sometimes my grammer and sentence construction might not be too good. I think that sometimes the professor might laugh reading my answers. I felt that I knew the material but some of the questions were very sophisticated. They are a little bit ambigious as well. After an examination I always feel that I could have done better. I think that this is one of my general characteristics. In the time that I have been studying for this examination I have not felt a lot of anxiety. I think that I had a lot of time to prepare for this exam. During the first mid-term examination I did s9£,/9j>£/i/^ihave a lot of anxiety. This was my first exam here. I think that the amount of time I have to study makes a big difference. I also took another English test I did a little better. I didn't have to take this English test but wanted to see how my English had improved. Before the examination I didn't think that I had improved much. But after the j exam I think that something had improved. Even if I fail y this course I will refuse to take another English class. I think that I could learn English better by taking a regular academic class. I think that the English Language Center _ _ __ should change their teaching methods. I think the method is not good. They need to give us more data rather than just have us pratice by ourselves. I didn't gain anything pj(c6X4/'l special from my class at the Language Center. I would put my self at seven or eight on the mood / y o o o scale. The same as last time. Sometimes my mood ^etc fluctuates. I can feel quite contented and grumpy in the 222 same day. 4-6. 71 When I talk about being more confident I am only /ecs/aA'st/e-s talking about academics. I am coming up with more questions in my field. That gives me more confidence. I e, 7don't feel confident in a social way. I have not had much prat ice with that. -waer*****During the break my wife and I will stay here, although we both really like to travel we really don't have any place to go. Maybe in the future we can go travel to some different places in the country. I think first we must buy a car, it seems in America you cannot do much without a car. In Korea public transportation is quite good. There you don't have to have a car. The system is quite different here. I must get my drivers license. When my wife and I become accustomed to America we will go away for a holiday. Most foreign students feel UrMl 7'^, that after one year they need a car here. You cannot get along without it. Interview # 6 During the holidays my wife and I just relaxed and we also watched a lot of TV to improve our language. I /rof£/ 9// * visited Detroit once by myself. I went to visit some /A/7ifrMcrSM/ friends there. We also spent quite a bit of time with my senior. We played cards together. The first night of this AS. was O.K., but I got bored with this after a while. I ^ 4 r couldn't say no. I think I endured these five days. a ’c /’ a a ^ I was quite satisfied with the results of my course this past quarter. I got a 4.0. I also passed my English. I received 90}* I feel O.K. about my grades, but inside I don't feel good. There was so much more that I could have ‘learned about logic and about English. I could have done a e/^ c little better. But nevertheless I am still satisfied about my grade. ss I did not really enjoy spending that whole week with other Koreans. The first evening my senior ask me to t a l k ^ j - ^ y y ^ ^ about his masters thesis. We spent quite a bit of time T//i£ & _ -talking about this. This, I enjoyed. After that all we * t a a a ‘did was play cards it seemed that we were just killing ff time. The holidays were very relaxing but also a little boring. We do not know where to go here. My wife ask we go somewhere-anywhere. But I did not know where to go. ca / t z a ?/** 223 I am anxious about the new quarter. I will be very j £ busy. I won't be killing time. Maybe by the end of the next quarter I will understand what interesting things there are to do here. Frankly speaking last week and this week my wife and I missed our families and friends. The end of the year in x Korea is a big celebration. We thought about this. My wife cried about this. I am mad because I couldn't cry. miss my family as well. My wife tried to call the other Sfcf&s* day, but we couldn't get through. Things will be O.K. This time of year really brings these things out. During the first week of the holiday I would have put myself at eight on the mood scale. It was nice to be done with classes. The second week I would have put myself at six because I was getting a little bit tired of the holidays. This week I think I would have put myself at five. I think I'd like to be busy again. My wife and I have decided start this quarter with a fresh not to think about homesickness ^ c~ decided this at midnight of the not to argue so much. not to kill time and to mind. We are going to try or any uneasy things. We New Year. We also decided I need to go and see my advisor this week. I need some advice from him. I need some information regarding what courses to take next quarter. Interview # 7 I am getting very busy, I feel quite excited and very energetic. The things that I need to do this quarter lead me to be much more busy so I need much more energy. Everything I fe.el is much more positive. I like to be busy with my academic courses. I feel that I killed a lot of time during the break. I did not like to do this. When 7? first started my classes this quarter I felt that they would be very difficult, but I feel more confident at this point. The courses I am taking this quarter are brand new I X , learning for me. Although I feel very busy I don't feel these courses are over my ability. I did go to see my advisor to ask his opinion about my courses. He told me that the courses that I had chosen £ aj were fine. No problem. Language is still a problem for me. My reading is O.K. My listening is getting better and^j better. I can now understand most of the lecturers. But I JL also record all the lecturers and listen to them a second 7-.o. time. Speaking is still a problem. I do not have much of ~ * 22k an occasion to speak English. I would put myself at eight or nine on the mood scale. Because I feel challenged in my courses I feel very good, I feel like I am learning new things. The courses I am taking this quarter are logic and psychology philosophy. The logic is no problem. It is like mathematics. But, the psychology of philosophy is a little bit more difficult. There is class participation which is required. I have not met any new Americans, just a few people to say hello. There are three other Korean students majoring in Philosopy. We are all taking the same logic course. 0.$. This does not bother me very much. We do not spend any time together. Even though I have been here for many months I don't feel that M.S.U. is my sohool. In my country I felt so much at home. Everything felt like it was mine. Here it is the opposite. The only place I feel at home is in o u r ^ ^ ^ - ^ ^ / v apartment. I do feel a little bit at home in the sfe* philosophy department. In all other places I feel like a stranger. Maybe I feel this way because I an not here for a long time, or maybe this feeling will continue no matter how long I stay. I have met some Koreans in Detroit who have been here for fourteen years. Their English was good. They had American friends. They worked for Amerioan companies. But when I met them I asked them if they felt comfortable here. They said the United States was a convenient place to live but all other things felt strange. In Korea most people are the same race. Everyone is culturally the same. Lifestyles are the same as well. These friends also felt that that the political system here provided much freedom. Other than that they did not feel j u a , that this was the best place to live. These people wanted to go back to Korea. The reason I think these people are here is beoause of financial reasons. They would like to go back to Korea but they don't know how they would start again. Korea has changed, they have changed, they would have to start all over again in their careers. These reasons make it difficut for them to leave and go back to Korea. Having a ' Wf * family and thinking about their education is another factor. 225 Interview # 8 Since the last time we talked things have been getting busier. My courses are a lot more work. I am now getting up earlier. I also need to use the library more for books and periodicals. My psychology of philosophy course is not mathematical. All of it is with language. That is v e r y ^ y ^ f ' /? ^difficult for me. I have to write papers. So far I satisfied and confident that I will do well in these courses. But I am not so sure about the rest of the quarter. Since I arrived here I am seeing so much to study and discover. I am excited about this, but at the same time I am wondering if I can handle it. Language is a very big problem for me. The type of philosophy that I am studying, /%/> American philosophy, is very difficult to translate into ^ Korean. So I must do all of my studying in English. My^. jL.C. confidence is continually challenged. For instance in j, logic I feel very confident. In the psychology of philosophy course I do not feel so confident. They are />£/*. very different types of things to study. The reading in the psychology of philosophy is very hard to understand. My opinion of the American lifestyle has not c h a n g e d ^ , very much. I don't think that Americans or American a.S. lifestyle is very colorful. I think that Americans are ‘always busy. In terms of academics I think that I am beginning to 7-(0 understand the system here. The kind questions asked of students in assignments is very different here. It J..4. requires more thought. That is a strong point of developed knowledge. I need to learn about that kind of thinking. s I think that the support I receive here comes from other Koreans. My senior provides much academic support for me. Emotionally of course I rely on my wife. But jr u m J t r P S really don't on other people. I am getting to feel a little bit more at home here. Although I still feel like a stranger. My senior and I sometimes counsel each other. Frequently we feel that it is hard to adapt here. It is D.$. difficult and distressing. The teachers are different, t h e ^ f S f ^ ^ people are different, and the culture is different. We sometimes need to encourage each other. I don't want to share my problems with other people just a little bit with my senior because we have become friends. I am a very inside person I cannot share my feelings or problems with 226 other people easily. Most Koreans would not burden other people with their problems. In good words, they are w reserved in bad words, they don't want to show their *** u weaknesses. T’jt&Asr A few times lately, at night when I am alone, I feel very lonely. I think that I have changed so much. My lifestyle, the way I spend my time. My lifestyle is so simple I go to school and I study. My life is so simple, I ^ er think my thinking has changed a little bit. I have changed S £ a a inside and outside. I used to have a lot of anxiety in the s v /•/>***' past, that was my characteristic. Anxiety about many many ***** o?M£AS things. This feeling only comes over me at night time. djss« 4/a»ajc^ When I think about my family and my friends in Korea there /sjsf.ia no mind feeling. That is very different than before. j)£.S Maybe being busy with academics makes me this way. Interview # 9 Since the last time we talked I have been very busy. I have been studying and preparing for exams. Nothing very special has happened. I would put myself at eight or nine on the mood scale. I am becoming a little uneasy. Last week in my psychology of philosophy course the professor gave us a n . ^ article. Even though I read this article five times I could not understand it. I began to doubt myself at this o t M / c a t - r y time. For two or three days I was very uneasy. Now it is O.K. The professor told us that it was a very difficult ^ ^ piece. Other Americans also found it difficult. That made ’ me feel better. I think that my life here is very routine. /?£-that this is the case for all students. I think Also I am beginning to talk to other American T .t classmates. At the beginning of the term we would just say "Hi". But now, we talk a little bit before class. This is the only place that I talk to Americans. I am wishing to talk to more people but as I told you I do not have much time. I think that I could if I wanted to. My senior and go to class 10 or 15 minutes before it begins. At that time I have a chance to talk to other Americans. But I am - r concerned about my senior. So I must talk to him. T a l k i n g ** ’ in Korean is easy and natural; talking with Americans is /AfiArA't-AA1 not so natural. I feels like something different. If my senior is there, I am drawn to talk to him. If I had more free time I would talk to Americans. But that's O.K., because I am very busy studying. 227 Academic Adaptation I have not done anything special in the way of adapting academically. I just do. I study very hard h e r e / - ^ * * . * ^ /6-. much harder than in Korea. Because of the language difficulty; because I am studying at a different level. must put in much longer hours. I would say that generally j9'c the level of education is higher. I think that academic adaptation is much more important than social adaptation, or anything else. I think that most students feel that way. If I had to divide up all my energy into 10OJt, I would say that I put 90% of my energy into academics. Maybe IQfl is social. Even if I St>c/^9 ^ had more time I think that I would just want to relax after studying all day long. It is very hard to go out. I find this system hard to adapt to. It challenges me very much. The pace of the courses here is much faster. I also like the quarter system more than the semester system• T ‘° Vt it highly concentrated. That means there is no time to lose. In the semester system in Korea we wasted very much time. ^ I think the courses here are a little bit better. My major in Korea was American philosophy; so this is all that I can speak of. The most difficult part of adaptation has been the language problem. Without the language problem don *t see any difference in the quality. Maybe just a little bit. If I could speak English much better I think things would be much easier for me here. The Korean system in many ways is adapted from the American system of education. The major differences that I can see are quarter system here, as opposed to the semester _ _ _ _ _ ^ system in Korea. The second big difference is the c r. e relationship between the professors and students. They are syjy-psts very familiar here. I think that students respect the professors more in Korea. A professors duty is to guide the students in many aspects of life in Korea. Here the relationships between professors and students is strictly focused on academics. Other than that you do not have a relationship. I like the American system, particularly .with what professors do in the classrooms. In Korea ■philosophy was much more theoretical I find the system here to be very applied. This is another part that is sort of different. 228 Interview # 1 0 I did well on my last exam. In fact, I think that I got a higher grade than my ability. Things have been pretty routine in the last couple of weeks, I go to class, and I come home to study. I have not met any new people since the last time we talked. The only people I talk t o /^ ‘>c are the people in my classes. We celebrated Chinese New Year this past week. My wife and I worshiped our ancestors. This is a Korean tradition. We brought a handfull of dirt from my Grandfathers grave in Korea to do this. We eat special food and have a very specific religious ceremony. Part of the prooess is thinking that our dead relatives are here eating with us. We make wishes for things that we want at this time. I would put myself at seven or eight on the mood scale I am a little bit tired. Usually I study seven hours a day Monday through Friday. Weekends are more busy when I have to hand in something. Most of the time I spend studying. I spend a lot of time rewriting notes. I think adaptating y*.c here has not been such a difficult problem. My senior is very helpful to talk to about courses and professors. There is no big difference between the systems here and in Korea. The biggest difficulty for me is to know how much ° ^ time to spend on the content of the courses. One thing sas'fe*?that I wish is that there were more classes to choose from. Sometimes I find it hard to register for specific classes 1~ c'because the get filled too quickly. Social Structure The community of people here is the same as in Korea. In an official way there is a community here. Koreans together for holidays to welcome new students and also to share information. I think that generally there are no 0 r deep friendships between people here. We are friendly w i t h ^ ^ each other but we really are not deep friends. We share P the same living circumstances and problems. Maybe some ‘persons develop indepth friendships but that is very rare. I think maybe with single people, it is easier. It is much harder when you are married and have a family. I think y that the sharing between Koreans here is necessary but it is also superficial. I am friends with my senior. We Js m share a great deal together, but he cannot be my deep friend because he is eight years older than I. 229 There are a lot of Korean students here. I don't know them all. Maybe If there were just 20 or 30 Korean students we would be closer. If there were 1,000 Korean students there would be no community at all. People are here to study. There is studying in many different areas. In Korea people form friendships from a very young age. />, £ These friendships develop over time and experience. Here rrjr/AAj£)S we don’t have the time or the inclination to develop indepth friendships. Sometimes I wish I had a very good friend here, but I have given up on that idea. Interview # 11 Things have been pretty routine since the last time we talked. There has been nothing special going on, except we have been looking for a car. I think that I did quite well with my examinations. It depends upon the professors. My courses this term were much more difficult, particularly the psychology of philosophy course. This required a much higher level of**'6 English ability. I am beginning to find my way around here a little bit. But still I don't engage in discussions with other 'students. I usually sit and listen. Americans interact in class quite frequently. Part of the reason that I don’t interact so much, is because of language. Another reason is because of my character. There is one other reason. In Korea students usually just listen to professors it is not the students place to talk. I am not sure that I have improved in my speaking ability since Fall quarter. The only time that I speak English is to talk to the instructor and to ask questions. I don't have time to make American friends. This is why l y s ^ ^ v ^ y y fMH. have not improved in my language ability. I think I need to do this. I would like to do this but often I don't understand their English because they speak so quickly. Before my examinations I would have put myself at six or seven on the mood scale. After the examination I think 'at seven or eight. I think that I had less stress this j* £ S S quarter than during fall. I have been busier. When I am'*5’" busier I don’t feel stress. I feel stress when I am not ^ doing something according to my expectations. I feel that ^ I am doing reasonably well in school. Not my best, but I do all that they want. j?.c I have always felt that it was a good decision to come .to the United States. The only difficulty has been with my 230 family and friends. In fact, I think I miss my family and friends more than in the fall. I would love to back to Korea and visit. I have not been an active participant in American culture, simply an observer. It seems to not be so £ 4 4 7 -0 ^ 4 interesting. Kind of boring. Americans have a very & a/p^/rs ’ convenient lifestyle and it looks exciting, but I think it's boring. The content seems empty, I don't know why I feel that way. They are just busy, have parties, but there is nothing to feel real life. I just feel that way. 0 $ I think that my support system here is limited. I think I support myself more. I get information by myself. I think that I expected it to be this way here. Each day 1 * * think that I am getting a little bit more of a support system. Here there is no indespensible family and friends. I don't think that I want these types of relationships, because I don't have time, but I have friends that share information with me and friends that I can do things with. When I first arrived, other Koreans were very helpful. That surprised me. Since the quarter has started I think people are less helpful. Maybe that is because people are ‘ too busy. Or maybe its because I am adapting and doing — well on my own. Most of the support that I have received j-si>Ass9 A here has been informational. That was helpful, but now I do not need it so much. I think that my wife sometimes feels bored. Sometimes we argue. She is very helpful to me here. I hope to find a car here. Remove some of her boring moments. We are getting along quite fine. I don't enjoy spending time with other Koreans so aaso£*¥ajp £ a s r much. Maybe it's my own independence. I am not interested in getting together just for the sake of getting together. sjr I would rather ask people to come here, than go there. I ^ prefer to set the environment. Generally I would say that my mood is quite stable. My feelings are very much affected by how I am doing academically. If I get a H.O or 3*5 in a class I think this is acceptable. A 3.0 is not acceptable. My main p. c t purpose is to study and to gain advance knowledge. If I a9 c don't do well I will be disappointing myself. 7- I think that my relationships with other Korean students studying philosophy is important. We have good s u f s ’o*'7' P S. relationships. There are only a few of us. />a a s a 231* I am very content with studying here in the United States. This has provided me with what I wanted. St., Academically I am very happy here. Personally it is a 'little bit of a struggle. In Korea I had a few special friends, here I don't have that. I tell my wife all that happens in my life. Maybe that isn't enough, beoause she is a women. I . sometimes miss being able to talk with another male. j/j/j Sometimes I talk to myself late at night and pretend that my friends are here. Just for five or ten minutes. Then I stop. What is wrong with me. Maybe this is a sign of stress. I am quite satisfied with the five months that I have spent here. * ~ ,, „ y APPENDIX M Case History Mr. 232 Case History - Mr.Z Identifying Information My name is Mr. Z I am twenty-nine years old, Korean male, married, and have one young daughter. I came to the United States to persue a Ph.D. in Marketing. Before coming to the United States I was a cadet instructor in the military, with the rank of captain. My primary responsibility in this position was to teach business classes to oadets at the academy. I arrived here on September 17th and live in the university apartments with my wife and daughter. I have been in the United States once before in 1978 for a twenty day business trip. I am sponsored by my family to study in the U.S. and do not have a confirmed position to return to, in Korea. I received my undergraduate degree and M.B.A. from Seoul National University. I am taking a full academic course load in the Fall quarter and do not have to take any English courses. Interview # 1 My decision to come to study in the United States was a completely voluntary one. I thought of coming a few Pe&sr/i£ years ago but have only been planning it for a year. I feel that coming here is highly desirable and I don't feel that it is particularly stressful. I have been in other situations that were more stressful than this one. I think that 1 am a little old to start a Ph.D. compared to Americans. If I just thought of Koreans, I think that I am an average age for this stage in my career development. My three years in the military delayed me, but also gave me some very good experience. To this point my adaptation here has been quite easy ‘losrrsfrycs' and I don't anticipate any particular difficulties. I feel /ItM a very strong commitment to obtaining my Ph.D. here because 2 it will greatly assist me in my future career. I didn't do very much in Korea to help prepare myself to these changes. In Korea I was working in an academic setting so I didn't anticipate that I would need to adjust a great deal. That has proven to be true academically, but not so personally. The adaptation difficulties have proven to be with my family. When we came here my wife didn't tv**"* y^^have any help to take care of my daughter. This is 233 something we didn’t anticipate. The change in coming to the U.S. was a freeing one for myself personally. I find that I am much freer here than I was in Korea being a part of the military. On the negative side my status has also changed considerably. I have gone from being an assistant professor to being a student. That not only means that I cannot have a job but also cannot s?.£.earn any money. I know that in the long run that having /tf^.this degree will be to my benefit. In terms of the mood scale I would put myself at eight on the ten point scale when I was in Korea. My first few days here were extremely difficult. We didn’t have a place*"*'****'1' to live and I was forced to pay fourty dollars a day to * * stay in a hotel. Also my daughter became quite sick. My mood at that time was probably at one or two on the mood scale. At present I would put myself at five on the mood scale. I am having difficulty with my English, especially 7:0. speaking in class, but other than that everything is getting better. I don't really feel that I have any gains as yet from coming to the U.S. I hope to experience those when I r e t u r n ^ ^ T4fifA ^ ft/tt/to Korea. Right now I really miss my family, friends, and ^ n / t r y i ^ ' r /Sf/ithe comfortableness of being in Korea. The only resource I 0 $. feel that I have here presently, is my family. I am enjoying Michigan as a place to live. I like the atmosphere at M.S.U. with its wide open spaces. Because my wife does the cooking for the family I have not had to /?&co /. find this quite encouraging. A Korean alumni also gave me encouragement these past/r'c>jt£JPA/ few weeks. He told me that if I studied hard I wouldn't g u P P t P ' P «*have any problem. My days are mostly spent in the library s * 6 . alone. I oan do well if I continue this. t u d s I would put myself at eight on the mood scale for these past two weeks. Interview i 3 Things have been fine since the last time we talked. I y 0 placed first in the class in an exam in my statistics 'course. My other class continues to be a problem. My listening comprehension is improving. I am also speaking a little more in class as the professor is asking me direct c 235 questions in class. The problem that I still face is not having anyone to practice speaking English to other than yourself. I have found that most Korean students do not ^ have American friends. I think that language and cultural differences get in the way of being able to make such Ho friends. I will continue to practice my English. Maybe 77 c- then I will be able to meet some Americans. In general I'd say that I'm more satisfied with my classes this quarter. Next quarter might be more difficult. My classes will be some distance apart next Z,<&year. I think that I must buy a car to get from class to class. My family is doing much better. My wife and daughter have found activities to participate in. They go shopping ^xt/fr^/trrtogether, go to the playground, and get together with othe Korean families. My wife is also concerned about getting a car. Shopping is a problem because we must go when my friend goes. That sometimes is not convenient. I was a little embarassed trying to pre-register this quarter. I had to see my advisor and an advertizing r c professor to get some information. I had some d i f f i c u l t y ^ ^ ^ ^ ^ ^ 55^ 7" seeing both these men. I think that I am not used to this American system. It is much easier to meet professors in Korea. Overall I'd say this has been a good quarter. When I /.&. first arrived I did not have so much self confidence. ~ r:c self confidence has been growing all quarter. I would put myself at eight on the mood scale. Although my mood fluctuates, I feel as good here as when I was in Korea. Interview # *1 M m In the past two weeks I have spent a lot of time looking for a car. At one time I had found one at a car dealer. I was bargaining for a price with the manger. I'^ 'r made an offer $500 below his price. He told me that the price was ridiculous. I did not have a good feeling about this man after this. I would have bought the car, but changed my mind at that time. My wife and I are anxious to find a good car, but it is difficult. I think that my language problem is a deficits in searching for a car. More on the phone than when I am talking to someone face-to-face. 236 My wife and I are so glad that we brought our daughter with us. We were going to leave her in Korea with our v-parents. She is a very loveable daughter and brings us a lot of joy. My courses or I should say one oourse is giving me a lot of difficulty. My statistics is no problem. I think that 1 will get a 4.0 in this class. My advertising class is still giving me some problems. I got 3.0 in a oase study worth 25% of the final grade. I am not satisfied with this. A Ph.D. student must get at least a 3*5 This SAf grade along with my low grade in class participation will make it quite difficult for me to get a good grade in this class. My English language ability is inteferring with my academic performance. It is hard to deal with this right -now. It seems as if there is not much I can do about it * right away. V 0 ^ Another thing that happens regularly is receiving phone calls from my Aunt. She is a medical doctor and s{//3/>a* T lives in Washington, D.C. She provides a lot of emotional support for me. My wife also has other relatives here that jfetjfrsir* help us. Another group that helps me is my Korean friends. ,9 aj£> They are very helpful to me and we can have some pleasant Jfajf&seA' times. One of these friends is my senior. He is one year ahead of me in my program. He has helped me a great deal academically. One other friend lives close by. We help , &s. each other out by lending each other things. I would put myself at eight on the mood scale again. I have some difficulty in buying a car but I try to remain stable in moods even though some things happen that Jfcs&LM irritate me. At the beginning of the year there were too many things that happened to remain stable. Problems such as my daughter being sick are much more serious than buying a car. Interview # 5 Since we talked last I have been spending most of my 4 't' time studying. The quarter is finished. I think that I jerotu s got a 4.0 in statistics but only a 3.0 in advertising. One course was too easy for me the other too hard because of my language problems. I am not satisfied with the results but I cannot do anything about it. In the future I know I will do better. I have more confidence now than at the ''beginning of the quarter. My English has not improved but ' because of this confidence I would participate in class iSSXf**'r discussions more easily. 237 I am happy that the quarter is over. I have learnt a great deal. Now I must begin to think about next quarter. A great deal has happened this quarter. Most of the important events occured at the beginning. Since that time I have had no major problems. It has been quite easy to lead my life since the first month. If I had to come to the U.S. again I would arrange housing ahead of time, I would bring more of my aoademic/.a o /T/m * books, and I would bring more household goods. I think & 9 C S C that goods in Korea are a better quality for the price. I think that people in Korea might not think so. There is such a distorted view of the U.S. there. They look at the U.S. as a paradise. Some Koreans have here and suffered neurotic symptoms. Some have even commited suicide. These are generally Korean people who immigrate not students. People who immigrate are from the //•f/f'lower classes. Their source of information about the U.S. is not good. People of the higher socio-economic groups usually have much more information. Some people in the upper class say that even though there are difficulties in my country they feel that Korea i3 a better place to live s9c>9J>f/f/c£ than the U.S. With the same amount of money they can buy more in Korea. Also Korea is a safe place to live in. I p , am studying here because the academic opportunity is better in the U.S. My family is doing better and better every week. is becoming less of a worry for me. This Now that my exames are over I can begin to think abut looking for a car again. When my exams arrive I cannot /’6-. think about anything else. I will look during the break If I find nothing it will have to wait until spring. I would put myself at eight on the mood scale again. Interview # 6 The holidays were kind of mixed. I tried to study hard at the beginning of the break, but found that I just could not. I gave it up. I just didn't feel as motivated as during the quarter. My family and I went to Washington for a week. That was quite enjoyable. I feel quite good about last quarter. I enjoyed being at M.S.U. Even though I knew that I was going to get a 3 and a 4.0 as grades I was still a little disappointed. I ^ 6 - thought that there might have been a chance to get a 3*5 in 238 the advertising elass. I will also sit in on two other t v * * r j classes this quarter. I am quite confident in these /terrr&Ar classes as I am not required to participate verbally. Yesterday there was a doctoral meeting for my department. Some of the students there had been in the program four and five years. Iam a little worried about it taking me this long. 1 must just work hard I think. I , enjoyed the meeting. I hope that I can get an assistantship in the next two years. As for now I have a language problem. Some Korean students have also asked me to tutor them in a class. I think they feel I know the material and have A c e / r r * a better understanding of English. I would put myself at eight on the mood scale during the holidays and now. Interview # 7 I have spent most of the last two weeks studying. I am taking two classes and am sitting in on two others. That is sixteen hours a week in class. I think that this is t o Q ^ ^ g r / y / i much, but I have decided to do it and must continue. I am learning. Most of the rest of the time I spend studying between classes. In the evening after dinner I also study ' Friday evening is reserved for shopping and I spend half days on Saturday and Sunday in the library. I understand the English of one of my instructors very well. He is a Japanese man. The other instructor, an American, is very hard to understand because he does not annunciate his words. ~ I have not made any more friends here. There was a s?6-4J> Nigerian person that I used to study with, but I found him hard to understand. The only times I usually see Korean ^ 0 0 ,i. ^friends is on special occasions. We talk when we run into p. each other on campus, but do not make special appointments ' t o see each other. My family is very glad to be back from the holiday, It felt very comfortable and peaceful to return to our . apartment. We have more privacy here than we did in Korea living with my parents. The only other thing that has been happening is my search for a car. I will go see another one tomorrow. Nothing else of significance has happened. jsav A/6/i£ 239 I would put myself at eight on the mood scale again. Interview # 8 I have bought a car since seeing you last. A 1981 Chevy Malibou. It cost me $4,800.00. Ve are quite happy with it. As of now I only have an international drivers license. I will get a Michigan drivers license at the end of the month. Other than that everything in my life is quite f j/rju routine. My confidence is about the same. I don't think that my English is improving at all. I still do not get a chance to practice. I have only talked to two other Koreans since the last time we talked. I don't have much . . opportunity or time to meet other people. I would like tojj^T^^ be able to play some sports, but as I don't have any w /t SS friends I cannot. S*'*t£ Generally as I said my life is very routine. put myself at eight on the mood scale. I would Interview # 9 Since we talked last I haven't had time to take the road test for my drivers license. I need peace of mind to take my exams. When I need to study I try to think of * nothing else. It really isn't difficult as I have no friends here other than the Koreans that I am acquainted with. My days are very routine this quarter. I spend a lot of my days on campus doing computer work. My classes e>A/t y are also going very well. The greatest tension for me here rjf comes from my personal life. My wife doesn't have too much else to do other than take care of our child. I feel badly for her. I am doing what I want here and she is not. Life in Korea was much more diverse for her. I think that sometimes she wants to go back to Korea. I sometimes think /f/& ot Korea, plaoes and people I like, but until now I haven't wanted to go back. Again I would put myself at eight on the mood scale. Academic Adaptation I really did not do anything specifically to adapt to this system. I felt prepared as I lived in an academic /A/Tlcommunity in Korea. y-c V 240 I find that the biggest difference between the systems in Korea and the United States are with human relations. In Korea we honour our elders. It is as if the professors are masters and the students slaves. If a Korean student wants to follow an academic career he must follow what his professor suggest even so far as where he might work in the future. 7- Professors and students relate very differently here than in Korea. Here they call professors by their first names. We could never think of doing this in my country, /aj fffjy I don’t feel comfortable when people do this here. Also i n A/yzA’/tff’ 'Korea professors don’t lecture for the whole lecture time as they do here. Professors here seem to be very eager and are also very kind. There also seems to be a more 'f-f- standardized pace to courses offered here. In Korea universities have been closed an average of two months a semester since 1970 because of anti government demonstrations. Another difference is that in the U.S. students ask questions. In Korea students rarely ask questions. I also find the quality of students lower here. Sometimes I hear students ask very dumb questions in class. I didn't find that this system was too hard to get used to. I had heard about the way it was going to be. The way the examinations are given is a little different. ALso there are more examinations here in a shorter period of time. That makes the system a lot more difficult. I knew that when I came here to do my Ph.D. I would have to deal with class participation, a faster pace, and greater difficulty. When I first arrived I also decided to devote s9.£. myself to study hard because I am a foreigner. That helps motivate me. I think that the standard of education is higher here in the United States than it is in Korea. Even so, I don't think that I had much difficulty in adapting. I am not greatly affected by the differences. When I finish my ^ ^ s t u d i e s I will go back to Korea. I am not going to let this system bother me. The major thing that I need to work on most in adapting is my English. I would like to ask more questions of professors, but I cannot because of my language fluency My language difficulty also restricts the amount of contact that I have with professors. This will improve, ^ but I think that it will take some time.My shy nature r o also prevents me from interacting more. My mind is inward / 241 and not outward. My living oircumstance is a very pleasant one. That helps my studying. Also being able to eat Korean food 0 *' helps a great deal. One motivation that I have is that I cannot go back to Korea without a degree. I would be considered a failure otherwise. Of my total time here I would say that I spend 30% of my time in sooial activities. 25$ of that 30$ is with my family. The other 70% is devoted to academics. Academics is what I am here for. Interview # 10 Things are really getting pretty routine in my life. I study about five hours a day outside of class time. I don't think that I work particularly hard. I think that X c & ' T W / u p. 6 -. need to study more. I don't know how hard Amerioan students study. I am satisfied with my academic performance at this point. I got in the upper range of 3*5 in my economics class. I also got the second highest grade in my media research class. I am finding that my life is a little too routine. I think that I have to do some interesting things. This will ^'•^■•also help my wife. I would put myself a eight on the mood scale again. think that my moods do not shift a great deal. I Social Structure For Korean students every effort is focused on s academics. They don't care much about the social jryjps r structure. Academics come first. It's a way to get back to Korea quickly. It is easier to get together with jrtfsseyf friends here than in Korea. People live closer to each s a 7~ other here than they might in Korea. Also we get together at each others homes. In Korea we might meet at a pub or a tea house. My range of friends in Korea was much broader than it is here. All my acquaintances are students at M.S.U. Overall I'd say that there is not much difference in the social structure here. The language is the same and we do similar things together here as we would in Korea. One aspect that is different is that women are included in f 242 / _ social events here in a way that they might not in Korea. Unlike Korea social occasions here have men and women interacting together. In Korea that wouldn't happen. There is more of a separation at home. The reason that happens is because women don't have much of a chance to socialize here as they might in Korea. y If there were not a Korean community here I think that I would feel more lonely and isolated. I don't think much about my family in Korea, here. It has only been six months. Maybe after two years I will miss them. My wife thinks of this much more than I. I think that is because of the difference between men and women. Women are m o r e sensitive to that. I am also not sensitive to these things. * My family being here helps me a lot. I don't think that I will develop close friendships here, so my family is frf/rujr g c very important. In Korea I would have more time to develop c & b x f # / 'friendships. Here studying is the most important thing. I oan't also just drop in on friends like in Korea. That is _ another reason that I don't think that I will get close to people. rsJUr Sometimes I don't realize that I am outside Korea £ here. When I sit in class I feel very comfortable listening to the language. I forget that it's English. I don't think about the differences here so much. / ^ A c a d e m i c a l l y there is not such a big difference. I feel like a foreigner but I don't feel uncomfortable. Sometimes^. I have to tell myself that I am in the United States. All I have to do is study here. The only difference is that I -#^.am studying in English. I am not part of the other aspects /?£.of this culture. Interview 4 11 Since I talked to you last I have received my drivers license. That makes shopping so much easier. Another thing that is different is that I have found a tennis partner. I can now get some exercise and have an &5. opportunity to have some relaxation time. Also, last week, my wife and I invited some American ^ neighbors over to dinner. They had invites us when we first arrived in the Fall. We are becoming more intimate ^•tf .with them. We plan on inviting them over again during 77o. Spring break. rsa*/ c 243 Things have gotton better for my wife. She has become £ g. accustomed to the environment and has made some good Korean 'friends to do things »lth. Generally I am quite satisfied with my program here. My course work has been good and I have a good interaction with my advisor. My English proficiency is still a problem. My listening and reading ability have developed • ^ well. My speaking and writing ability still need a lot of work. I would put myself at eight on the mood scale once again. Summary Questions I certainly feel like this quarter has been better ^ , 7-// than last. My confidence has grown quite a bit. Idon’t & X 7 Z # feel as dwarfed as I used to. I am used to being here. 1 ^ 0 ^ /.£.have also found that being a student is more pleasant than ^ ^ j n . being a professor. Life is generally easier. I have 770 .become acoustomed to the freedom of this environment, my confidence level on campus is still much greater than off ayJ campus. I especially find it hard to understand people off campus. What they say is unrelated to my thinking. I don’t think that I have had much exposure to Americans in my six months, but I also don’t think that i t s ^ ^ ^ T . - ^ ^ • n o t so important too in my life here. My personal support system here is not as good as in A c o u s s £ £ > Korea. I do have two good friends here who are my alumni from high school in Korea. I could do without this p 2 support. My family being here makes a great deal of difference. V - /Tc J?£-4a/ I think that I have adapted quite well academically. On a social level my interactions with people has been positive but also very limited. My perceptions of the <^y/7.United States have changed very little. 0s I'd say my life is quite balanced here. It's the way it needs to be to do well academically. The biggest thing that I need to work on is English. s Af.s.#. APPENDIX N Summation of the Michigan International Student Problem Inventory 244 Summation of the information collected using the Michigan International Student Problem Inventory. Question ' Understanding U.S. slang Reciting in class Giving oral report Speaking English Understanding lectures in English Problems when shopping in U.S. Holding conversations with Americans Not feeling at ease in public Lack of opportunity to meet U.S. people Insufficient personal/social counseling Being lonely Trying to make friends Attitudes of some students toward international students Attitudes of some students to skin color Concerned about grades Feeling under tension Unexpected financial need Concern Greatest Concern W,Y,Z W W Z U,Y u,z w,v,x w W,Y w W,Y W,Z W w W,Y U,X,V V V V V V V W V Y Y X,Y u w,v w,u APPENDIX 0 S u m m a r y of the Responses to the Open Ended Questions on the Michigan International Student Problem Inventory 245 Summary of the responses to the open ended questions on the Michigan International Student Problem Inventory. 1. Do you feel that the statements which you have marked on Page 2 and 3 provide a fairly complete list of problem areas currently troubling you? Yes 5 No 1 If there are additional problems which trouble you, and they are not specifically listed on pages 1-3 indicate what they are in the space below. Mr. W - family problems - uncertainty of success in finishing studies Mr. U - confusion about morals in the United States 2. To whom do you most frequently go for help in resolving problems which have confronted you? Fellow Koreans - Mr. W, X, Z, U Academic Advisor - Mr. W, Z, U International Student Advisor - Mr. U, V REFERENCES 246 REFERENCES A Surge of Foreign Students. (May 17, 1982). Newsweek, pp. 71-73. Adams, J., Hayes, J., & Hopson, B. (Eds.). Transition; Understanding and managing personal change. Montclair, New Jersey: Allenheld & Osmun, 1977. Babbie, E. R. Survey research method. Publishing Co., 1973. Belmont, California; Wadsworth Beals, R. & Humphrey, N. No frontier to learning; The Mexican student in the United States. Minneapolis: University of Minnesota Press, 1957. Becker, H. S., & Geer, B. Participant observation and Interviewing: A comparison. In McCall, & Simmons, J. G. (Eds.), Issues in Participant Observation, (pp. 322-331). Reading, Massachusetts: Addison-Wesley Publishing Co., 1969. Becker, T. Pattern of attitudinal changes among foreign students. American Journal of Sociology, 7 3 , January 1968. Benedict, R. 1934. Patterns of Culture. Boston: Houghton-Mifflin Company, Bennett, J., Passim, H. & McKnight, R. In search of identity: The Japanese overseas scholar in America and Japan. Minneapolis: University of Minnesota Press, 1958. Berry, J.W. Ecology, cultural adaptation; and psychological differentiation: Transition patterning and acculturatlve stress. In Brislin, R. W. et.al., CroBS-cultural perspectives on learning. New York: John Wiley and Sons, 1975. Bigner, J, J., & Jacobsen, B. R. Model of developmental research: Individuals and families. The Personnel and Guidance Journal, June 1981, 647-651. Bochner, B. The mediating man and cultural diversity. Topics in Culture Learning, Honolulu, East-West Culture Institute. 1973, 23-27. Bogdon, R. C., & Biklen, S.K. Qualitative research for education: An Introduction to theory and methods. Boston: Allyn & Bacon Inc., 1982. 247 Borg, W., et al. Educational research; D. Appleton and Company, 1974. An Introduction. New York: Bouenazos, K. & Leamy, M. K. An exploratory study concerning attitudes of foreign students enrolled at West Michigan University. West Michigan University, 1974. Bramer, L. M. & Abrego, P. J. transitions. Counseling Intervention strategies for coping with Psychologist, 9_ (2), 1981. Brislin, R. W., Bockner, S., & Louner, W. (Eds.). Cross cultural perspectives of learning. New York: John Wiley, 1975. Brislin, R. W., & Pedersen, P. Cross-cultural orientation programs. New York: Gardner Press Inc., 1976. Clark, V. E. W. Ghahanian students in the United States. doctoral dissertation, University of Michigan, 1963. Unpublished Clarke, H., & Ozawa, M. The foreign student in the United States. Madison: University of Wisconsin, School of Social Work, 1970. Coehlo, G., Hamburg, D., & Adams, J. Basic Books Inc., 1974. Coping and adaptation. Cohen, Y. A. (Ed.). Man in adaptation: Aldine Publishing Company, 1968. New York: The cultural present. Chicago: Connel, C. F., & Kahn, R. L. Interviewing. In The handbook of social psychology. Addison, Wesley Pub. Co., 1968. Collins, P. L. Self-perceived problems of international students attending Howard University. Unpublished doctoral dissertation, Howard University, 1976. Cormack, M. L. An evaluation of research on educational exchange. Prepared for the Bureau of Educational and Cultural Affairs, Department of State, August 1962. Culha, M. U. Needs and satisfactions of foreign students at the University of Minnesota. Unpublished doctoral dissertation, Minnesota, 1974. Cussler, M. T. Review of selected studies affecting International eductaional and cultural affairs. College Park, Maryland: University of Maryland, 1962. 248 Downie, R. Re-entry experiences and identity formation of third culture experienced dependent American youth; An exploratory study. Unpublished doctoral dissertation, Michigan State University, 1976. DuBols, C. Foreign students and higher education in the United States. Washington, D. C.: American Council on Education, 1956. Dunnett, S. C. A study of the effects of an English language training program on foreign student adaptation at the State University of New York at Buffalo. Council on International Studies, State University of New York at Buffalo, Special studies No. 93. 1977. Englehart, M. D. Methods of educational research. McNally and Company, 1972. Festinger, L. A theory of cognitive dissonance. Row Publishers, 1957. Chicago: New York: Fitzgerald, T. K. (Ed.). Social and cultural Identity. University of Georgia Press, 1974. Rand Harper and Athens: Ford, C. C. A case study of the adaptational patterns of Asian graduate students in education at Michigan State University. Unpublished doctoral dissertation, Michigan State University, 1969. Gaither, G. H., & Griffin, A. L. The international students at the University of Tennessee. Knoxville: Office of Institutional Research, University of Tennessee, 1971. Gordon, R. L. Interviewing: Strategy, techniques and tactics. Homewood, Illinois: The Dorsey Press, 1975. Gullahorn, J. E., & G u l l a h o m J. T. An Extension of the U-curve Hypothesis. Journal of Social Issues, 19, 1963, 33-47. Hall, K. E. A preliminary investigation of adaptive functioning as a multi-dimensional construct of mental health. Unpublished doctoral dissertation, Michigan State University, 1977. Han, P. E. A study of goals and problems of foreign graduate students from the Far East at the University of Southern California. Unpublished doctoral dissertation, University of Southern California, 1975. Heath, D. H. Exploration of maturity. Crofts, 1965. Heath, R. The reasonable adventurer. Pittsburg Press, 1965. New York: Appleton-Century- Pittsburg: University of 249 Helson, H. Adaptation-level theory. In Appley, M. H. (Ed.), Adaptation-Level theory. New York and London: Academic Press, 1971. Herskovitz, M. Cultural relativism: Perspectives in cultural pluralism. New York: Random House, 1972. Hill, R. (Ed.). Crisis intervention: Selected readings. Family Service Association of America, 1965. New York: Ho, G. P. Adaptation to American dietary patterns by students from Oriental Countries. Unpublished doctoral dissertation, Pennsylvania State University, 1965. Hopson, B. Responses to the papers of Schlossberg, Bramer, and Abrego. Counseling Psychologist, 9_ (2), 1981. Hopson, B., & Adams, J. Toward an understanding of transitions. In Adams, J. & Hopson, B. (Eds.), Transition: Understanding and managing personal change. Montclair, New Jersey: Allenhald and Usmund, 1977. Hull, W. F., IV. Foreign students in the United States of America: Coping behavior within the educational environment. New York: Praeger Publishing, 1979. Hull, F. W., & Klineberg, 0. At a foreign university: An international study of adaptation and coping. New York: Praeger Publishing, 1979. Jammaz, A. I. Saudi students in the United States: A study of their adjustment problems. Unpublished doctoral dissertation, Michigan State University, 1974. Johnson, D. C. Problems of foreign students. and Cultural Exchange. 7_, 1971, 61-68. International Educational Jordan, K. A. The adaptation process of third culture dependent youth as they re-enter the United States and enter college. Unpublished doctoral dissertation, Michigan State University, 1981. Kahn, R. T., & Cannell, C. F. The dynamics of interviewing: Theory, techniques and cases. (3rd ed.). New York: John Wiley & Sons, Inc., 1959. Kerlinger, F. N. Foundations of behavioral research. Rinehart and Winston, Inc., 1965. Kim, T. The Changing Morale of Korean Students. 1966, pp. 21-27. New York: Holt, Korean Journal, £ (3), 250 Kincaid, H. V. A preliminary study of the goals and problems of the foreign students In the United States. Menlo Park: Stanford Research Institute, 1951* Kish, L. 1965 Survey Sampling. New York: John Wiley, 1965. Klein, M. H. Adaptation to new-cultural environments. In Overview of Intercultural Education Training and Research, 1977. Klein, M. H., & Alexander, A. A. & Tseng, K. H. The foreign student adaptation program: Social experiences of Aslan students. International Cultural and Educational Exchange, 6 , 1971, 77-90. Knox, M. Adjusting to Change Events: Jossey-Bass Inc., 1977. Adult Development and Learning, Kubler-Ross, E. Death: The final stage of growth. Englewood Cliffs: Prentice-Hall Inc., 1975. Lambert, R. D., & Bressler, M. Indian students on an American campus. Minneapolis: University of Minnesota Press, 1956. Levine, S. V. Draft dodgers: Coping with stress, adapting to exile. In Coping with life crisis, Lexington, Massachusetts: Heath, 1976. Longest, J. W. Evaluating orientation for foreign students. Ithaca: New York State University of New York, College of Agriculture at Cornell, 1968. Lozada, R. C. B. Foreign students at Purdue University: A study of selected personnel and academic characteristics in relation to current experiences and future expectations. Unpublished doctoral dissertation, Purdue University, 1970. Lysgaard, S. Adjustment in a Foreign Society: Norwegian Fullbright grantees visiting the United States. International Social Science Bulletin, 1955, 45-51. Mestenhauser, J. A. Learning Informally with foreign students. Minneapolis: University of Minnesota, 1974. Moos, R. H., & Tsu, V. Human competence and coping: An overview. In Moos, R. H. (Ed.) Human adaptation: Coping with life crisis. Lexington, Massachusetts: Heath, 1976. Morris, R. T. The two-way mirror: National status in foreign student adjustment. Minneapolis: University of Minnesota Press, 1960. Myers Briggs, I. Gifts Differing. Press, 1980. Palo Alto: Consulting Psychologist Myers Briggs, I. B. The Myers-Briggs Type Indicator Manual. New Jersey: Educational Testing Service, 1962. Princeton, 251 NAFSA. Needs of foreign students from developing nations at U.S. colleges and universities. Washington, D. C.: June 1981. Nenyod, B. Analysis of problems perceived by foreign students enrolled in state colleges and university in the state of Texas. Unpublished doctoral dissertation, East Texas State University, 1975. Oberg, L. Cultural shock: Adjustment to new cultural environments. Practical Anthropology, 7^, 1960, 177-182. Overton, W. Can the developing nations afford American higher education? College and University. Summer, 1967, 427-432. Parkes, C. M. Psycho-social transitions: Science and Medicine, 5_, 1971. Payne, S. The art of asking questions. Press, 1951. A field for study. London: Social Princeton University Pelto, P. J. Anthropological research: The structure of inquiring. New York: Harper & Row Publishers, 1970. Perkins, C. S. et al. A comparison of the adjustment problems of three international student groups. Journal of College Student Personnel, 18 (5), 1977, 382-388. Peterson, J. A., & Neumeyer, M. H. Problems of foreign students. Sociology and Social Research, 3 2 , 1948, 737-792. Pedersen, P. (Ed.). Book, 1981. Counseling across cultures. An East-West Center Pedersen, P., Hoopes, D., & Renwick, G. (Eds.). Overview of Intercultural Education, Training and Research. Published ana Distributed by Intercultural Network Inc., La Grange Park Illinois, July, 1978. Porter, J. W. The development of an inventory to determine the problesm of foreign students. Unpublished doctoral dissertation, Michigan State University, 1962. Pruitt, F. J. The adaptation of African students to American education, State University of New York at Buffalo. A report to the Bureau of Educational and Cultural Affairs, U. S. Department of State, 1978. Quinn, W. A. A study of selected sojourn preferences and priorities of Stanford University foreign students. Unpublished doctoral dissertation, Stanford University, 1975. Raines, M. et al. The Michigan State University adaptive handbook for new students. East Lansing, Michigan: Michigan State University, 1979. 252 Richardson, S. A. et al. Interviewing: York Basic Books Inc., 1965. Rogers, C. R. On becoming a person. Romano, J. (Ed.). Press, 1949. Adaptation. Its forms and functions. Boston: New Hougton Mifflin, 1961. Port Washington, New York: Kennikat Samovar, L. A. & Porter, R. E. (Eds.). Intercultural communication: A reader. Belmont, California: Wadsworth Publishing Company, 1976. Sanders, I. T. (Ed.). The Professional education from other lands. York: Council on Social Work Education, 1961. New Schatzman, L. & Strauss, A. L. Field research: Strategies for a natural science. New Jersey: Prentice Hall Englewood Cliffs, 1973. Schlossberg, N. K. A model for analyzing human adaptation to transition. The Counseling Psychologist, 9_ (2), 1981. Scott, F. D. The American experience of Swedish students. University of Minnesota Press, 1956. Minneapolis: Selby, H. A., & Woods, C. M. Foreign students at a high pressure university. Sociology of Education. Spring, 1960, 138-154. Selltiz, C. et al. Attitudes and social relations of foreign students in the United states. Minneapolis: University of Minnesota Press, 1963. Selltiz, C. & Cook, S. W. Factors influencing the attitudes of foreign students toward the host country. Journal of Social Issues, 18 (1), 1962, 7-23. Sewell, W. H. & Davidsen, 0. H. The Adjustment of Scandinavian Students. Journal of Social Issues, .12 (1), 1956, 9-19. Sharma, S. A study of identify and analyze adjustment problems experienced by foreign non-European graduate students enrolled in selected universities in the state of North Carolina. Unpublished doctoral dissertation, University of North Carolina at Greensboro, 1971. Shin, K. B. The post graduation residency plans of Korean students attending selected universities in Michigan. Unpublished doctoral dissertation, Michigan State University, 1972. Siriboonma, U. An analysis of student satisfaction as perceived by foreign students at Iowa State University. Unpublished doctoral dissertation, Iowa State University, 1978. 253 Spaulding, S. et al. The world's students in the United States: A review and evaluation of research on foreign students. New York: Praeger Publishers, 1976. Spradley, J. P. The ethnographic Interview. and Winston, 1979. New York: Holt, Rinehart Stafford, T. H. Jr., et al. Relationships between adjustment of international students and their expressed need for special programs and services at a U. S. University: Research and Implications. Research in Education. ED155579, 1978. Strong, R. The role of the teacher in personnel work. Bureau of Publications Columbia University, 1953. Traxler, A. E. 1945. Techniques of guidance. New York: New York: Harper and Brothers, Tuso, H. The academic experience of African graduate students at Michigan State University. Unpublished doctoral dissertation, Michigan State University, 1981. Uroang, L. The Random House College Dictionary. House Inc., 1968. New York: Random Useem, J., & Useera, R. Generating Fresh Research Perspectives and Study Designes for Transnational Exchange Among the Highly Educated. Paper Presented at German-American Conference: International Exchanges, Bonn, November, 1980. Vaillant, G. E. Adaptation to Life. 1977. White, R. W. Lives In Progress. Boston: New York: Little, Brown and Company, Drydon Press. 1952. White, R. W. Strategies of adaptation: An attempt at systematic description. Coping and adaptation, In Coehlo, G. V., Manburg, D. & Adams, J. E. (Eds.), New York: Basic Books Inc., 1974. Walton, J. B. Foreign student exchange in perspective. Washington, D. C.: U. S. Department of State, Office of External Research, December 1967. Wilson, W. D. Social relationships of international students attending Oklahoma State University. Unpublished doctoral dissertation, Oklahoma State University, 1975. Young, P. V. Scientific social surveys and research. New Jersey: Prentice-Hall Inc., 1966. Englewood Cliffs,