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Ml 48106-1346 USA 313 761-4700 800 521-0600 O rd e r N u m b e r 9028661 Foreign student satisfaction w ith housing and academic life at M ichigan S tate U niversity Lange, Nancy Quiggle, Ph.D. Michigan State University, 1990 C opyright © 1 9 8 9 by Lange, N an cy Quiggle. A ll rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 FOREIGN STUDENT SATI SFACTI ON WI TH HOUSING AND ACADEMIC L I F E AT MI CHI GAN STATE U N I V E R S I T Y By Nancy Q. Lange A DI SSERTATI ON in Submitted to Michigan S ta te U n iv e r s i t y p a r t i a l f u l f i l l m e n t of the requirements f o r the degree of DOCTOR OF PHILOSOPHY Department of Educational 1989 Adm inistration ABSTRACT FOREIGN STUDENT SATI SF ACTI ON WI TH HOUSING AND ACADEMIC L I F E AT MI CHI GAN STATE U N I V E R S I T Y By Nan c y Q. Lange Purpose The pu rp ose o f cu ltu rally this related s t u d y was t o groups o f students as a w h o l e w e r e overall, and w i t h students' factors and h o u s i n g , satisfactio n life with foreign satisfied individual foreign determine o verall, Michigan students, with housing satisfaction with th eir and w h e t h e r individual to U niversity and f o r e i g n housing, factors; correlated State whether housing th eir and a c a d e m i c ( MSU) . Procedure A foreign student distributed 1SB9. were to satisfaction a sample o f Respondents t o t a l e d divided (SSA); the into Middle Asia They were undergraduate apartment or 671 foreign students groups: East A frica (SCA); and N o r t h (EUR+); Latin Southeast addition ally environment: 1 359 was d e s i g n e d seven c u l t u r a l C a n a d a and O c e a n i a Central survey students ( 49 ^5 ) . residence off-campus. h all, (SEA) The s t u d e n t s (LA); South and E a s t A frica livin g " I~ternational H all", h all, and Asia to a Graduate Term (ME+NA); Europe, examined a c c o r d i n g an u n d e r g r a d u a t e Spring Sub-Saharan America Asia and (EA). another an o n - c a m p u s One way ANOVAs, the post-hoc and t h e Pearson C o e f f i c i e n t analyze the Scheffe^procedure, of Correlation Chi-Squares, were used t o data. F indings Foreign with students MSU. Groups were g e n e r a l l y Those groups most least satisfied satisfied satisfied with were w e r e EA and ME+NA. satisfying The e n v i r o n m e n t was o n - c a m p u s Most satisfying satisfying location ( 75%) , maintenance satisfying planned (4195) For factors factors for to p=<.001). Overall overall which overall housing a nd MSU s a t i s f a c t i o n EA ha d t h e housing followed greatest factors factors (3395), were: planned with activ itie s (4195), cost also correlated C ultural p=<.002), and EA ( . 4 5 , number o f positive correlations between MSU s a t i s f a c t i o n . groups housing SCA ( . 3 3 , correlations of to p=<.001). MSU s a t i s f a c t i o n 5 out residents, between o v e r a l l ME+NA ( . 3 4 , p=<.001) for MSU ( r = . 3 2 , p=<.001). relationship by ME+NA and SCA ( b o t h and o v e r a l l and Least appliances satisfaction (r=.31, and o v e r a l l had no s i g n i f i c a n t were: repair (6495). staff a c tivities satisfaction showed a p o s i t i v e SEA ( . 3 3 , apartments. students (6595), kitchen was o f f - c a m p u s . ( 4395) . MSU s a t i s f a c t i o n p=<.004), foreign a nd c o m f o r t (3995), students, correlated students question (6495) residents foreign all to were cou n se lin g and f u r n i t u r e a ll for an o v e r a l l services and LA and EUR+. Th e e n v i r o n m e n t m o s t least housing (10 20). the out between 20), LA s t u d e n t s 20 h o u s i n g Copyright by NANCY QUIGGLE LANGE 1989 ACKNOWLEDGEMENTS Without the support dissertation academic and g u i d a n c e o f would no t advisor exist. Dr. and c o m m i t t e e several chairman, and p r o v i d e d me w i t h encouragement "th is a nd friend, precious of her g a v e me n o t commodity, academic advice offered at to home, support so t h a t Professional a nd t e c h n i c a l by ma ny , including Gierman, Kenneth as t h e Dr. Mary Haas, support, her but p atiently could Marie me Han s e n and h e l d for mos t g ift offered be d o n e . context that generous knowledge. wo r k my boss things Sarah the achievements. support David (Pete) necessary and e n c o u r a g e m e n t perpetual as w e l l was k i n d l y Horner, Marvin, Dr. offered Joy T u b a u g h , M. Noorul t o me Cheryl Hussain and Rudolfo A ltam iran o. My c o m m i t t e e member s D r . Dr. Kalaian this frustrations the through i mmense s t a t i s t i c a l and J e s s e L a n g e p r o v i d e d Dr. personal my consistently be d o n e . " work, Hripsime continuous together only time leave. and could this Eldon Nonnamaker, removed r o a d b l o c k s that people David Horner gratitude for Linda and C a r o l their Forrest, Harding interest Dr. James S t u d e r , d e s e r v e my h e a r t f e l t i n me and my w o r k . Friends and f a m i l y important I h u mb l y provided the sp iritu al t o m a i n t a i n i n g my b a l a n c e and g r a t e f u l l y thank in them a l l . supports challenging so t imes. TABLE OF CONTENTS Page L I S T OF TABLES vi i CHAPTER I. II. I NTRODUCTI ON........................................................................................ 1 S t a t e m e n t o f t h e P r o b l e m ........................................................ P u r p o s e o f t h e S t u d y .................................................................. Need f o r t h e S t u d y ........................................................................ M e t h o d o f S t u d y ................................................................................ P o p u l a t i o n .................................................................................. P r o c e d u r e ..................................................................................... T h e S u r v e y .................................................................................. M e t h o d o f A n a l y s i s ............................................................. L i m i t a t i o n s o f t h e S t u d y ........................................................ D e f i n i t i o n o f T e r m s ..................................................................... F o r e i g n S t u d e n t ..................................................................... L a n d o n . . . ..................................................................................... O t h e r U n d e r g r a d u a t e R e s i d e n c e H a l l s ................ O w e n .................................................................................................. U n i v e r s i t y A p a r t m e n t s ..................................................... O f f - C a m p u s H o u s i n g ............................................................. C u l t u r a l G r o u p s ..................................................................... 10 11 13 15 15 16 16 18 19 19 19 19 20 20 20 20 21 REVIEW OF THE L I T E R A T U R E ........................................................ 22 H i s t o r y o f F o r e i g n S t u d e n t E x c h a n g e ........................... T h e Number o f F o r e i g n S t u d e n t s i n t h e U n i t e d S t a t e s .......................................................................... S t u d e n t D e v e l o p m e n t a nd t h e F o r e i g n S t u d e n t . . . Th e S t u d e n t A f f a i r s P r o f e s s i o n and t h e F o r e i g n S t u d e n t ..................................................................... I n d i v i d u a l L i v i n g E n v i r o n m e n t s ........................................ R e s i d e n c e H a l l s ............................................................................... I n t e r n a t i o n a l L i v i n g C e n t e r s ............................................. G r a d u a t e L i v i n g C e n t e r s .......................................................... Fami l y H o u s i n g .................................................................................. L i v i n g w i t h an A m e r i c a n .......................................................... L i v i n g w i t h C o - N a t i o n a l s ........................................................ 22 i i i 26 30 39 41 42 46 47 47 49 51 III. G e n e r a l A d j u s t m e n t o f F o r e i g n S t u d e n t s ................... The I m p a c t o f t h e E n v i r o n m e n t on t h e F o r e i g n S t u d e n t ..................................................................... In te ra c tio n Hypothesis- M odified C u ltu ra l C o n t a c t H y p o t h e s i s ............................................................. N a t i o n a l S t a t u s H y p o t h e s i s .................................................. A d j u s t m e n t o f S p e c i f i c G r o u p s ........................................... The D i f f e r e n c e s Do N o t M a t t e r ........................................... 54 62 66 67 72 METHODOLOGY......................................................................................... 74 60 P o p u l a t i o n ............................................................................................. 74 74 T h e C u l t u r a l G r o u p s ..................................................................... The L i v i n g E n v i r o n m e n t s .......................................................... 76 T h e S a m p l e ............................................................................................. 76 The S u r v e y ............................................................................................. 78 S u r v e y V a l i d i t y ..................................................................... 79 80 D a t a C o l l e c t i o n ................................................................................ D e s c r i p t i o n o f t h e S u r v e y R e s p o n d e n t s ..................... 82 L i v i n g E n v i r o n m e n t ............................................................. 82 Home C o u n t r y ............................................................................. 82 A g e ..................................................................................................... 83 G e n d e r ............................................................................................. 84 A c a d e m i c L e v e l ........................................................................ 84 A c a d e m i c M a j o r s ..................................................................... 85 M a r i t a l S t a t u s ........................................................................ 86 R o o m m a t e s ..................................................................................... 86 A r r i v a l t o t h e U n i t e d S t a t e s ................................... 87 L e n g t h o f T i m e i n C u r r e n t R e s i d e n c e ................... 87 H o m e s i c k n e s s ............................................................................. 87 R e l i a b i 1 i t y .......................................................................................... 89 F a c t o r A n a l y s i s o f t h e S u r v e y .......................................... 89 Q u e s t i o n S e t One-Housing S a t i s f a c t i o n . . . . 89 Q u e s t i o n S e t Two- A d j u s t m e n t t o t h e C u l t u r e .................................................................................. 90 Question Set Th ree- Michigan S ta te U n i v e r s i t y a nd A c a d e m i c L i f e .............................. 91 Question Set Four- S a t i s f a c t i o n With S e r v i c e s ........................................ .' .................................... 92 S t a t i s t i c s U s e d ............................................................................. 93 IV. R E S U L T S . ................................................................................................. 95 H y p o t h e s i s O n e ................................................................................ S u b - H y p o t h e s i s O n e ..................................................................... H y p o t h e s i s T w o ................................................................................ S u b - H y p o t h e s i s T w o ..................................................................... H y p o t h e s i s T h r e e .......................................................................... H y p o t h e s i s F o u r ............................................................................. S u b - H y p o t h e s i s F o u r .................................................................. H y p o t h e s i s F i v e ............................................................................. 96 97 100 103 111 114 114 115 iv Sub-Hypothesis V. SUMMARY, F i v e .................................................................. CONCLUSIONS AND RECOMMENDATIONS 115 121 Summary o f F i n d i n g s - D e m o g r a p h i c D a t a ................... 123 Summary o f F i n d i n g s - L e v e l s o f S a t i s f a c t i o n ............................................................................. 126 The C u l t u r a l G r o u p s .................................................................. 127 S u b - S a h a r a n A f r i c a .......................................................... 127 M i d d l e E a s t a nd N o r t h A f r i c a ................................ 128 A f r i c a a nd t h e M i d d l e E a s t ..................................... 129 E u r o p e , C a n a d a and O c e a n i a ..................................... 131 L a t i n A m e r i c a ........................................................................ 134 S o u t h a nd C e n t r a l A s i a ................................................ 137 S o u t h e a s t A s i a ..................................................................... 140 E a s t A s i a .................................................................................. 143 A l l L i v i n g E n v i r o n m e n t s ....................................... 146 A l l U n d e r g r a d u a t e R e s i d e n c e H a l l s ................... 147 Owen H a l 1 .................................................................................. 147 U n i v e r s i t y A p a r t m e n t s .................................................. 148 O f f - C a m p u s ................................................................................ 149 C o n c l u s i o n s ........................................................................................ 150 O v e r v i e w ..................................................................................... 150 M i c h i g a n S t a t e U n i v e r s i t y and A c a d e m i c L i f e , a nd H o u s i n g S a t i s f a c t i o n ................... 151 I n d i v i d u a l H o u s i n g V a r i a b l e s ................................ 153 O f f - C a m p u s H o u s i n g S a t i s f a c t i o n ........................ 156 C u l t u r a l G r o u p s a nd T h e i r Mos t S a t i s f y i n g E n v i r o n m e n t s ................................... 158 L i v i n g w i t h an A m e r i c a n ............................................. 159 A d j u s t m e n t ................................................................................ 160 Th e L i m i t a t i o n s ............................................................................. 161 T h e S a m p l e ................................................................................ 161 S e l f - R e p o r t ............................................................................. 162 N o n - R e s p o n d e n t s .................................................................. 162 S t a t i s t i c s ................................................................................ 163 R e c o m m e n d a t i o n s ............................................................................. 163 APPENDI CES..................................................................................................................... A. B. C. 165 F I R S T A P P L I C A T I O N TO THE U N I V E R S I T Y COMMITTEE ON RESEARCH I NVOLVI NG HUMAN SUBJECTS..................... 165 F I R S T APPROVAL FROM THE U N I V E R S I T Y COMMITTEE ON RESEARCH I NVOLVI NG HUMAN SUBJECTS..................... 171 R E V I S I O N OF PROPOSAL TO THE U N I V E R S I T Y COMMITTEE ON RESEARCH I NVOLVI NG HUMAN SUBJECTS............................................................................................... 173 v D. SECOND APPROVAL FROM THE U N I V E R S I T Y COMMITTEE ON RESEARCH I NVOLVI NG HUMAN SUBJECTS................................................................................................ 175 REQUEST FOR LABELS TO THE ASSI STANT REGISTRAR OF MI CHI GAN STATE U N I V E R S I T Y ............... 177 F. INITIAL 180 G. FOREI GN STUDENT S A TI SF ACTI ON SURVEY.......................... 182 H. SECOND LETTER TO FOREIGN STUDENTS............................... 187 I. OVERALL COMMENTS S E C T I O N - QUESTI ON 5 9 .................... 189 B I B L I O G R A P H Y ............................................................................................................... 21 9 E. LETTER TO FOREIGN STUDENTS........................... vi L I S T OF TABLES Table Pa ge 1. Foreign 2. Sample S i z e 3. Responses By L i v i n g 4. Responses By C u l t u r a l 5. Age O f 6. Academic L e v e l 7. A c a d e m i c M a j o r s Of 8. M arital Status 9. A rrival 10. L e n g t h Of 11. When R e s p o n d e n t s C o n s i d e r e d 12. F a c t o r A n a l y s i s - Q u e s t i o n S e t OneH o u s i n g S a t i s f a c t i o n ................................................................ 90 F a c t o r A n a l y s i s - Q u e s t i o n S e t TwoA d j u s t m e n t To T h e C u l t u r e .................................................. 91 Factor A n a ly s is - Question Set ThreeMSU And A c a d e m i c L i f e S a t i s f a c t i o n ........................... 92 Factor A n a ly s is - Question Set FourS a t i s f a c t i o n W i t h S e r v i c e s ................................................ 93 F o r e i g n S t u d e n t S a t i s f a c t i o n In Four E n v i r o n m e n t s ..................................................................................... 97 S a t i s f a c t i o n o f C u l t u r a l Groups W i t h L i v i n g E n v i r o n m e n t s .................................................................. 99 13. 14. 15. 16. 17. Students W inter Te r m 1 9 8 9 ............................... 77 And D i s t r i b u t i o n ............................................ 78 E n v i r o n m e n t .................................... 82 G r o u p ............................................... 83 R e s p o n d e n t s ...................................................................... 84 R e s p o n d e n t s .......................................... 85 R e s p o n d e n t s ....................................... 85 Of R e s p o n d e n t s ......................................... 86 To U n i t e d S t a t e s ...................................................... 87 Time Of In C u r r e n t vi i R e s i d e n c e .......................... Returning Home... 88 88 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. Housing S a t i s f a c t i o n For A l l S t u d e n t s i n Each E n v i r o n m e n t ..................................................................... 101 S i g n i f i c a n t Housing S a t i s f a c t i o n V a r i a b l e s F o r S i x C u l t u r a l G r o u p s I n Owen H a l l ........................ 104 S i g n i f i c a n t Housing S a t i s f a c t i o n V a r i a b l e s For S i x C u l t u r a l Groups In U n i v e r s i t y A p a r t m e n t s ............................................................................................ 105 S i g n i f i c a n t Housing S a t i s f a c t i o n V a r i a b l e s F o r S i x C u l t u r a l G r o u p s I n O f f - C a m p u s ..................... 106 Housing S a t i s f a c t i o n For S ix C u l t u r a l Groups In A l l U n d e r g r a d u a t e R e s i d e n c e H a l l s ............................................................................... 107 Housing S a t i s f a c t i o n For S ix C u l t u r a l G r o u p s I n Owen H a l l ..................................................................... 108 Housing S a t i s f a c t i o n For S ix C u l t u r a l G r o u p s I n U n i v e r s i t y A p a r t m e n t s ..................................... 109 Housing S a t i s f a c t i o n For S ix C u l t u r a l Gr o u p s I n O f f - C a m p u s H o u s i n g ............................................. 110 S a t i s f a c t i o n o f Each C u l t u r a l G r o u p W i t h Each H o u s i n g V a r i a b l e ............................................................... 112 Ho us in g S a t i s f a c t i o n F o r Seven C u l t u r e s I n A l l E n v i r o n m e n t s .................................................................... 113 O v e r a l l Housing S a t i s f a c t i o n C o r r e l a t e d With O v e ra ll Michigan S ta te U n i v e r s i t y S a t i s f a c t i o n ....................................................................................... 114 O v e r a l l MSU S a t i s f a c t i o n C o r r e l a t e d W i t h Housing S a t i s f a c t i o n V a r i a b l e s For A l l F o r e i g n S t u d e n t s ............................................................................ 115 MSU O v e r a l l S a t i s f a c t i o n C o r r e l a t e d W i t h Housing S a t i s f a c t i o n V a r i a b l e s For S u b - S a h a r a n A f r i c a ....................................................................... 116 MSU O v e r a l l S a t i s f a c t i o n C o r r e l a t e d W i t h H o u s i n g S a t i s f a c t i o n V a r i a b l e s F o r Th e M i d d l e E a s t And N o r t h A f r i c a ............................................. 117 vi i i 32. 33. 34. 35. p MSU O v e r a l l S a t i s f a c t i o n C o r r e l a t e d W i t h Housing S a t i s f a c t i o n V a r i a b l e s For E u r o p e , C a n a d a And O c e a n i a ................................................... 117 MSU O v e r a l l S a t i s f a c t i o n C o r r e la t e d With Housing S a t i s f a c t i o n V a r i a b l e s F o r S o u t h And C e n t r a l A s i a ................................................ 118 MSU O v e r a l l S a t i s f a c t i o n C o r r e l a t e d With Housing S a t i s f a c t i o n V a r i a b l e s For Southeast A s i a .............................................................................. 118 MSU O v e r a l l S a t i s f a c t i o n C o r r e l a t e d With Housing S a t i s f a c t i o n V a r i a b l e s For E a s t A s i a ............................................................................................. 119 ix CHAPTER Foreign study traveling the a world from t h e i r fourth Greece is to century study education f r o m on e p a r t of and the later, in as c e n t e r s the for In B.C. 1784, Socrates as the 12th foreign student, America to foreign students in American an a n o m a l y did I the not is o la tio n is tic in the policy United States' A m e r i c a was irrevocably Legislative as w e l l as of the foreign nation, the The p r e s e n c e education I students States American little and II. Prior this the States, lim ited of was in due t o United the firs t came f r o m S o u t h year, the instruction 1955). W o r l d War s per United of this foreign colleges, Go odwi n and N a c h t , the of 10,000 European schools higher after in accessibility prominence o f After number exceed of of served century, number o f (C ieslak, U niversity. until 19th a standard de M i r a n d a , Yale geographical 1955; Francisco birth at t o W o r l d War graduate the empires Constantinople, In t h e a great since Athens, and B o l o g n a a l l exchange. developed to blew the Rome, Paris be e n The me cc a f o r winds from America after have become e d u c a t e d other. century, study mor e t h a n country the attracted especially to and P l a t o . po litical Europe to that shortly Students when youn g men f l o c k e d German u n i v e r s i t i e s students, trad itio n . educational and s c h o l a r s h i p INTRODUCTI ON home c o u n t r i e s with shifted 1- the number o f and t h e general government (C ieslak, 1983). involvement thrust into presidential 1 i n W o r l d War s world I and II, p o litics. efforts were in itiated 2 Legislative to bring as w e l l the leadership United and in tercultu ral enlighten among a nd t o influence. a ll other The U n i t e d World were likely to "host" countries It develop fam iliarity as States promoted as enhance Foreign of a strategy a ll to further a resu lt those in Future they would be po licies unfavorable of intim ate cultures (Althen, to to world an u n d e r s t a n d i n g their the n atio n alities, and p r e j u d i c e s . that to understanding e x c h a n g e was t h o u g h t by d e v e l o p i n g support with world was b e l i e v e d was b e l i e v e d or of in itia te d o p e r a t e mo r e e f f e c t i v e l y tensions influenced were was s e e n and t o travel situatio ns. cultures. it individuals students ethnocentric efforts a position exchange because development o f in tercultu ral leaders into and b r o a d e n m i n d s help reduce presidential States individuals. personal and as of less the understanding 1983). " I n t h e l a s t 25 y e a r s , s e v e r a l m i l l i o n y o u n g men and women a nd h u n d r e d s o f t h o u s a n d s o f t r a i n e d t e c h n i c i a n s and s p e c i a l i s t s f r o m a r o u n d t h e w o r l d r e c e i v e d t h e i r advanced academic e d u c a t i o n or t r a i n i n g in i n s t i t u t i o n s of higher le a rn in g l o c a t e d i n c o u n t r i e s o t h e r , t h a n t h e i r own. In a v e r y r e a l sense th e y r e p r e s e n t a s i g n i f i c a n t s e g m e n t o f t o d a y ' s l e a d e r s h i p and m a n a g e me n t i n t h e w o r l d - i n some c o u n t r i e s t h e d e c i s i v e e l e m e n t " ( S p a u l d i n g a nd F l a c k , 1 9 7 6 , p . 1 ) . The U n i t e d student States exchange. developed. were able New m a r k e t s "Development" countries. p o sitively r e a p e d mo r e t a n g i b l e Th e U n i t e d affected, to recover States' from losses need for employees in were high for in in balance a nd A m e r i c a n where Am er ica ns American was e n h a n c e d Educated people were t r a i n e d field s for benefits of products relatively domestic a number o f short technology foreign were poor p a y m e n t s was educational in from in stitu tio n s enrollm ent. technical supply, solving field s s u c h as the 3 engineering, a l., math, computer science and b u s i n e s s (Goodwin et 1983). In t h e United "extra" customers months o f b illio n they dollars of the is for over the financial foreign living support for of spent the o n e a nd o n e - h a l f tu ition students’ United these academic In t h e for foreign all nine alone. dollars the outside In t h e students costs two b i l l i o n comes f r o m s o u r c e s impact o f sig n ifican t. 1981-1982, spent (83%) States States same y e a r costs. Mo s t education (Jenkins, 1983). Some a n a l y s t s foreign students resources services Another United the of States, Despite the foreign student II, the are of against is that for the those after in number o f which foreign foreign States in (Zikopoulous, over studying one m i l l i o n in the students United States student presence who e l e c t to studies, higher numbers. stay is not students apparent n e e d as what support this the in compete studying It each in th e these W o r l d War decade, with United year nations 2000 g r o w i n g number o f services the has been p r e d i c t e d from f o r e i g n in th e about w ill (Barber, 1985). It in education, A fter doubled 1987). students the 1983). students 350,000 lim ited students. h a v e be e n r a i s e d increasing the and a f f e c t s their in American almost that students and e x p e n s e drains American foreign (Althen, presence here to completing jobs time in stitution s a nd u n i v e r s i t i e s reservations 1986 additional c a n be p r o v i d e d States Americans the require argument students that colleges which United with argue from American foreign higher be 4 education, to or assessing, number o f whether in stitution al and r e s p o n d i n g foreign accompanied w i t h students a wider the foreign array Loneliness, and W e h r l y problems can r e a c h is American unable in s till to and find needs. be e n the 1986; (Story, 1982). L ittle experience non-academic are H ull, proportions assistance responsive The r i s i n g an a n o m a l y . a positive in are s ig n ifican tly services isolation Pyle, c ritic a l to of especially homesickness (Cadieux student is contributes student, these has n o t Wh a t was o n c e an a n o m a l y , known a b o u t w h a t to personnel for areas. common p r o b l e m s 1978). if is the These foreign from c o - n a t i o n a l s or peers. " L o s s o f s t a t u s a nd i d e n t i t y and f e e l i n g s o f w o r t h l e s s n e s s may e n s u e f o r s t u d e n t s who f e e l t h e y h a v e l e f t t h e i r i d e n t i t y b e h i n d and a r e g r o p i n g f o r an i d e n t i t y i n a c u l t u r e t h e y do n o t u n d e r s t a n d " ( C a d i e u x e t a l . , i n P y l e , 1 9 8 6 , p. 56) . "Sympt oms o f c u l t u r e s hoc k may i n c l u d e f r u s t r a t i o n and h o s t i l i t y t o w a r d s t h e c u l t u r e , e x c e s s i v e c o n c e r n a b o u t p e r s o n a l w e l f a r e , and f e a r o f b e i n g cheated. Problems a s s o c i a t e d w i t h a d ju s t m e n t t o th e American e x p e r i e n c e in c l u d e s o c i a l w i t h d r a w a l , i n a b i l i t y t o s l e e p w e l l , s exu al p r o b le m s , sadness and d e p r e s s i o n , a c a d e m i c p r o b l e m s , d i f f i c u l t i e s m a k i n g f r i e n d s , f i n a n c i a l c o n c e r n s , and d i f f i c u l t i e s l e a r n i n g t h e c u l t u r a l ma z e " ( S j o g r e n and S h e a r e r , 1 9 7 3 , i n P y l e , 1 9 8 6 , p p . 6 8 - 6 9 ) . Fr om t h e Yale d a y s when F r a n c i s c o U niversity, education colonial simple resp onsib ilities ha ve been e v a l u a t e d colleges, forms services the de M i r a n d a was a s t u d e n t of housing, counseling were not provided of and b r o a d e n e d . discipline, were p r o v i d e d to American to higher In t h e activities early and some students. enhance e d u c a t i o n a l at These outcomes, 5 but rather to m aintain atmosphere In t h e (W illiam son, 19th students century in the experience. in non-academic Oberlin higher in 1 890 education hired attention to th eir Tappan, President of the concern and c o n v e r t e d dorm itories In 1937 t h e of the firs t newly conference develop needed the Eleven years council. the research Education were of educational staff for women Student everyone better in served lives. Michigan, classrooms did not was made t o to assist In of prevail. the of programs, the at a on E d u c a t i o n . relationship determine philosophy personnel American Council the life (W illiam son, state student 1851, denounced o u t - o f - c 1a s s r o o m s t u d e n t in stitu tio n al a revised future student and t o developments of student through democracy solution of its "1. in every 3. problems work for phase o f for by t h e broadened from simply preservation, transm ittal, a fu lle r living; 2. international Education imagination social committee Education and e x p l i c i t l y creative the personnel to and c o o p e r a t i o n ; of b r o c h u r e was d e v e l o p e d 1949 p u b l i c a t i o n , instruction understanding the plan culture directly application students c la rify purpose o f the realizatio n Not to field . In t h i s and 1961). views fie ld other later, original enriching to to to a research in Dean o f into attempt worked work firs t the s p o n s o r e d by t h e The c o u n c i l personnel for th eir out-of-classroom Tappan's emerging of U niversity in stitu tio n al President and a m o r a l hired firs t (W illiam son, that were had t h e the through 1961). staff areas College agreed enrollment 1961). university 1 8 33 and H a r v a r d Relations d iscipline, for and t r a i n e d and t o the the intelligence adm inistration 6 of public 1949, p. affairs" 1). These in ternatio nalizing students in ("The areas beliefs of of T h e C o m m i t t e e on t h e discussed the attending to Student the and t h e in H igher college no n-intellectual Point a strong of base education and p o l i t i c a l Student importance of the provided campus social Personnel View," for of the all resp onsib ility. Education (1968) and u n i v e r s i t y dimensions of staff human development. " D e s p ite our l i m i t e d b e h a v io ra l knowledge, the c o l l e g e mu s t r e c o g n i z e t h a t e v e n i t s i n s t r u c t i o n a l g o a l s c a n n o t be e f f e c t i v e l y a c h i e v e d u n l e s s i t assumes some r e s p o n s i b i l i t y f o r f a c i l i t a t i n g t h e d e v e l o p m e n t o f t h e t o t a l human p e r s o n a l i t y . A s tu d e n t is not a pa s s iv e d i g e s t e r o f knowledge e l e g a n t l y a r r a n g e d f o r h i m by s u p e r i o r a r t i s t s o f curriculum design. He l i s t e n s , r e a d s , w o r r i e s , h o p e s , l o v e s and h a t e s . He e n g a g e s i n a l l t h e s e a c t i v i t i e s , n o t as an i s o l a t e d i n d i v i d u a l b u t as a member o f o v e r l a p p i n g c o m m u n i t i e s w h i c h g r e a t l y in f lu e n c e h is r e a c t i o n s to th e classrooom experience. To t e a c h t h e s u b j e c t m a t t e r and i g n o r e t h e r e a l i t i e s o f t h e s t u d e n t ’ s l i f e and t h e s o c i a l systems o f t h e c o l l e g e i s h o p e l e s s l y n a i v e " ( " C o m m i t t e e on t h e S t u d e n t i n H i g h e r E d u c a t i o n , " 1968, p . 6 ) . In t h e second h a l f enterprise of of the 20th century, ha s b e e n s i g n i f i c a n t l y students not trad itio n a lly population. Appropriate orientations h a v e come u n d e r part services, the affected of the as w e l l higher by t h e college education presence student as t h e o r e t i c a l scrutiny. " T h e a v e r a g e u n d e r g r a d u a t e c o l l e g e s t u d e n t i s no longer eighteen to twenty-two years o ld , w h ite , m i d d l e c l a s s , and P r o t e s t a n t . Persons o f a l l r a c e s , r e l i g i o n s , a g e and e c o n o m i c a nd c u l t u r a l backgrounds use t h e e d u c a t i o n a l system f o r t h e i r own n e e d s and d e s i r e s . There are in t e r c u l t u r a l c o n f l i c t s about language, mores, e a t in g h a b i t s , 7 and t h e ways o f system o f e v ery 1986, p . 6 ) . As p r o f e s s i o n a l l y began t o work to in working w ith trained student students c o mmo n - s e n s e t o research provided American to to (1982) current the needs o f measuring American for or students. customs and m o r e s o f success in academic w riting and s t u d e n t . in th eir has n o t proven 1982). in the to unique field the that foreign theoretical developmental She b e l i e v e d be c r e a t e d w o u l d be s u i t e d that that to development. students all in which to the university are papers, just students to live sp ecific setting, a r e n a by m a s t e r i n g A ll us e be r e s e a r c h e d . adapt the to Since theories, apply the share w ith to students. programs. population not on theories a new d a t a - b a s e d environment They work taking, did personalities professionals professionals foreign They Theories male these (Story, and t h a t student i m p o r t a n t ways the for student models needed t o a comfortable faculty to students foreign socialize. test population, helpful based p r i m a r i l y m iddle-class effective be d e v e l o p e d foreign form ulated, approach caring, approach. and d e v e l o p i n g suggested new i n s t r u m e n t s f r o m one o f and g a i n e d m a t u r e were She p r o p o s e d t h a t orientation I n some evolved foreign developmental student. their nor ms p e r v a d e d t h e s e be a p p r o p r i a t e Story programs, inform ation students, to services a sim ilar cu ltu ral application professionals on w h i t e , important working w ith personnel developed processes conducted When a p p l i e d student a mo r e t h e o r y - b a s e d a b o u t how s t u d e n t s and c o g n i t i v e in te r fa c in g w ith the educational campus" ( S p e e s and Sp e e s i n P y l e , struggle the the to desire and cultural and t h e y and u n d e r s t a n d i n g students like skills the seek of roles obtain of 8 adequate financial C ieslak, 1955). Foreign students cultural th eir about men and women. development is on e o f student of premise o f the called live have environment can r e s u l t the (staffing models, environment Th e livin g person, Wh e r e effect design, e tc.) is a key lives is (1974) the success it, for has t h r e e organization people studied the experience to of in the at on n u me r o u s m e a s u r e s suc h on t h a t or research an has be e n on s t u d e n t s . the students lived. student's student c ommut e r satisfaction where th e y the impact environments the overall an a mo u n t o f with better in which overall and t h e a foreign A sig n ifican t living ha s university fared The of component o f s tu d e n t’ s experience related experience. on t h e i r internal that students the environments levels contrasted the some o f m anipulating the size, person impact o f He f o u n d t h a t assisting as Moos d e s c r i b e d a person that Chickering for theories 1979). student. done on t h e the roles student understanding differin g sub-unit environment whether American Arthur physical (Moos, environment. in their acceptable educational and t h a t environment, elements, in that a dramatic a nd s u c c e s s , The perspectives is their po litical the of 1986; and goals, th eir are in person-environment student theories development students. the professionals foreign these believe Pyle, students a nd p e r s o n a l they in backgrounds and f a m i l y , t h e mo r e h e l p f u l variables a l. The c l a s s i f i c a t i o n theories personnel students their academic and w h a t et from American friendship orientations, for d iffer (Cadieux nor ms a nd v a l u e s , experiences, b eliefs support student, college living and or on-campus. and s u c c e s s o f On - c a mpus students as a c a d e m i c 9 achievement, in th e retention, e x t r a - c u r r i c u 1a r campus s t u d e n t s Upcraft (1982) environments influenced lives access found his that living or her the in environments. a nd d e v e l o p m e n t , about and s a t i s f a c t i o n with higher important the element. exchange students adapting to the experience, if Lee, was h i g h e r (1963), Though social faculty, issues, access to m aturation, experience A bd-ella the process and D o w l i n g the developed adaptation which satisfactio n is the purported affected in the United during the firs t programs that by t h e States. stages of education Americans found This takes adaptation of that C hrist, of students has be e n g e n e r a l l y Early U-curve a student's of and Cook (1984). have no t length Havel foreign the residence interaction knowledge. concept foreign in higher found t h a t (1966) this that who had A m e r i c a n by S e l l t i z , incorporate adjustment with interaction. instituted researchers American and Sudham and C o l l i n s of an be s u c c e s s f u l (1981) students intensely, that to the a nd B u r k s supported are have d i s c o v e r e d interaction affected (1969) environment like ly been r e s e a r c h e d high to education the and t o intim ate also in a r e more Shaffer Amir had be e n were Whe r e a p e r s o n academic Researchers culture greatly was people among f o r e i g n roommates. factor off- 1982). As Moos s t a t e d , setting than students achievement, access dialogue place. involvement on h o u s i n g n u me r o u s ways academic the and university, research out-of-classroom (U pcraft, faculty, 1974). summarized t h e by t h e i r relationships of (Chickering, a nd impacts life to of overall time the student S atisfaction was in itia lly fascination, and be g a n t o 10 drop as t h e re alitie s Adjustment years the dropped to living its in lowest the student’ s arrival student had a clear problems, began t o follow offs w e r e ma d e , were highest point student was w e l l advantage Sewell of U-curve and c e r t a i n new c u l t u r e the arrival upward, 1961 months United of the as at to t wo States, realities four (Lysgaard, of years, to 1955; and G u l l a h o r n of trade­ living reached and was a b l e when Adjustment benefits about unfolded. some r e a l i s t i c Adjustment e n c u 1t u r a t e d , and D a v i d s o n , six the tangible environment culture differences. realized. after to understanding and c u l t u r a l the another point after language the of in its when t h e take full M orris, 1956; and G u l l a h o r n , 1963). The " W - c u r v e " d iffic u lt they their the the in that proved the to last adjustment to half tran sition s w e r e ma de , returned to a high foreign foreign of the culture. "W", readjustment level reflect the the experienced after as r e a d j u s t m e n t s As t h e to be mo r e d i f f i c u l t , the home c o u n t r y . in itia l students home c o u n t r i e s adjustment represented a decline curve to period readjustment successful period a d j u s t m e n t was t h e o r i z e d adjustment returned C ultural in of as study. t h e mo r e This and s y m b o l i z e d w e r e made t o occurred, students' living and t h e adjustment ( NAFSA, 1986). students d iffer STATEMENT OF THE PROBLEM As s t a t e d students also previously, in d iffer inform ation needs o f a ll th eir foreign backgrounds, from each o t h e r . to assist students expectations and n e e d s . Research which provides professionals may n o t from American in planning be a p p l i c a b l e to for the Th e y the foreign 11 student population, or to particu lar cultural groups of students. Research about environments degree living h a v e on f o r e i g n t o which and s u c c e s s o f as f o r e i g n environments living students environments cultural students and t h e as groups of a whole, is impact these lim ited. impact foreign the The adjustment students, requires further as w e l l study. PURPOSE OF THE STUDY The purpose o f foreign this students’ in which they study was t o satisfaction lived, as w e l l th eir academic e x p e r i e n c e study e x a m i n e d 20 v a r i a b l e s and m e a s u r e d t h e degree foreign as w e l l students satisfaction with with Michigan A sample o f sample State foreign if to the various satisfaction Michigan State related which as t h e to they with U niversity. housing were of environments as t h e i r a nd o v e r a l l The satisfactio n, satisfying relationsh ip variables students stated was surveyed, cu ltu rally differences B a s e d upon t h e with degree to between satisfaction U niversity. from groups o f determine were the at examine t h e existed purpose, as w e l l related foreign between the the follow ing as a students groups. null hypotheses developed. 1. There is all foreign no d i f f e r e n c e students environments Undergraduate Apartments with in the each o f in which t h e y live Residence H a l l s , and O f f - C a m p u s ) . overall the five satisfactio n living (Landon H a l l , Owen H a l l , to Other University of 12 Sub-hypothesis: satisfaction groups of students (Sub-Saharan East; Europe, Central five 2. There foreign with each o f satisfactio n of the overall cultural A frica and t h e Middle Latin America; Asia) S o u t h and w i t h each o f the s a t is f a c t io n five students individual of the living 3. There living living is living of a ll environment environments. no d i f f e r e n c e f r o m each o f the environment in the seven cultural variables in each environments. no d i f f e r e n c e seven in There groups w i t h five the seven and E a s t individual Sub-hypothesis: from the Asia; no d i f f e r e n c e in is North the in environments. students variables no d i f f e r e n c e from each o f A frica; Southeast livin g is is O c e a n i a a nd C a n a d a ; Asia; the There cultu ral in the satisfactio n groups w i t h of individual students environment variables. 4. There overall th eir is no r e l a t i o n s h i p satisfactio n overall satisfactio n cultural overall 5. groups w i t h satisfactio n There is satisfactio n and t h e i r th eir satisfactio n Sub-hypothesis: overall with There of between livin g with is with State between with living satisfactio n with and U niversity. the environments Michigan students' between t h e f r om each o f no r e l a t i o n s h i p overall State no r e l a t i o n s h i p living individual foreign environments Michigan students their all seven and t h e i r U niversity. foreign students' environment Michigan variables State Un i v e r s i t y . Sub-hypothesis: satisfaction of There students is no r e l a t i o n s h i p from each o f the between t h e seven c u l t u r a l 13 groups w i t h th eir individual overall livin g satisfactio n environment with Michigan variables State and U niversity. NEED FOR THE STUDY In a r e v i e w found t h a t foreign the the students of relevant the major United issues of counseling, subjects problems returning needs for mo r e e x t r a c u r r i c u 1a r to Lee e t investigated were academic States, not literatu re , mo r e r e l e v a n t activities et to adjustm ent, needs education (Lee to adjustment with home c o u n t r i e s , (1981) relative performance, associated a l. a l ., for special and n e e d s for 1981). "When a c o l l e g e o r u n i v e r s i t y a c c e p t s in t e r n a tio n a l students, i t also accepts the r e s p o n s i b i l i t y t o p r o v i d e s e r v i c e s and p r o g r a m s t o m e e t t h e i r s p e c i a l n e e d s a nd c i r c u m s t a n c e s . To f u l f i l l th a t r e s p o n s ib ili t y , every i n s t i t u t i o n e n r o l l i n g i n t e r n a t i o n a l s tu d e n ts should e s t a b l i s h c l e a r l y w r i t t e n p o l i c i e s on i n t e r n a t i o n a l e d u c a t io n a l exchange. The s e r v i c e s , p r o g r a m s , a c t i v i t i e s and s u p p o r t s e r v i c e s a v a i l a b l e t o i n t e r n a t i o n a l s t u d e n t s w i l l have a s i g n i f i c a n t i m p a c t on t h e q u a l i t y o f t h e i r e d u c a t i o n a l experience. C r o s s - c u 1t u r a 1 a d j u s t m e n t and s u c c e s s f u l i n t e g r a t i o n i n t o campus l i f e and t h e l o c a l c o m m u n i t y w i l l r e s u l t i n a mo r e m e a n i n g f u l e x p e r i e n c e f o r them. I t w i l l a l s o c o n t r i b u t e t o a s u c c e s s f u l i n t e r c u l t u r a l exchange program t h a t is as b e n e f i c i a l t o d o m e s t i c s t u d e n t s as t o i n t e r n a t i o n a l s t u d e n t s " ( P y l e , 1986, p. 3 9 ) . "In spite students, adjustment w ithin of all however, support they a new scheme o f there T h e y mu s t things. requiring are services available assume m o s t o f themselves. in stin ctively, others, the serious little learn the to problems" or cope p o s i t i v e l y almost guidance, (H ull, foreign burden o f Some do t h i s help to 1978, for p. 6). 14 It is important students that so t h a t education are their for in assist in students, 1967, s till the American t h e m and f o r What was t r u e on f o r e i g n be made t o experiences positive in stitu tio n s. research efforts th eir higher host when W a l t o n apppears foreign to summarized be t r u e today. "Regarding the c r o s s - c u l t u r a l adjustm ent of f o r e i g n s t u d e n ts , Walton notes th e p l e n t i t u d e of s t u d i e s on f o r e i g n s t u d e n t s ' p r o b l e m s - c u l t u r e shock, U -c u rv e , e t c . Few s t u d i e s seem t o h a v e e x p l o r e d e m p i r i c a l l y , t h e c o n d i t i o n s under which suc h p r o b l e m s o c c u r , t h e r o l e o f d i f f e r e n t e n v i r o n m e n t s , and t h e i m p a c t t h a t a d v a n c e p r e p a r a t i o n m i g h t have in p r e v e n t i n g o r m i t i g a t i n g e f f e c t s " ( S p a u d l i n g e t a l . , 1976 , p. 1 2 ) . Foreign students are education. While trad itio nal students in stitu tio n s trad itio nal programs to a rising other to a number o f academic them. variables for the in stitu tio n 's contributes experience, then greater change. or to discover for finan cial academic success a nd n o n to of be c o n d u c t e d the total livin g the on student's living which types of environments which types of students. reasons for h a v e be e n t h e mor e p o t e n t and i s made up o f a satisfying the r e s e a r c h mu s t satisfaction Practical students to program Each a r e a ca n c o n t r i b u t e non- their ben eficial, the If all For students including environment environments these higher a t t r a c t t h e s e non- be a p p r o p r i a t e , student. American decreasing, t h e y may n e e d t o mu s t An are in new p r o m i n e n c e . To a t t r a c t components. experience gaining survive, and s e r v i c e s satisfying populations are students. population assisting m otivators lead foreign for policy to 15 " I n i t s r e c e n t r e p o r t , t h e C a r n e g i e C o u n c i l on P o l ic y S tu d ie s in Higher E d u c a tio n , p r e d ic t e d t h a t o l d e r p e r s o n s and f o r e i g n s t u d e n t s w i l l f i l l t h e a n t i c i p a t e d gap i n e n r o l l m e n t o f t h e t r a d i t i o n a l a ge g r o u p and t h a t s t u d e n t s w i l l be r e c r u i t e d mor e a c t i v e l y , a d m i t t e d mo r e r e a d i l y , r e t a i n e d mor e a s s i d u o u s l y , g r a d e d mo r e c o n s i d e r a t e l y , f i n a n c e d mo r e a d e q u a t e l y , t a u g h t mo r e c o n s c i e n t i o u s l y , and p l a c e d i n j o b s mo r e i n s i s t e n t l y . The c u r r i c u l u m w i l l be mo r e t a i l o r e d t o t h e i r t a s t e s . " ( C h r o n i c l e o f H i g h e r E d u c a t i o n . J a n u a r y 2 8 , 1 9 80 , p. 9 - 1 1 ) . Even w i t h these know w h a t are observations, the considerations, In t h e student trad itio n the personnel and M i l l e r student going to mo s t profession a commitment there long to is for and P r i n c e (1976), all and A m e r i c a n to educationally a internationalizing Mueller m ilieu, important environments. services contribute to satisfying (1949), to be c r i t i c a l t h e mo s t W illiamson services in tercultu ral foreign the campus a nd p r o v i d i n g countries. (1972) is services, and a g a i n , espousing American other for of desired it students (1961), addressed the beneficial to Brown the creation from of need an both students. METHOD OF STUDY P o p u 1a t i o n The p o p u l a t i o n classes at sampling Te r m Michigan called Students." of list of strata (Landon H a l l , The o t h e r (Sub-Saharan set students U niversity of A frica; Winter enrolled Term North Te r m A frica for of The Winter Foreign living Undergraduate Residence Apartments, was t h e for 1989. students five U niversity strata registered 1 9 89 R o s t e r was t h e Other Owen G r a d u a t e C e n t e r , campus). groups foreign "The W i n t e r One s e t environments was State f r a m e was t h e 1989, H alls, studied and O f f - seven cultural and t h e Middle 16 East; Europe, Central Asia; A stratified about their culture, Southeast Asia satisfaction Michigan foreign and O c e a n i a ; State information with South and was s u r v e y e d adjustment and a c a d e m i c with Demographic was a l s o students housing, U niversity America; Asia). foreign and s a t i s f a c t i o n students. Latin and E a s t r a ndom s a m p l e o f satisfactio n, to Canada, various to the life services offered and d e s c r i p t i v e collected. Procedure During Spring Term 1989, students who w e r e a survey containing accompanied U niversity by a Th e a u t h o r s U niversity registered letter Students Students which the was t h e co n fid en tiality placed research. at Michigan of on t h e It voluntary. return assist t he m State the 1989 w e r e m a i l e d Each s u r v e y was of the O ffice for researcher. and t h e O f f i c e the for with .important in improving U niversity. the and t h i s was e m p h a s i z e d foreign would p r o v i d e results, results, of and t h i s results of D irector D irector and S c h o l a r s would students post-paid the by t h e and S c h o l a r s that foreign completely authored Ter m The s u r v e y Housing Programs O f f i c e inform ation the in W in te r 59 q u e s t i o n s . stressed International in sample p o p u l a t i o n Housing Programs, International D irectors the that services Also value stated the t wo researcher's p articipation role was was a c c o m p a n i e d w i t h envelope. The Su r ve y T h e s u r v e y was d e v e l o p e d developing questions by a n a l y z i n g which, in satisfactio n with Michigan satisfaction with particular the litera tu re combination, State U niversity, living would environments. and assess as w e l l to as a 17 Questions assessing satisfactio n included.o v e r a l1 s a tis fa c tio n , eating fa c ilitie s , fa c ilitie s for socializing the studying, the housing furniture, kitchen around t h e housing, staff in us e o f the the Questions included housing with Questions to University with with other assess State academic department, the at State education Michigan State State Students were the services U niversity, Admissions, housing, counseling country and concerning th eir the needs. adjustment people, students, relationships with also with adjustment to asked t o several Students the Michigan U niversity and satisfaction performance, with the quality State, the the decision of the costs to to come faculty, of studying recommend others. assess at th eir Housing O f f i c e , Center, satisfactio n Michigan and S c h o l a r s , the Counseling State with and w i l l i n g n e s s offices the overall satisfactio n academic U niversity, at Michigan included satisfactio n including International life University of housing, in cu ltu ral satisfaction classes, received Michigan foreign in h o u s i n g me t with other U niversity, advisor, Michigan the satisfaction and a c a d e m i c Michigan in services, a b ilitie s . academic to with the services and r e g u l a t i o n s satisfactio n personal speaking comfort fa c ilitie s , relationsh ips, activ itie s cleaning and w h e t h e r relationships Americans, English rules sleeping, and m a i n t e n a n c e others, privacy, assess relationships to for variables cooking neighborhood appliances, housing, to repair cost, housing location, fa c ilitie s fa c ilitie s , recommending with the the with State the O ffice O ffice Student for Health for 18 Center, the Volunteers State English in Language C e n t e r , International U niversity's the Programs responsiveness to C o mmu ni t y and f i n a l l y , Michigan the foreign needs o f students. The f i n a l country, arrival at area included questions homesickness, r o o mma t e (if in the Michigan length of status, fin al the general United State time age, in topics in housing location, current academic University complete survey the the to survey, Method o f selected in analyses. the A comments on adm inistrators Studies Division the sample. of were formal p ilo t-te s t the and P r o g r a m s , Student A ffairs asked t o m ailing Adjustments b a s e d on t h e in International 10 s t u d e n t s to To investigated investigate Sub-hypotheses, where s i g n i f i c a n c e were c o n d u c t e d . their program. of the w e r e made comment s o f in those phase. Analysis The h y p o t h e s e s th eir and t h e prior instrument participating enrollment m arital further Programs, International A dditionally the survey by u n i v e r s i t y Education and S e r v i c e s . any of location, and a c a d e m i c so licited Housing and S c h o l a r s , of level date survey. O ffices the College term the was r e v i e w e d Students firs t housing The s u r v e y of of current question the date home applicable), U niversity, gender, open-ended States, about To was H y p o t h e s e s One, one-way found, ANOVAs w e r e post-hoc investigate Sub-hypotheses, C oefficient were s u b je c te d the (The Pearson r) statistical Two and T h r e e , calculated, and and Scheffe^ procedures hypotheses Pearson to Four and F i v e and Product-Moment C o r r e l a t i o n was u s e d . 19 L I M I T A T I O N S OF THE STUDY This research U niversity study foreign was lim ited student to the Michigan State population re g is te re d 1 9 89 who p r o v i d e d the A dditionally, the research focused with selected variables. S elf-rep o rts satisfaction validated For the purposes w ill and a r e in higher of this on s e l f - r e p o r t e d dissertation, be u s e d t o citizen s this of education is student." The t e r m describe countries country term which its addresses. were not OF TERMS who a r e of local student" student" of with by o b s e r v a t i o n . DEFINITION "Foreign university W i n t e r Term to the other pursue and h o l d u s e d by o t h e r the than the non-immigrant "foreign is student" "foreign population a degree authors term of students United at an States, in stitu tio n visas. Another "international was s e l e c t e d because mo r e p r e c i s e m e a n i n g . "Landon" La n d o n H a l l on t h e is a co-educational Michigan State undergraduate U niversity campus t h a t houses hundred students. Approximately 60 foreign students. This be e n d e s i g n a t e d President of of Student U niversity Students registering designation A ffairs H all" convenience has and S e r v i c e s Programs in as t h e La n d o n H a l l and may c h o o s e t o "Internation al including Housing hall live designation and spaces residence or location. are three reserved and t h e by t h e there for aware o f Vice H all." this because o f other for D irector "Internation al are hall the factors, 20 "Other There Undergraduate are Residence approximately undergraduate residence undergraduate halls being randomly H alls" 16,000 students halls. Students by r e q u e s t i n g assigned to living live a specific a h all, as s p a c e in in 24 the hall is or by available. "Owen" Owen G r a d u a t e students Both and Center 21 graduate a nd Van Hoosen H a l 1 h o u s e year old and o l d e r and u n d e r g r a d u a t e Van H oos e n w e r e considered in T h e Owen b u i l d i n g has a f o r e i g n hundred. students Foreign because o f in single part of their student the "U niversity U niversity single on-campus 60 g r a d u a t e Apartments a nd t w o of "Off-Campus Students parent fam ilies population to this and t h e i r housing. of four building request to Van Hoosen H a l l Owen H a l l live is and h o u s e s students. considered single students, fam ilies. as space comprise on-campus is m arried Students are available. almost housing couples, assigned Foreign 50 p e r c e n t and of and to students the Housing" environments: Off-Campus individual live homes, a nd f r a t e r n i t i e s . unrelated roommates student's home c o u n t r y , alone. assigned of data. 6,000. livin g sororities i n Owen and population and u n d e r g r a d u a t e are for apartments and t h e i r students. Apartments" apartments specific student unit living graduate Owen G r a d u a t e C e n t e r status, adm inistrative approximately provide graduate are undergraduate students, the 800 (from or in of co-operatives, They either a variety live the another with United foreign living apartments, fam ily m e mb e r s , States, the country), or 21 "Cultural Students Groups" attending countries in Students). the Michigan world (W inter divided into this study. The c u l t u r a l A frica Oceania; Asia; and E a s t America; cultural groups were of and C e n t r a l his or her form ulated. groups o f in students w ithin groups. size analyses, further. these Foreign countries used t h r o u g h o u t Sub-Saharan Europe, a nd r e l i g i o u s a nd d i f f e r e n c e s for East; South groups would combine p e o p l e seven c u l t u r a l are: of 103 Canada, Asia; Africa; and Southeast Asia. i s mor e d e s c r i p t i v e these analysis, groups come f r o m 1 9 89 R o s t e r groups which were and t h e M i d d l e Latin Because t h e cultural U niversity Term F o r more m e a n i n g f u l were North State of these a student and b e h a v i o r , or very cultures. diverse are s till and v a l u e s However, groups background of Geographical students backgrounds a ffilia tio n to could not very s till achieve continental The diverse, separate adequate be r e d u c e d sample CHAPTER 11- REVIEW OF THE LI TERATURE THE HI STORY OF FOREIGN STUDENT EXCHANGE World events United in States prompted t h e United the 20th federal arrival States century and s e v e r a l important government leg islative acts of risin g from o t h e r number o f have students to the countries. " T h e U n i t e d S t a t e s h a s l e d among t h e n a t i o n s i n e m p l o y i n g c r o s s - c u l t u r a l e d u c a t i o n as a means t o w o r l d u n d e r s t a n d i n g a nd as an i n s t r u m e n t i n t h e execution of fo re ig n p o lic y . P r i v a t e l y endowed f o u n d a t i o n s have j o i n e d w i t h t h e government in making p o s s i b l e e x t e n s i v e exchange programs" ( S e w e l l and D a v i d s o n , 1 9 6 1 , p . 3 ) . After the returned Boxer one-half Indemnity Convention, the 1944, American profits in t h e The F u l b r i g h t United 1936 is Property in Act o f of into of the trainin g Boxer of Th e Buenos A i r e s as t h e the o ffic ial field of entry cultural Act the States foreign provided foreign a way t o countries exchange return and u s e t h e (Benson, undated). w h i c h was an amendment t o Ec o n o mi c A s s i s t a n c e education Act, 1946, Foreign United the regarded Roosevelt share States. in tercu ltu ral Property direct States’ government Surplus to Theodore fa c ilita te United property promote 1908, undated). Surplus surplus to in States (Benson, the the in China to signed United relations In of Fund t o Chinese s tu d e n ts of Rebellion Smith-Mundt Act of Act of 1 9 50 p r o v i d e d funds to programs scholars in the 22 1948, and t h e leg islatio n promoting United the States. the 23 to direct education In t h e United of foreign to programs scholars in the Education was f o u n d e d t o projects scholarship regulations, United class funds non-governmental International the States of the position of foreign student 1955). Th e f i r s t in ternatio nal to John D. students increased adm inistrators need f o r Foreign The to New Y o r k C i t y . working improved the to in itia l America to students of the that in National founded in uniform the 1 9 24 and number o f suc h tourist campuses studying campuses, the the establish on c o l l e g e States' recognize was of establishment As t h e Some o f immigration f u n d i n g was p r o v i d e d Jr. It coordinating establishm ent advisor services, Advisors of understanding. for the States. h o u s e was e s t a b l i s h e d on U n i t e d specialized Student the R ockefeller, began in included internatio nal un iversities. and M r s . 1919 from L a t i n a nd p r o m o t i n g ( C i e s 1a k , York in United In stitu te advocating arrangements, credits, housing in students assisting academic provided opened organization bringing travel Th e in ternational inform ation, States, for further arena, promoting at New by M r . foreign and students had a Association 1948. " F o r t h o s e who h a v e ha d t h e i r f o r e i g n s o j o u r n i n t h e U n i t e d S t a t e s , a r e c e n t summary by F l a c k , b a s e d on an e x t e n s i v e r e v i e w and e v a l u a t i o n o f p u b lis h e d re s e a r c h s in c e 1967, concluded t h a t 'The s o j o u r n a nd e d u c a t i o n a l e x p e r i e n c e t e n d s t o e n g e n d e r a more s o p h i s t i c a t e d , d i f f e r e n t i a t e d , p e r s o n a l i z e d a nd c o n c r e t i z e d k n o w l e d g e and p e r c e p t io n o f th e host s o c i e t y , i t s achievements and p r o b l e m s , i t s p e o p l e s and p o l i c i e s , and i t s "way o f l i f e , " as c o m p a r e d t o " k n o w l e d g e " and i ma g e s h e l d b e f o r e . ' Th is is u s u a ll y r e f l e c t e d in a reduction of ethno centric stereotypes, greater un de rs ta nding o f t h e f u n c t i o n i n g of the host of 24 s o c i e t y , and a h e i g h t e n e d a w a r e n e s s o f i t s d i v e r s i t y ” ( K l i n e b e r g and H u l l , 1 9 7 9 , p . 9 4 ) . Althen the (1983) value They of summarized t h e most w i d e l y having include enhancing understanding helping a ll among Americans American friendship begin world. graduate are short products, to in th e of a ll for students technical supply, expands future leaders in countries, aids United balance of domestic Spaulding a nd F l a c k came t o prestige with economic (Spaulding viewed a ll et the a l ., life , righ t were Several studies putting American (Leonard, of of in a where for world relatively in stitu tio n s United a American poor payments make up f o r improving and a loss about in all that the effective Neff, 1981; were the to po litical States States of everything 1983, gain United United aspects (Jenkins, students foreign unsettled d o u b t on t h e my t h t h a t and f o r e i g n in reasons study escape "Study prevelant" in to learn and a t t i t u d e s cast resu lt 1973, States and t o for th e major degree, 1976). as a p a n a c e a campus w i l l States found t h a t conditions in d ivid u al's out and enrollm ent. students or improving new m a r k e t s "development" educational States. on campus field s promotes American about natio n alities, countries, helps United among n a t i o n s , foreign influences the beliefs o p e r a t e mo r e e f f e c t i v e l y Having students in students in divid uals students m u lti-cu ltural provides foreign held p. was an w o u l d wo r k 48). by s i m p l y together in tercultu ral and Go o d wi n e t on exchange a l ., 1983). "The h u m a n i s t i c p r e s u m ption t h a t t h e f o r e i g n s t u d e n t i s an e n r i c h i n g e d u c a t i o n a l and s o c i a l p r e s e n c e on t h e U n i t e d S t a t e s campus n e e d s t o be 25 supported w ith 1 9 83 , p. 4 1 ) . stronger evidence" (Goodwin et a l ., " R e s e a r c h r e s u l t s have been d i s a p p o i n t i n g t o t h o s e o f us who ho p e d f o r r e a s s u r a n c e i n o u r b e l i e f t h a t a c o l l e g e e x p e r i e n c e was a s i g n i f i c a n t i n f l u e n c e i n c h a n g i n g a t t i t u d e s and b e h a v i o r . The i n f l u e n c e o f a f o r e i g n e x p e r i e n c e has a l s o b e e n overestim ated. F o r m a l e d u c a t i o n i s o n l y on e f a c t o r i n e s t a b l i s h i n g v a l u e s and m a k i n g p e o p l e what t h e y a r e . Y e t , s t u d e n t s become m o r e knowledgeable about a host c o u n try than t o u r i s t s , s o l d i e r s or even most bu sin es sme n, f o r t h e y must know t h e l a n g u a g e and a s s o c i a t e mo r e c l o s e l y w i t h nationals. Our f o r e i g n s t u d e n t s do n o t l i k e a l l t h e y o b s e r v e b u t t h e y do l e a r n s o m e t h i n g o f how we t h i n k and f e e l . We l e a r n a l s o f r o m t h e m , a nd e a c h comes t o s e e t h e o t h e r as p e o p l e r a t h e r t h a n stereotypes. M oreover, shared f e e l i n g s are d i s c o v e r e d o r d e v e l o p e d . . . L i t t l e as i t may b e , t h e p e o p 1e - t o - p e o p 1e r e l a t i o n s h i p we s h a r e w i t h f o r e i g n s t u d e n t s can have n o t h i n g b u t a p o s i t i v e e f f e c t in t h e de velopment o f a w o r l d community" ( G e r r i t z , 1970, p. 5 3 2 ) . Go o d wi n et a l. (1983) balance of foreign in stitu tio n s. If the many" in stitution is to They percentage foreign approximately the student considered enroll. of 2 0 &. If foreign students, et 1983). a l ., The d r a m a t i c appeared to viewed there the outreach an o p t i m u m students at United at agree made up o f is foreign the "too that an that and if being the to "too attract "ideal" was over students in as crisis enrollm ent o f many has able as h i g h may be States' foreign it having foreign student ab ility few" in stitu tio n a percentage in stitution in ha s as n o t stated Experts growth is provincial, students enrollment undesirable. there in stitu tio n it Americans that a nd A m e r i c a n students, the is suggest 50& o f is 7035 ( Goodwin has in stitu tio n s to 26 plan and p r o v i d e in stitution s economic, of large services have n o t (Goodwin et a l. , them thought educational, nu mb er s o f for through p o litic a l, foreign 1983, p. (Jenkins, 1983). i n much d e t a i l students on t h e i r 40). Prior than countries studied students studied 15,000. In by the 1971, only or 1951, United enrollment 3% o f States brought second with the students foreign students. 198* 1, 31 1 , 8 8 2 university 1987). students had were (Jenkins, foreign students, were 1987-1988 American and increased enrollm ent, The to there had e n r o l l e d , 45,000 in foreign foreign 1946, students in t h e foreign United States' approxim ately States number predicted enrolled world that the in the year in stitution s 10& o f constant the 3$ 1987). At t h e foreign (Altbach student 1981. percentage in stitu tio n s, graduate The of three level, 153S o f 1985). had t h e was t h i r d 1987). percent the in increase enrollment 1980's Scully students would foreign two t o and L u l a t , (F.R .) foreign and c o l l e g e s number o f France (Zikopoulous, total in greatest Ge r many number o f universities the (342,113). (128,350). students as c o m p a r e d t o Americans By foreign total United largest a re latively 1,673 from 1987). (1981) 1990's 1904, of foreign students 76,918 students States. foreign later, the 356,190 1984, foreign to 10,000 In United (Zikopoulous, (Zikopoulous, In America. 39,000 Te n y e a r s about less in t h e 6 , 0 0 0 more, 1983). in issues c a mp u s e s " IN THE UNI TED STATES I, the a nd o r g a n i z a t i o n a l NUMBER OF FOREIGN STUDENTS t o W o r l d War "Most in to the have r e f l e c t e d students at (Zikopoulous, students are 27 The In stitu te there by w ill 1991 for International be 6 9 8 , 0 0 0 (Zikopoulous, predicted foreign that there nations Education foreign students 1987). Barber w ill studying predicted in th e (1985) be on e m i l l i o n in the United that United States sim ilarly students States from by t h e year 2 ,000. The M i c h i g a n reflects there State gains was o n e comparable foreign had gr own to enrolled, and by State. 1940, in 1950. 1970, in By In number increased enrollment 2,201 studying for the (26,600), China (20,520), (15,690), trends. enrolled. By 16 f o r e i g n students 18 w e r e 35. 1900, enrolled The number at Michigan increased enrollment to enrolled, 1,406. 1,985 In but 1985 and by by by t h e O f f i c e the for to and 34 6 in occurred 1980, foreign 1988, number were student students 1867 the foreign in students In students, the student number was International 1988). account the world 1987/1988 (25,170), Malaysia Hong Kong national foreign foreign Report in of were 506 15 c o u n t r i e s countries Korea were a nd S c h o l a r s , about students 1920, had g r o wn t o (Enrollm ent Students Only there 1,124 the only 1 9 60 t h e r e when had In 1930, A drop to enrollment student three. 1,194. 1975, U niversity for about (Pyle, academic India 86). Iran the The t o p foreign ten year were Taiwan (21,010), (19,480), (10,650), 60% o f Japan The R e p u b l i c (18,050), (10,420) and of Canada Indonesia (9,010). There is entering By an increasingly the higher 1987/1988, United States' Asian larger education students foreign number o f system in students the United c o m p r i s e d mo r e t h a n student enrollm ent. from A sia States. 50% o f Chinese the students 28 h a v e be e n t h e fastest the years. last five growing group of foreign students for " S i n c e E a s t A s i a i s g a i n i n g e c o n o m i c g r o u n d , and c o u n t r i e s o f t h a t r e g i o n p l a c e a h i g h p r e m i u m on education, wealthy c o u n trie s w ith large p o p u l a t i o n s w i l l l i k e l y be o f f a r g r e a t e r s i g n i f i c a n c e t h a n s m a l l a nd p o o r c o u n t r i e s . If t h e P e o p l e ' s R e p u b l i c o f C h i n a be comes s e r i o u s l y i n t e r e s t e d in sending s tu d e n ts h e r e , th e i m p l i c a t i o n s f o r h i g h e r e d u c a t i o n w i l l be d r a m a t i c o w i n g t o t h e ne e d f o r a d d i t i o n a l s e r v i c e s " ( P y l e , 1986, p. 2 1 ) . " A s i a n c o u n t r i e s a r e l i k e l y t o c o n t i n u e t o s e nd g r e a t e r number s o f s t u d e n t s t o A m e r i c a n c o l l e g e s , s a i d W i l l i a m K. Cummi ngs , a l e c t u r e r and d i r e c t o r of Harvard U n i v e r s i t y 's O f f i c e of In t e r n a t io n a l Education. M r . Cummi ngs , a n a l y z e d t h e d a t a f r o m "Open D o o r s " f o r t h e i n s t i t u t e . ' A s i a ha s b e e n e n j o y i n g s t e a d y p r o g r e s s e c o n o m i c a l l y and e d u c a t i o n a l l y , so t h e q u a l i f i e d s t u d e n t s a r e q u i t e n u m e r o u s . W i t h e c o n o m i c g r o w t h comes t h e a b i l i t y t o pay. T h e r e ’ s every reason t o expect th e Asian i n t e r e s t in U.S. h ig h e r e d u c a tio n is going to c o n t i n u e " ’ ( C h r o n ic l e o f H igh er E d u c a tio n , October 26, 1988). Th e number o f developing student countries enrollment and M i d d l e seventh foreign Eastern consecutive graduate enrollment "As r e c e n t l y as t h e undergraduates enrollment male of A frica decreased student has students and t h e for For public the the 1980’ s, U.S. from the Middle fifth East. the decreased study in the in stitution s, for in exceeded two t o a row, foreign p. States one. tw o-thirds the graduate 1987, United year, enrollm ent. number o f (Zikopoulous, African consecutive second y e a r c a mpus es by a m a r g i n o f mo r e t h a n attending decreasing exceeded u n d e rg ra d u ate early on t h e is enrollm ent year. by t w o t o o n e " foreign females students paid Of 2). Mor e than the 65$ their own 29 educational an expenses important disciplines the social In t h e the of at colleges By t h e least students the 2,878 that 1987/1988 th eir of a to students in 79 students plays the l a w and n u mb e r s Though of States at n u mb e r s o f students Out o f a nd u n i v e r s i t i e s foreign the 1983). Higher International evidence of American of in stitution s. having each enrolled foreign colleges of reported (Jenkins, large 79 s c h o o l s , in and c o m m u n i t y (Chronicle variety studying and u n i v e r s i t i e s , in stitu tio n s each In stitute is in sciences, junior larger these 2,552 This Now, 1988). United the survey, foreign year larger accredited campuses. foreign 26, students natural colleges students attend in responded 47 academic October, enrolling the students. foreign are of in States 1986). increasingly 1987/1988 foreign were The U n i t e d foreign the (Pyle, 400 enroll Education, educating one-half States 1,000 1986). engineering, 1950's, having in sciences United least role (Pyle, wide in stitu tio n s Education's students on d istrib u tio n (Zikopoulous, 1987). In t h e 1987/1988 enrolling with 5,148 academic foreign students foreign with 3,135, U niversity U niversity of of the U niversity 2,474 ranked 18th w ith in stitution s University of of Southern Texas-Austin of Angeles w ith 2,756, with foreign the Ohio State 2,765, 2,514, 2,599, the and C o l u m b i a Michigan students State with 2,825, Boston U n i v e r s i t y Arizona with students. 2,148 ten o f Wisconsin-Madison w ith C ities foreign top University campus w i t h Minnesota-Twin with the the C alifornia-Los U niversity-m ain 2,641, 3,767, the w e r e M i a m i - D a d e C o m mu n i t y C o l l e g e students, C alifornia the year with U niversity University U niversity (Zikopoulous, 1987). 30 STUDENT DEVELOPMENT AND THE FOREIGN STUDENT People growing assumptions Wh a t or is relationsh ip logical students the the to unique There to ha s b e e n t e s t e d all students. of develop having is cultures not the in the of efforts and b e h a v i o r . or her own Americans and t h e every oriented, acceptable a nd nonsensical American hampered frustrated that suit the but An i n d i v i d u a l candor, honesty, confront in the Aggression, between American her is in that the own a c t i o n s , improve h is self-disclosure, and c r i t i c i z e . a nd v a l u e success. is can work t o independence, achieving or openness, p o we r American values rather his and developing from th e through value ways o f evidence. 62). with American fate, 1982). technology. students underlying (Story, and b e l i e v e of has p a r t i c u l a r l y different in d ivid u al, to give developmental and s e r v i c e s life a b ility p. (non-Western, hands o f control 1983, differences cultures One o f humans students. some s i g n i f i c a n t cultu re.) life programs foreign illo g ic a l, and v a l i d a t e d individual between forms have a p p l i e d This huma ns , people different (Althen, different humans and t h e "D ifferent to professionals contrast-Am erican countries weight elsewhere" needs o f are 1983). between i n one p l a c e may be understanding attempts relationship of taught relationships, a mo u n t s o f that are nature recently theory cultures the (Althen, irrelevant U ntil different about and t h e supernatural d ifferin g in and v a l u e s interpersonal and n a t u r e up They of are future science and c o m p e t i t i o n and are 31 Members o f have contrast-American little these control cultures some g r e a t e r determined over believe power fate. gain higher seen as social cultures, ways o f behaving conforming is forces. The e m o t i o n a l emphasized. Stereotypes provide ab ility to Foreign students supposed t o they are people to are in humans the ha nd s o f th eir community goals. pre­ is seen as Attempts improve o n e s e l f , for are th eir One's with life economic, in the the ways others. to are trad itio n al circumstances social, past to students expected to their countries Many A m e r i c a n which lim it re a lis tic a lly , or a diverse on students their fa irly . do w e l l academ ically. Th e y speak English w ell. do having an They to nor are education, are they They they and t h e y are return They behave w e l l , be a p a t h e t i c supposed t o when t h e y If in telle c t. a b o u t mo n e y , situatio n. active, develop in ferio r expected p o litical problems. or 1983). to They a r e be s e x u a l l y is (Althen, categorize are natural) in tellectual students h a v e no w o r r i e s own c o u n t r y ' s receiving tim e-tested, than foreign be a b l e be h o n e s t . have p e r s o n a l to c a n be b a s e d on e x p e r i e n c e v i e w e d as supposed t o 1983). or resides see f o r e i g n supposed t o help the that Members o f accept personal rather passed t h r o u g h have e x p e c t a t i o n s after must (p o litic a l, Authority Stereotypes inform ation their lives with desirable. by e x t e r n a l and t o they positions, dictated are own f u t u r e s . th eir achieving believe inappropriate. I n s uc h not, that Cooperation im portant than are th eir and t h a t more world. cultures are about not expected to return home supposed t o home (Althen, 32 It is un realistic expectations. for foreign Such r i g i d come f r o m a f r u s t r a t i o n with foreign interest or students' students ideas with the about of foreign these students inconvenience communication understanding t o meet of problems, cultural a may dealing lack backgrounds, of or prejud i c e . " O f c o u r s e d o u b l e s t a n d a r d s o c c u r i n human thinking. We c a n u n d e r s t a n d t h a t . When t h e s e d o u b l e s t a n d a r d s l e a d t o u n f a i r j u d g e m e n t s and be h a v io rs though, people concerned w ith j u s t i c e w i l l e x a m i n e t h e i r s t a n d a r d s and t r y t o make t h e m mor e f a i r . P e o p l e who wo r k i n t h e f i e l d o f e d u c a t i o n exchange have a p a r t i c u l a r i n t e r e s t in r i d d i n g t h e i r own t h i n k i n g o f d o u b l e s t a n d a r d s t h a t a r e u n f a i r t o f o r e i g n s t u d e n t s , and u n g e n t l y h e l p i n g t h e i r c o l l e a g u e s in t h e academic community t o do t h e same" ( A l t h e n , 1 9 8 3 , p . 1 5 7 ) . Professionals in importance international of experiences of student affairs W o r l d War Personnel Point education to of include long education. II, View" have After William son broadened th e "Education emphasized in understanding and c o o p e r a t i o n " 1949, This provided 1). underpinnings placed of emphasis a primary citizen . Return to to that between t o meet (W illiam son, the profession. and students services these student It had involved were were individual needs 1949). student in Tomorrow's Academy." for philosophical individual non-academic appropriate Development the affairs the higher (W illiam son, become an e d u c a t e d differences Br own r e v i e w e d the view a nd s p e c i a l and d i f f e r e n c e s "Student on t h e Individual r e commended as 1972, t h e mo d e r n s t u d e n t resp onsib lity acknowledged, In d o c u me n t of and e x p l i c i t y in tern atio n al p. the "The S t u d e n t goals directly the One o f the affairs Higher profession Education concerns - in A he e x p r e s s e d 33 was t h a t student application to developmental development the environments. w ill the have t o new s t u d e n t models w i l l human d e v e l o p m e n t in p. 20). have t o fie ld and n e e d s o f students In t h e C o m m i s s i o n on P r o f e s s i o n a l of (COPSA) reviewed Personnel Student Point importance o f a d d e d an student were Personnel of View." providing important n e e d s a nd behavior. that humans a r e into p o ten tially express th eir directed, continually self-actu alizatio n , it a nd b e h a v i o r a l "A P e r s p e c t i v e on S t u d e n t anniversary the Personnel student of Point affairs of of development" further Education "The S t u d e n t but to apply of to theories human and basic premises they develop liberated, variously (COSPA, "The c la rifie d s e lf­ called integration, published of the "Human b e i n g s free, e go of students, a nd t h a t a process A ffairs," same the the beings. 1937 p u b l i c a t i o n View," by t h e emphasized to shared individuation, compile (Brown, Developmental as b e c o m i n g through to Higher component growing, self-actu alized life-goal in an u n d e r s t a n d i n g These t h e o r i e s and s e e k functioning needed s e r v i c e s provide education Development statement in d ivid u alities. on theories. philosophy "developmental" acknowledged t o student This adult lim ited Association the op eration al focus living population" focused Council development that extended are their "New of narrowly 1972, student this in non-college and new e f f o r t s T s <- f o r e i g n lim ited be c o n c e i v e d normal from t h e be r e v i e w e d were on c a mp us . relatively Research characteristics 1972, theories full 1972, on t h e p. 3). 50th Student the role of profession. " I n s t i t u t i o n a l d i v e r s i t y i s on e o f t h e g r e a t e s t s t r e n g t h s o f American h i g h e r e d u c a t i o n . Together, o v e r 3 , 0 0 0 c o l l e g e s and u n i v e r s i t i e s s e r v e 13 the 34 m illio n students. Some i n s t i t u t i o n s e m p h a s i z e b a c c a l a u r e a t e e d u c a t i o n grounded in t h e l i b e r a l arts tr a d itio n . O t h e r s h a v e m u l t i p l e p u r p o s e s and i n c l u d e u n d e r g r a d u a t e , g r a d u a t e , p r o f e s s i o n a l and t e c h n i c a l e d u c a t i o n a nd s e r v e t h o u s a n d s o f s t u d e n t s f r o m a r o u n d t h e w o r l d " ( S a n d e e n , 1 9 8 7 , p. 6 ). Major beliefs about document. They mission the of unique. students include the in stitu tio n were follow ing is Student Feelings involvement, environments community affect life and d i g n i t y . affect thinking circumstances learning. A supportive students learn. and q u e s t i o n mu s t be g u a r a n t e e d . should be t a u g h t . and personal helps Students are in t h i s points. preeminent. Each p e r s o n h a s w o r t h be t o l e r a t e d . expressed The a c a d e m i c Each s t u d e n t Bigotry ca n n o t learning. and o u t - o f - c l a s s a nd f r i e n d l y The f r e e d o m t o Effective responsible is doubt citizenship for th eir own 1iv e s . "Students l i v i n g in t o d a y ' s world are not w e ll prepared fo r l i f e w ith a global p e rs p e c tiv e . The r e a l i t y o f i n t e r d e p e n d e n c e r e q u i r e s an u n d e r s t a n d i n g and a p p r e c i a t i o n o f t h e way i n w h i c h o t h e r p e o p l e l i v e , t h i n k , and f u n c t i o n i n t h e i r cultures. I t i s n o t enou gh f o r s t u d e n t s t o l e a r n a b o u t c u l t u r a l d i f f e r e n c e s i n t h e c l a s s r o o m and f r o m t e x t b o o k s ; t h e y n e e d e x p e r i e n c e s as w e l l " ( R e i f f , 1986, p. 1 ) . Mo s t individuals culture, the in a given pass t h r o u g h sim ilar demands may d i f f e r developmental issues culture, in response developmental from s o c ie t y to to stages. society, the Since the d iffer. " S i n c e no t h e o r y o r i n s t r u m e n t us e d f o r a s s e s s i n g human b e h a v i o r o r f a c i l i t a t i n g c h a n g e i n t h a t b e h a v i o r c a n be f r e e o f c u l t u r a l l y d e t e r m i n e d values [ M i l l e r , P r in c e & Winston, 19 77 ], is i t v ia b le to apply to fo r e ig n students s p e c if ic 35 t h e o r i e s o f d e v e l o p m e n t t h a t have been f o r m u l a t e d by U . S . p r o f e s s i o n a l s f o r U . S . s t u d e n t s ? " ( S t o r y , 1 9 8 2 , p. 6 6 ) . Developmental theories several clusters. only major three categories psycho-social, development work of the major the in tellectu al is the they o f moral tasks 18 t o have p l a n n e d , A llah or what emotions is is may be s e e n emotions, intense, Both for appear to manage t h e i r task, "becoming from o n e ' s which value the helped capable of the is culture. students. The setting goals this achieving fate again task what destined Americans emotions is extended would expression or not students exaggerated or seem a p p r o p r i a t e . to 1982). becoming independent appropriate fam ily, of negative as u n a b l e (Story, autonomous", value-driven, Japanese expressing behavior fam ily, explain 1982). s t u d e n t s may a p p e a r when mo r e m o d e r a t e seven Underlying accepting not b a s e d on physical, ma n a g e me n t o r by t h e are of emphasized second t a s k , whereas A r a b i c and s e p a r a t e cultures than (Story, the immature groups w i l l Another humans a r e theories. presented college them t h r o u g h an a p p r o p r i a t e as old which which competencies. destiny determined successfully vectors, 22 y e a r rather "Managing e m o tio n s " , since or the a nd c o g n i t i v e vectors theory competence" and ma n u a l that (1969) into review, interaction theories, C hickering's accomplish assumption by God, is this be d i s c u s s e d , person-environment C hickering's to of theories "achieving a nd w o r k i n g purposes stage psycho-social development o f task, the categorized w ill developmental firs t For are theories Erickson, development. students of and t h e An e x a m p l e o f the the about villag e for or those 36 community or above t h e in dividual. group is not Th e t a s k of "establishing appropriate a desired roles. of tolerance to a variety which cherish of truths. to one's In t h e th eir the of religious Tolerance stage of disregard of not values can acquiring believe or cultures. that relationships," appropriate with clear to sexmen resp o n sib ilities. the and s u c c e s s f u l l y appear "developing value religious for do n o t fam ily be a for relating cultures and a b s o l u t e lack of sets commitment and b e l i e f s . own p e r s o n a l review is these involves rights individuals, people, religion identity" interpersonal other from th e o f . member s o f same r o l e s , "freeing for goal Many c u l t u r e s and women h a v e t h e The t a s k Separation one's in teg rity," system. or fam ily elders, students develop F o r many f o r e i g n students, values a severe a nd f o r the may imply teachings of one's culture. A strategy the consistent Student C itrin in 1977. toward guide the that does not his her This that this the the college development a student's or good) view to that an improve using is students. on e w h i c h strategy thinking as a implies As development cultural determined His student a mentor personal in tellectu al is by Brown and themselves. concept of theory individual developmental is, development o f of developed contrast-Am erican what one outlined development own g o a l s , can change o r blend w ith (1970) suggested or previously, conception Perry They process. students mentioned personal Development T r a n s c r i p t can wo r k in with by f a t e . and e t h i c a l theory traced the from a c a t e g o r i c a l acknowledges the contingent (bad 37 nature of knowledge, commitment t o i mb e d d e d in values one’ s b e lie fs . those (cu ltu rally relative The v a l u e s strategies valued) wa y s o f a nd t h e which of lead thinking to formation the of culture a are successful w ithin a given cultural context. Kohlberg (1971) in his suggested that obedience because of of a personal cultures for (Story, theories for impact o f changing needs. 1982, particu lar students, person just The focus may her to better their is serve roots, to of students' (1936) 1980). Person- between to a Foreign th eir reciprocally react e x p e r i e n c e may be s e v e r e l y which are not accepting condescending, or alienating or destructive. " F i r s t , a nd mo s t b a s i c a l l y , r e c o g n i t i o n of th e problem. in a person environment. react evaluate Lewin's interaction students, cultures. can r e s u l t those (Creamer, environments are which a function on t h e students' appropriate from d i f f e r e n t on s t u d e n t s , American rather or professionals environment by e n v i r o n m e n t s but for Behavior and t h e i r foreign supportive, students and a p a r t i c u l a r like D ifferent stages a nd h i s may be t h e m o s t have a t her theories environments, impacted or development 69). a way These t h e o r i e s his the from and p r o v i d i n g higher individual environments to them. p. environments relating to however, t o move t o theories B = f(P ,E ). also hierarch ical, punishment, stages, between th e formula: are theory s y s t e m b a s e d on c o n s c i e n c e . provide these environment of understanding These t h e o r i e s the fear a student Person-environment development thinking different co n flict culture of ethical value experiences create stages moral t h e r e m u s t be a An a w a r e n e s s t h a t the to 38 p r e s e n t m o d e l s may n o t a p p l y t o c u l t u r a l l y d i f f e r e n t in d iv id u a ls is e s s e n t i a l . The p r o f e s s i o n a l l i t e r a t u r e needs s p e c i f i c a l l y t o addre ss t h e is s u e o f c o n f l i c t s between t h e v a l u e s i m p l i c i t i n t h e o r i e s o f s t u d e n t d e v e l o p m e n t and t h e v a l u e s o f f o r e i g n s t u d e n t s " ( S t o r y , 1 9 8 2 , p. 69). " I f s t u d e n t d e v e l o p m e n t p r o f e s s i o n a l s a r e t o be e f f e c t i v e when w o r k i n g w i t h f o r e i g n s t u d e n t s , t h e y must r e c o g n i z e t h e v a l u e s i n h e r e n t in t h e i r t h e o r i e s a nd m u s t be w i l l i n g t o m o d i f y t h e i r approach a c c o rd in g to t h e i r c l i e n t e l e " ( S t o r y , 1982, p. 6 9 . ) "An i n t e g r a t e d t h e o r y o f s t u d e n t d e v e l o p m e n t as i t r e l a t e s t o f o r e i g n s t u d e n t s i s n e e d e d i f we a r e t o ha ve any r e a l i m p a c t o f f a c i l i t a t i n g f o r e i g n student growth. Storey (1982) claims th a t student development t h e o r y r e p r e s e n t s a c o n f l i c t in values when a p p l i e d t o f o r e i g n s t u d e n t s . Student development t h e o r y is r o o te d in th e values o f th e A m e r i c a n c u l t u r e and e d u c a t i o n a l s y s t e m , and t h u s t h e a s s u m p t i o n s we make c a n n o t be c o n s i d e r e d v a l u e free. I t i s i m p o r t a n t t h a t we d e v e l o p a t h e o r y and a p p r o a c h t h a t c u t s a c r o s s c u l t u r e s and v a l u e s y s t e m s and i n t e g r a t e s p r i n c i p l e s c o n s i d e r e d t o be internatio nal. T h e member s o f t h e A m e r i c a n C o l l e g e P e r s o n n e l A s s o c i a t i o n ( ACPA) and t h e N atio n al A ss o ciatio n f o r - Foreign Student A f f a i r s ( NAFSA) m u s t c o o p e r a t e i n d e v e l o p i n g suc h t h e o r y , w h i c h w i l l h e l p p r o v i d e new m e a n i n g t o i n t e r n a t i o n a l e d u c a t i o n as w e l l as a b a d l y n e e d e d f o u n d a t i o n f o r s o l v i n g p r o b l e m s and d e v e l o p i n g p r o g r a m s and a p p r o a c h e s " ( R e i f f , 1 9 8 6 , p . 8 4 ) . Foreign students cannot be u n d e r s t o o d development theory b a s e d on t h e experience, unless th eir essentially the reflected in s a me . individual through American experience Th e v a l u e s behavior, of student student’ s and e n v i r o n m e n t each c u l t u r e crises, are are and g o a l s . 39 THE STUDENT AFFAI RS PROFESSION AND THE FOREI GN STUDENT The most d i f f i c u l t accomplished countries. are often States adaptation by t h o s e students The v a l u e s shared d irectly (Pyle, 1986). concerning countries in students w aiting from th e of the likely who w e r e for students were the 1 9 00 a l. In e v e r y She s t a t e d adaptation educational than that to Europe, with were students graduate a good command needs o f degree many s t u d e n t s (Lee had their the and r e t u r n e d goals States p l a c e d much mor e category, satisfied foreign found t h a t United as h a v i n g rather United from dev e lo p in g residing The s t u d e n t s academics, were no t make a s u c c e s s f u l et of America or themselves language. expected. their home, is cultures in th e had an a s s i s t a n t s h i p , and p e r c e i v e d lives. succeed from L a t i n States, students attainin g to them a t on t h e i r students needs o f these here survey in e x t r a c u r r i c u 1a r foreign values mo s t English emphasis the culture from underdeveloped Lee United students, coming In a n a t i o n a l the American American u n i v e r s i t i e s , were s tu d e n ts jobs the by member s o f opposed t o students, the to et the that did the not home w i t h o u t a l. 1981). "When a c o l l e g e o r u n i v e r s i t y a c c e p t s in te r n a tio n a l students, i t also accepts the r e s p o n s i b i l i t y t o p r o v i d e s e r v i c e s a nd p r o g r a m s t o m e e t t h e i r s p e c i a l n e e d s and c i r c u m s t a n c e s . To f u l f i l l th a t r e s p o n s ib lity every in s t i t u t i o n e n r o l l i n g in t e r n a t i o n a l students should e s t a b lis h c l e a r l y w r i t t e n p o l i c i e s on i n t e r n a t i o n a l e d u c a t i o n a l exchange" ( P y l e , 1986, p. 3 9 ) . " T h e s e r v i c e s , p r o g r a m s , a c t i v i t i e s , and s u p p o r t services a v a ila b le to in te rn a tio n a l students w ill h a v e s i g n i f i c a n t i m p a c t on t h e q u a l i t y o f t h e i r educational experience. C r o s s - c u lt u r a l adjustment and s u c c e s s f u l i n t e g r a t i o n i n t o campus l i f e and t h e l o c a l c o m m u n i t y w i l l r e s u l t i n a mo r e m e a n i n g f u l e x p e r i e n c e f o r them. I t w i l l also c o n t r i b u t e t o a s u c c e s s f u l i n t e r c u l t u r a l exchange 40 p r o g r a m t h a t i s as b e n e f i c i a l as t o i n t e r n a t i o n a l s t u d e n t s " Traditionally, as offered to student service student students, all services students package. It is specialized offices for developed. Foreign students, trad itio n al of unique services which were old, a ll are students, no or in are the for the effective foreign in developed were o f f e r e d only in recent groups and the t h e most groups Student personnel to serving that been among t h e eighteen same years have some ways and a s s i s t a n c e . longer were some s t u d e n t students appropriate to domestic students ( P y l e , 19 86, p. 3 9 ) . non- requiring services twenty-two the year non-traditional student. " In s p ite of a l l the support services a v a i l a b l e to f o r e i g n s t u d e n t s , h o w e v e r , t h e y assume m o s t o f t h e burden of a d ju s t m e n t th e m s e lv e s . T h e y mu s t l e a r n t o c o p e p o s i t i v e l y w i t h i n a new scheme o f t h i n g s . Some do t h i s a l m o s t i n s t i n c t i v e l y , r e q u i r i n g l i t t l e help or guidance, fo r o th e rs , th e re are s e r i o u s pr ob le m s " ( H u l l , 1978, p. 6 ) . In t h e 20th education century, began t o students took and t h a t trained understanding development of at in stitu tio n s acknowledge t h a t place of, educators at least p a rtially professionals as w e l l student’ s the in education out needed t o as s t r a t e g i e s their of of the develop for, higher of classroom, an addressing non-academic lives. " T h i s e d u c a t i o n a l p h i l s o p h y i s b a s e d upon t h r e e assumptions r e g a r d in g students in a c o l l e g e or u n i v e r s i t y . ( 1 ) i n d i v i d u a l d i f f e r e n c e s in th e s t u d e n t body a r e a n t i c i p a t e d , i . e . , t h e u n i q u e n e s s o f e a c h p e r s o n a l i t y do e s n o t c a u s e s u p r i s e , b u t i s e x p e c t e d a nd p l a n n e d f o r ; ( 2 ) t h e i n d i v i d u a l i s c o n c e i v e d o f a nd t r e a t e d as a f u n c t i o n i n g w h o l e and h i s d e v e l o p m e n t i n a l l a r e a s o f l i v i n g as a u n it; (3) tea ch in g , counseling, student a c t i v i t i e s , a nd o t h e r o r g a n i z e d e d u c a t i o n a l the 41 e f f o r t s of the i n s t i t u t i o n s t a r t r e a l i s t i c a l l y from where t h e i n d i v i d u a l s t u d e n t i s , n o t from th e p o i n t o f development a t which t h e i n s t i t u t i o n would l i k e t o f i n d t h e h y p o t h e t i c a l a v e r a g e s t u d e n t . The i n d i v i d u a l ' s c u r r e n t d r i v e s , i n t e r e s t s and n e e d s a r e a c c e p t e d as a s i g n i f i c a n t p o i n t o f o r i g i n in d e v e lo p in g t h e program o f th e institution" ( F i t z g e r a l d , J o h n s o n , and N o r r i s , pp. 8 - 9 ) . " S p e c i f i c a l l y , in a d d i t i o n to th e procedures o f f o r e i g n s t u d e n t a d m i s s i o n s , t h e s e r v i c e s an i n s t i t u t i o n mu s t be p r e p a r e d t o p r o v i d e , o r o t h e r w i s e make a v a i l a b l e , f o r i t s f o r e i g n s t u d e n t s and s c h o l a r s on campus i n c l u d e r e c e p t i o n ( a s s i s t a n c e from U .S . p o r t o f e n t r y t o campus), h o u s i n g , o r i e n t a t i o n , p e r s o n a l a nd a c a d e m i c c o u n s e lin g , f i n a n c i a l a i d , h e a l t h s e r v i c e or a d e q u a t e h e a l t h i n s u r a n c e , campus l i f e p r o g r a m s , p r e - d e p a r t u r e o r i e n t a t i o n and t h e o r g a n i z a t i o n o f A l u m n i r e l a t i o n s " ( J e n k i n s , 1 9 8 3 , p. 1 8 9 ) . . " I t is obvious t h a t i f e n t r y i n t o a U.S. c o l l e g i a t e i n s t i t u t i o n is a major developmental t r a n s i t i o n f o r we 1 1 - p r e p a r e d A m e r i c a n h i g h s c h o o l g r a d u a t e s , t h e t r a n s i t i o n w i l l be mo r e d i f f i c u l t f o r young p e o p l e a r r i v i n g f r o m d i s t i n c t l y d i f f e r e n t cu ltu res w ith d i f f e r e n t educational systems. Add t o t h i s t h e p r o b l e m o f l a n g u a g e and i t i s e a s y t o u n d e r s t a n d how t h e U . S . e d u c a t i o n a l e n v i r o n m e n t i t s e l f may p r o d u c e a n x i e t y i n t h e f o r e i g n s t u d e n t " ( H u l l , 1 9 7 8 , p. 9 ) . INDIVIDUAL Specific provide in living accomplishing these environments them w i t h discourage the L I V I N G ENVIRONMENTS them unique th eir in environments American in which experiences, academic accomplishing can a s s i s t culture, or foreign students live w h i c h may a s s i s t them and p e r s o n a l these them frustrate in goals, goals. th eir that or A dditionally, adjustment adjustment. " I n o t h e r w o r d s , t h e r e was some s u g g e s t i o n t h a t s tudents in d w e l lin g plac e s t h a t p ro v id ed g r e a t e r to 42 o p p o r t u n i t y f o r i n t e r a c t i o n w i t h A m e r i c a n s , saw p e r s o n a l r e l a t i o n s among A m e r i c a n s as c l o s e r , a nd a pproved o f them m ore, t h a n t h o s e in l i v i n g arrangements t h a t provided less o p p o r tu n ity fo r i n t e r a c t i o n w i t h A m e r i c a n s , and t h a t t h e y w e r e mo r e a w a r e o f d i f f e r e n c e s among i n d i v i d u a l s and s u b g r o u p s on t h e A m e r i c a n s c e n e . This c o r r e s p o n d e n c e bet wee n t h e two s e t s o f r e l a t i o n s lends s u p p o r t t o t h e i n t e r p r e t a t i o n t h a t th e d i f f e r e n c e s i n a t t i t u d e s t h a t we f o u n d b e t w e e n students d i f f e r i n g in e x te n t of i n t e r a c t i o n w ith A m e r i c a n s w e r e p r o b a b l y a t t r i b u t a b l e t o suc h in t e r a c t io n r a th e r than to p r e - e x is t i n g d i f f e r e n c e s in d i s p o s i t i o n towards th e U n ite d S t a t e s and i t s p e o p l e ( S e l l t i z e t a l . 1 9 6 3 , p p . 205-206). RESIDENCE HALLS There is extensive residence 1982). for hall research environments "Residence foreign supporting hall livin g and A m e r i c a n citizens" (R eiff, residence hall students, a nd t h e 1986, all p. of 1). is value students may p r o v i d e students environment goals for the to (Upcraft, the develop developing best m ilie u as w o r l d He s u g g e s t e d perfectly of that suited the to foreign community resp onsib lity. In t h e "Tomorrow's s p o n s o r e d by t h e 1974, the stated. goals They developing Higher American C o lle g e for students included a value system, with students from s i m i l a r perspectives, values, challenge residential students for is self cultures Association aware, present helps halls in were awareness, to backgrounds. educators. Project residence d iffic u lt a nd b e h a v i o r s from d i f f e r e n t in cultural becoming It (T.H .E .) Personnel livin g developing community r e s p o n s i b i l i t y . goals, Education" and learning achieve these Diverse an a p p r o p r i a t e The p r e s e n c e o f provide the 43 complexity which mo r e m a t u r e is necessary attitudes to In a s tudy by H e n d r i c k s Minnesota, they population lived foreign Skinner, semester or in for a year in They to U niversity the and 1974). of student stated campus a residence hall learn about the foreign continent, and c u l t u r e Farzad, 1981, that university than (Hendricks and the States, C alifo rn ia education dormitory (Farzad, s ig n ifican tly to 1981). was so the students, be g i v e n to foreign (Shaffer et a l., Ceislak (1952), housing concerns expressed other or 1978, her p. if they in make f r i e n d s , the to 25). in six with th eir lived and D o w l i n g they in a study found that so between Americans r e co mme nde d t h a t students opportunity a nd c o n t r i b u t e d level that country, they environments, important a students students a Shaffer interaction that his overall, In least He b e l i e v e d w e r e mo r e s a t i s f i e d students’ setting at students, Iranian experience on f o r e i g n residence ( U b a ma d u , United a valuable and f o r student, universities live h all. provided found t h a t to students culture, American in all students t o meet o t h e r about foreign the foreign in strin sic students learn (1966) at h alls. new A f r i c a n a residence foreign higher thinking, Project, the a nd w o r k e d o f f Ubamadu r ecomme nde d t h a t for 20& o f level 1977). a handbook living (T.H.E. residence lived higher and S k i n n e r , s t u d e n t s w e r e more A m e r i c a n s who In form found t h a t in for form o f fin an cial and aid r oom and b o a r d 1966). in a study of found t h a t no d i f f i c u l t i e s foreign 29 5 o u t with their students of 340 living a nd t h e i r students situatio ns. Of 44 the 41 students problems were: who s t a t e d that difference of discrim ination (8), t o o many (4), (4), too too noisy differences (1), in a ge segregation visitors not American food Living in positive (1), of (1), in foreign experience students dor m (1), is (1) not foreign (4), in the (2), and A m e r i c a n s dorm (3), time (1), environment (C ieslak, always or loneliness expected childish the prejudice students t o o much w o r k hall for (9), privacy a nd t h i e v e r y a residence had a p r o b l e m , culture little foreign allowed they male (1), 1955). perceived as a students. " T h e r e a r e t h o s e who b e l i e v e t h a t f o r e i g n s t u d e n t s s h o u l d be h o u s e d i n t h e same m a n n e r as A m e r i c a n students. They a r e e i t h e r a s s i g n e d t o d o r m i t o r i e s or g i v e n l o c a l rooming house l i s t s . The r a t i o n a l e o f t h i s p o s i t i o n i s t h a t , i f n o n - n a t i o n a l s come t o the United S ta te s to e xp e rie n ce l i f e in t h i s c o u n t r y , t h e y s h o u l d be g i v e n t h e o p p o r t u n i t y t o s e e i t as i t i s . C r i t i c s of th is p o sitio n point o u t t h a t f o r e i g n s t u d e n t s may s u f f e r h a n d i c a p s o f l a n g u a g e , c o l o r , k n o w - h o w , and c o m m u n i t y p r e j u d i c e s t h a t A m e r i c a n s t u d e n t s e i t h e r do n o t s u f f e r or have l e a r n e d t o cope w i t h . F o r youn g s t u d e n t s , d o r m i t o r i e s o r f r a t e r n i t i e s may w e l l p r o v i d e o p p o r t u n i t i e s t o e s t a b l i s h warm p e r s o n a l r e l a t i o n s h i p w i t h s t u d e n t s o f t h e same a ge g r o u p and h a v i n g c o m p a r a b l e i n t e r e s t s . F o r o l d e r men, d o r m i t o r y l i f e p a r t i c u l a r l y on t h e mo r e ' s p i r i t e d ' c ampuses c a n v e r g e on t h e i n t o l e r a b l e . Wh e r e rooming houses o r a p a r t m e n t s a r e s u g g e s t e d , t h e r e i s some l i k e l i h o o d t h a t n a t i o n a l s w i l l c l u s t e r t o g e t h e r " ( Du B o i s , 1 9 5 6 , p . 1 7 9 ) . S atisfaction appears to particular group o f vary foreign students between th e study. Sewell 40 S c a n d a n a v i a n Minnesota. almost of Their immediately with cultural residence groups, a nd D a v i d s o n students reaction to negative. the at new (1961) the living a nd w i t h studied U niversity living Th e c h i e f hall the a of a r r a n g e m e n t was objection was t o the 45 noise, and t h e y e x p r e s s e d much s u r p r i s e fellow dormitory dw ellers' and r e c r e a t i o n (Sewell that halls residence students halls the a l ., of students, th e ir d istinction 1961). were designed foreign promoted alcohol At not et lack at Eisen to American be twe en work (1986) fe lt house A m e r i c a n b e c a u s e she b e l i e v e d loud music which prohibited that the conversation, and use. U niversity of and T e c h n o l o g i c a l developed, care which would different Hawaii, when t h e Interchange was t a k e n provide for to Center between East construct interchange for C ultural a nd W e s t was livin g between environments students of cultures. " D o r m i t o r i e s w i l l be p l a n n e d i n u n i t s o f t e n w i t h s l e e p i n g a nd s t u d y rooms i n s u b u n i t s o f t w o . It s h o u l d be t h e p o l i c y o f t h e C e n t e r t o p l a c e t w o A m e r i c a n s t u d e n t s i n e a c h u n i t o f t e n , a nd t o make e v e r y e f f o r t t o i n c l u d e no mo r e t h a n t w o f r o m any o t h e r s i n g l e c o u n t r y i n such u n i t s , t h u s p r o v i d i n g a c o n t i n u o u s a nd b a l a n c e d c u l t u r a l m i x t u r e " ( R e c o m m e n d a t i o n s f o r t h e O r g a n i z a t i o n a nd O p e r a t i o n o f t h e C e n t e r f o r C u l t u r a l a nd T e c h n i c a l I n t e r c h a n g e B e t w e e n E a s t and We s t i n H a w a i i , 1 9 6 0 , p. 2 7 ) . Living in problems for residence for students halls (1975) are lived places foreign is conducted in of during col lege housing at stay during satisfied with th eir One o f for the practical the major periods state a nd f o u n d t h a t dorm itories to some v e r y in problems which t e r m and summer b r e a k s . research Texas presents students. finding closed un iversities halls, the foreign had a d i f f i c u l t holidays. housing. colleges Otherwise the Nenyod and students time they who finding were 46 I NTERNATIONAL L I V I N G CENTERS A trad itio n al h a s b e e n an center. that plan for international Proponents they housing serve of and c r o s s - c u 1t u r a l campus life , to the personal that behind foreign students to environment the et provide housing promote are to the a l. in of state academic, students to arriving development of for One o f living equipped a d ju st to R eiff, living orientation a focus better to on campus centers development internatio nal each o t h e r (Stern living a nd p r o g r a m m i n g . students help the and p r o v i d e activities students international programs, temporary relationships, suppositions is for academic y e a r , internatio nal or in ternatio nal social prior house, as s e e d b e d s provide foreign a the center than concept American new c u l t u r e and 1986). “T h e r e a r e p r o p o n e n t s o f i n t e r n a t i o n a l houses f o r foreign students. The r a t i o n a l e is t h a t s t u d e n t s can t h e r e f i n d n o t o n l y f e l l o w n a t i o n a l s b u t o t h e r p e r s o n s who may be s h a r i n g t h e same e x p e r i e n c e s , and f r o m suc h common e x p e r i e n c e s t h e y may f i n d m u t u a l i t y and s u p p o r t as w e l l as p l e a s a n t surroundings. P r o p o n e n t s o f i n t e r n a t i o n a l houses a l s o u n d e r l i n e t h e v a l u e s o f an i n t e r n a t i o n a l as o p p o s e d t o t h e b i - n a t i o n a l a t m o s p h e r e o f such quarters. The A m e r i c a n s t u d e n t r e s i d e n t i n t h e houses, b e n e f i t s from t h i s atmosphere of i n t e r n a t i o n a l i s m as much as t h e n o n - n a t i o n a l . C r i t i c s o f i n t e r n a t i o n a l houses say t h a t t h e y b r e e d n a t i o n a l c l i q u e s , t h a t t h e y s e r v e as an o b s t a c l e t o f u l l e r and d e e p e r c o n t a c t s w i t h A m e r i c a n l i f e , t h a t t h e A m e r i c a n s t u d e n t who i s a t t r a c t e d t o t h e i n t e r n a t i o n a l houses i s o f t e n a marginal in d iv id u a l" (Du B o i s , 1 9 5 6 , p . 1 7 9 ) . Domi ng ue s (1970) and f o u n d t h a t evaluated the centers attractin g and c a r i n g overseas. Sabie United States for (1975) the served students studied universities value as of international focal points and e d u c a t o r s foreign students and f o u n d t h a t ho u s e s for from at students eight were 47 d issatisfied that an with their International foreign student livin g Hous e s h o u l d bo dy o f The s e g r e g a t i o n of over foreign h o u s e s may c o n t r a d i c t the foreign answer lim it the as undeveloped the th eir foreign contact American individ uals, any the that It t h e mor e Isolating themselves, success student appropriate, humane it may adjustment from t h e i r as the or since and t h e i r may d e t r a c t and t h e i r foreign of student. Americans a in ternational the horizons students for in stitu titio n . into be t h e mo s t with culture. in b elief American s t u d e n t s may n o t for 20 0 She r e co mme nde d be d e s i g n a t e d students p r e s e n c e on campus e x p a n d s cultu rally environments. to development students. GRADUATE L I V I N G CENTERS Graduate for graduate close to housing staff, did Living level c a mp u s , has need students live that like find the themselves. live Graduate services and graduate student Many f o r e i g n students are Centers. As mo r e foreign and a d m i n i s t r a t o r s special may n e e d t o housing, way older s uc h h o u s i n g , the to had a mi ni mum o f Living awareness o f attitudes i m m e d i a t e and c o n v e n i e n t others services. Graduate in an students a b elief such to R eiff, foreign trad itio n ally assigned greater are and f i n d because of not s uc h Centers needs o f be r e e v a l u a t e d gain foreign (Stern a students, et a l. in 1986). FAMI LY HOUSING U niversity fam ily housing students, and t h e s e attention given c a mpus es h a v e th eir fam ily to areas are a r e a s may n o t other foreign housing on-campus student units home t o many f o r e i g n receive living populations (R eiff, 1983). the adm inistrative options. of over Many 50& Nee ds o f in fam ily 48 housing student on s uc h issues activ itie s , residents, as s c h o o l s in Not all this foreign and A m e r i c a n , children, safe fa c ilitie s , classes, R eiff, for transportation, a nd r e c r e a t i o n a l language both children's access to activities and a c t i v i t i e s for focus grocery for stores student fam ilies spouses, (Stern et a l. 1986). spouses o f m a r r i e d country. Fr om t h e predom inately male, students a c company t h e d a y s when f o r e i g n Du B o i s (1956) student students made t h i s to were observation. " T h e i m p o r t a n c e o f h a v i n g w i v e s a c company h u s b a n d s has been v a r i o u s l y a r g u e d . P o in ts r a i s e d in f a v o r o f h a v i n g w i v e s a c c o mp a n y t h e i r h u s b a n d s a r e t h a t : i t p e r m i t s t h e s t u d e n t a normal s e xu al l i f e ; i t a v o id s t h e r i s k o f a l i e n a t i n g spouses; i t i n c r e a s e s t h e n umber o f p e r s o n s e x p o s e d t o American l i f e ; i t f a c i l i t a t e s p s y c h o lo g ic a l adjustment to t h i s country. Th e m a i n p o i n t r a i s e d a g a in s t b rin g in g w ives, o th e r than the p r a c t ic a l f i n a n c i a l o n e , i s t h a t m a r r i e d c o u p l e s mo r e e a s i l y i s o l a t e them selves from th e American scene. It has b e e n c l a i m e d t h a t i n some c a s e s w i v e s whose E n g l i s h i s i n a d e q u a t e and whose e d u c a t i o n a l background is l i m i t e d , h i n d e r t h e i r husbands' s t u d i e s and s o c i a l c o n t a c t s " (Du B o i s , 1 9 5 6 , p. 182). Many b e l i e v e support that system, successfully. away students th eir Single spouses or students f r o m home and f a m i l y , Married th eir students fam ilies cultural NAFSA, in the 1986). Adjustment a positive role the face worries of of feel the each he o r of and w ill and how t h e fam ily spouse p l a y s . adjustment, lost how t h e y student own a d j u s t mo r e long p e r i o d s culture, impact them t h e i r fam ilies, a nd o f t e n a different experience w i l l d e p e n d i n g on t h e making face who h a v e w i t h member appears If the to time isolated. raise cross(R eiff, vary spouse she ca n be h e l p f u l , is but 49 if the spouse adjustment, is the not successful student's in his adjustment or her own c a n be n e g a t i v e l y impacted. Research into does indicate not country is C ollins (1976) problems the role whether positive that who w e r e m a r r i e d , Hull (1979) th eir or problems also for than or (1981) less one's spouse foreign in at four likely students this ha d mor e at studying students married students in Colorado and r e p o r t e d report fewer Klineberg students at Ng ( 1 9 8 1 ) u n iversities students. to in students students. adjusted single adjustment students. divorced unmarried found t h a t m a rr ie d spouses were in found t h a t better than plays foreign separated students were with single U niversity foreign adjustment living McMillen mo r e p r o b l e m s status negative that than m a rrie d , George Washington found or found H o wa r d U n i v e r s i t y . reported m arital living personal and with depression 1on e 1 i n e s s . "As some o f t h e c a s e s t u d i e s i n d i c a t e d , s p o u s e s can c o n t r i b u t e p o s i t i v e l y t o t h e f o r e i g n s t u d e n t ' s l i f e and w o r k i f t h a t s p o u s e i s c o n t e n t e d and happy. However a f r u s t r a t e d s p ou se , i n c a p a b l e o r a f r a i d o f i n t e r a c t i o n w ith the lo c a l language, p e o p l e , o r c u l t u r e , ca n i n d e e d make t h i n g s v e r y d i f f i c u l t " ( K l i n e b e r g e t a l . , 1979, p. 1 6 7 ) . L I V I N G WI TH AN AMERICAN There has been a g r e a t interaction et al. between (1963) interaction found deal foreign of research students a positive on t h e value and A m e r i c a n s . correlation between and s a t i s f a c t i o n . " I n S t u d y On e , t h e r e l a t i o n b e t w e e n i n t e r a c t i o n w i t h A m e r i c a n s and e n j o y m e n t o f t h e y e a r ' s s t a y was m a r k e d . No m a t t e r w h a t p a r t o f t h e w o r l d a s t u d e n t came f r o m , o r w h a t k i n d o f s c h o o l he was of S e lltiz 50 a t t e n d i n g , t h e m o r e he a s s o c i a t e d w i t h A m e r i c a n s , t h e mo r e l i k e l y he was t o r e p o r t t h a t he e n j o y e d h i s v i s i t v e r y muc h. I t was a l s o t r u e , t h o u g h , t h a t a t each l e v e l o f i n t e r a c t i o n , European s tude nts r e p o r t e d g r e a t e r enjoyment o f t h e i r stay t h a n n o n - E u r o p e a n s ( S e l l t i z e t a l . 1 9 6 3 , p. 1 5 2 ) . " T h e r e s u l t s o f t h e s e a n a l y s e s a r e a g a i n as hypothesized: T h o s e who r e p o r t e d s h a r i n g l o d g i n g w i t h l o c a l A m e r i c a n s t u d e n t s had t h e b r o a d e s t and mo s t f r e q u e n t c o n t a c t w i t h l o c a l A m e r i c a n s t u d e n t s and w e r e g e n e r a l l y mo r e s a t i s f i e d w i t h v a r i o u s aspects o f t h e i r e x p e rie n c e in the U n ite d S t a t e s . Those s h a r i n g l o d g i n g w i t h f e l l o w n a t i o n a l students or other fo re ig n students presented v a r i o u s i n d i c a t i o n s o f p o o r e r a d j u s t m e n t and w e r e l e s s s a t i s f i e d a nd l e s s w e l l i n t e g r a t e d i n t h e United S ta te s . I n s h o r t , t h e c u m u l a t i v e v o l u me o f e v i d e n c e becomes o v e r w h e l m i n g : Contact with A m e r i c a n s seems t o i n f l u e n c e p o s i t i v e l y a s o j o u r n e x p e r i e n c e i n a w i d e v a r i e t y o f ways ( H u l l , 1 9 7 8 , p. 1 1 6 ) . Lee e t a l. (1981) found t h a t in students satisfied . th eir livin g study with F o r many s t u d e n t s be a m e m o r a b l e e d u c a t i o n a l of 1900 foreign American a foreign experience students r o o mma t e s w e r e mo r e roommmate p r o v e s (Althen, 1983, to p. 99). Students in they live less human, the in able complex students ethno centricity, themselves to "real people" a nd a s s i s t c ampuses American new o p p o r t u n i t i e s foreign students task necessary (Althen, can a i d to maxi mum g r o w t h and less 1983). in opening how t o "Living of as impact t h i s students learn mastery and (Althen, can 1983). idea t h a t foreigners than on A m e r i c a n for They see l i f e ’ s problems with 1). country. the solve community p. gr ow up w i t h to m ulti-ethnic 1986, States a superior less em otionally Foreign United the live and in a learning developmental learning" (R eiff, 51 L I V I N G WI TH CO- NATI ONALS Not a l l students Some s t u d e n t s own c o u n t r y foreign choose t o prefer to live live with (co-nationals). students from o t h e r with American other Others students. students prefer to from t h e i r live with countries. "Studies of s o c ia l adjustment in d ic a te d th a t f o r e i g n s t u d e n t s a r e f r e q u e n t l y i s o l a t e d from s o c i a l l i f e on t h e U . S . c a m p u s e s , and t e n d t o f o r m c o - n a t i o n a l groups which p r o v i d e a s u r r o g a t e f o r t h e home c u l t u r e , p r o t e c t member s f r o m p s y c h o l o g ic a l c o n f l i c t s in a d j u s t i n g t o American s o c i e t y , and e a s e t h e t r a n s i t i o n upon r e t u r n home. D e g r e e s o f s o c i a l i s o l a t i o n may be r e l a t e d e i t h e r as c a u s e o r e f f e c t , t o t h e f i n d i n g t h a t t h e r e i s f r e q u e n t l y l i t t l e i n t e r a c t i o n b e t w e e n f o r e i g n and A m e r i c a n s t u d e n t s on campus" ( S p a u l d i n g e t a l , 1 9 7 6 , pp. v - v i ) . " A l t h o u g h t h e s e g r o u p s may h e l p i n t h e a d j u s t m e n t p r o c e s s , t h e y may a l s o l i m i t c o n t a c t w i t h A m e r i c a n s and i n c r e a s e f o r e i g n s t u d e n t i s o l a t i o n f r o m t h e campus s o c i a l and p o l i t i c a l s t r u c t u r e " P y l e , 1 9 86 , p. 6 9 ) . "One t e c h n i q u e much u s e d by f o r e i g n s t u d e n t s i n coping w ith adju stm ent t o a s tra n g e s o c ia l m i l i e u is the c o - n a t i o n a l group. R e s e a r c h has f o u n d t h a t these c u l t u r a l sub-communities help to m a in ta in t i e s w i t h t h e home c o u n t r y and p r o v i d e e m o t i o n a l s u p p o r t t o t h e i r me mb e r s . On t h e o t h e r h a n d , t h e y may be c o n t r i b u t i n g t o t h e f r e q u e n t l y m e n t i o n e d l a c k o f c o n t a c t b e t w e e n f o r e i g n s t u d e n t s and t h e A m e r i c a n c o m m u n i t y , a n d , i n some c a s e s , t o t h e i s o l a t i o n o f f o r e i g n s t u d e n t s f r o m t h e campus p o we r s t r u c t u r e " ( S p a u l d i n g e t a l . , 1 9 7 6 , p . 7 4 ) . In a 1 9 52 s u r v e y o f C eislak found t h a t efforts to nationals. housing o f f i c e s 90 o u t discourage of foreign 122 around t h e in stitu tio n s students Rea s on s m e n t i o n e d w e r e to from country, made some living disperse with certain co­ 52 natio n alities, English prevent a nd t h e cliques, customs of the help the country students learn (C ieslak, 1955, pp. 115-116). Lambert Indian a nd B r e s s l e r , students found t h a t the in on t h e 1 9 56 studied U niversity students lived of a small Minnesota in th r e e group o f c ampus. residential They areas. "Although p a r t o f t h i s e c o lo g ic a l c o n c e n tra tio n arose from the n e c e s s ity of l i v i n g close to the u n i v e r s i t y c a mp u s , t h e I n d i a n c o m m u n i t y ' s f o l k l o r e a b o u t r a c i a l d i s c r i m i n a t i o n a nd t h e s t u d e n t s ' d e s i r e f o r t h e s u p p o r t g i v e n by s h a r e d e x p e r i e n c e s p r o m o t e d t h i s r e s i d e n t i a l p a t t e r n . Th e f a c t s a b o u t r e s i d e n t i a l f a c i l i t i e s w h e r e I n d i a n s had be e n a c c e p te d were p a r t o f t h e I n d i a n community 's fund o f k n o w l e d g e , p a s s e d on t o new a r r i v a l s . As s p a c e became a v a i l a b l e i n t h e s e f a c i l i t i e s , i t t e n d e d t o be o c c u p i e d by o t h e r I n d i a n s " ( L a m b e r t and B r e s s l e r , 1956, p. 2 5 ) . I n a 1 9 64 s t u d y the by D a v i s in ternatio nal living in academic the (1979) to develop and f o r m e r New Y o r k C i t y , a nd t h e the from t h e i r of he f o u n d t h a t opportunity impaired research more w i t h (Davis, 1965). studying She f o u n d t h a t each o t h e r personal for because n a t i o n a l i t y on s t u d e n t s in Texas. strong residents h o u s e had e n h a n c e d r e s i d e n t s ' that was schools associated students, present f o r m among r e s i d e n t s conducted state-supported students but friendships groups te n d e d in international achievement, widespread Le de house of foreign than w ith relations p r e s e n c e on u n i v e r s i t y at American expected to c ampuses had n o t mater i a l i z e d . Cohen City (1971) in 1970 studied 35 K e n y a n s t u d e n t s a nd f o u n d that they avoided livin g in New Y o r k dorm itories and 53 in tern atio n al eventually found helped w ith functions houses, the co-national the foreign resource Some o f for the places personal s uc h lived as finding student national livin g adviser American culture, of reported group with own. as w e l l as w i t h as a p o w e r f u l foreign for centered the that and h e l p f u l student. on a r e j e c t i o n as much as t h e group and u t i l i z e d formation formation of and instrumental Cohen a d v i s e d be r e c o g n i z e d the on e a n o t h e r , The c o - n a t i o n a l a residence. should w elfare reasons their problems, group the of in itia lly of of a co­ the support systems. " In several s tu d ie s , fo re ig n students are reported t o be c r i t i c a l o f A m e r i c a n s ' a b i l i t y t o f o r m friendships: Americans a re immature, s u p e r f i c i a l , etc. T h i s may be r e l a t e d t o t h e f r e q u e n c y w i t h which f o r e i g n s tu d e n ts form c o - n a t i o n a l groups. The r e s e a r c h shows t h a t suc h g r o u p s o f f e r many p o s i t i v e b e n e f i t s in h e lp in g th e f o r e i g n s tu d e n t c o p e w i t h t h e new e n v i r o n m e n t and i n k e e p i n g a l i v e t r a d i t i o n a l v a l u e s w h i c h l a t e r on may a s s i s t i n r e - e n t r y i n t o t h e home c u l t u r e . I t w o u l d be i n t e r e s t i n g t o know w h e t h e r f o r e i g n s t u d e n t s a r e e n c o u r a g e d t o r e l y on c o - n a t i o n a l s b e c a u s e t h e i r American peers cannot o f f e r f r i e n d s h i p o f s u f f i c i e n t depth , or w h eth er, having in v e s te d t h e i r em otional energy in a c o - n a t i o n a l group, f o r e i g n s t u d e n t s have l i t t l e l e f t o v e r f o r American f r i e n d s h i p s . In e i t h e r c a s e , t h e f i n d i n g s on s o c i a l i s o l a t i o n r a i s e t h e q u e s t i o n o f how much U . S . a c a d e m i c i n s t i t u t i t o n s and c o m m u n it i e s s h o u ld a t t e m p t t o change t r a d i t i o n a l v a l u e s among f o r e i g n s t u d e n t s i f t h e y w i s h t o p r e p a r e s t u d e n t s f o r an e f f e c t i v e r o l e when r e t u r n i n g home and a v o i d c r e a t i n g p s y c h o l o g i c a l c o n f l i c t s among f o r e i g n s t u d e n t s w h i l e t h e y a r e i n t h i s c o u n t r y " ( S p a u l d i n g e t a l . , 1 9 76 , pp. 3 5 - 3 6 ) . by 54 GENERAL ADJUSTMENT OF FOREI GN STUDENTS "The a u t h o r s r e a l i z e t h a t t h e r e i s a c e r t a i n t r a u m a i n h e r e n t i n t h e a d j u s t m e n t made by s t u d e n t s when t h e y t r a n s f e r f r o m a s e c o n d a r y o r h i g h s c h o o l t o a c o l l e g e o r u n i v e r s i t y e v e n when t h e y m e r e l y l e a v e o n e s e c t i o n o f t h e homet own and t r a v e l t o its other side. T h ere a r e a d ju s t m e n t problems faced in r e s id e n c e h a l l s , th e r o u n d - t h e - c l o c k i n f l u e n c e o f p e e r s f o r b e t t e r o r f o r w o r s e , and so forth. I t is a ls o t r u e t h a t s tu d e n ts le a v in g a r e l a t i v e l y r u r a l a nd c l o s e - k n i t c o m m u n i t y f o r a m a jo r, impersonal u n i v e r s i t y lo c a te d in a m e t r o p o l i t a n a r e a i n a n o t h e r s e c t i o n o f t h e i r own c o u n t r y w i l l e n c o u n t e r a d j u s t m e n t d i f f i c u l t i e s and w i l l n e e d t o e s t a b l i s h p a t t e r n s f o r c o p i n g and a d a p ta tio n e a r l y in the t r a n s i t i o n . Y e t i t is our o p i n i o n t h a t s p e c i a l a t t e n t i o n s h o u l d be p a i d t o t h e a d a p t a t i o n p r o c e s s u n d e r g o n e by t h o s e s t u d e n t s who j o u r n e y f r o m o n e c o u n t r y t o a n o t h e r i n s e a r c h o f an e d u c a t i o n . One m i g h t a r g u e t h a t t h e s t a k e s a r e h i g h e r , t h a t f o r e i g n s t u d e n t s a r e r i s k i n g mo r e by e n t e r i n g a c u l t u r e w h i c h may be f u l l o f p a r t i c u l a r c u s t o m s t h a t a r e unknown and unanticipated. I t i s mo r e i m p o r t a n t , h o w e v e r , t o r e c o g n i z e t h a t i n s t u d y i n g an a d a p t a t i o n i n t e n t i o n a l l y , we a r e r e a l l y s t u d y i n g a p r o c e s s i n h e r e n t i n any i n s t i t u t i o n w i t h i n any c o u n t r y b u t i n a c o n t e x t w h e r e t h e d i f f i c u l t i e s may be e x p e c t e d t o be m o r e a p p a r e n t , a nd w h e r e t h e p r o c e s s m i g h t be m o r e e a s i l y v i s i b l e " ( K l i n e b e r g e t a l . , 1 9 79 , p. 9 ) . In 1952, the In stitute 1042 D e p a r t m e n t year of stated that study that they in they of State the Internatio nal grantees United States. practical livin g society educational problems, studied th eir but 2935 s t a t e d These s t u d e n t s in problems (3135), the United States and c u s t o m s (25%), the United States (2535), the English firs t percent adjustment system in in Forty-four had o n e o r m o r e d i f f i c u l t i e s . d iffic u lties Education who w e r e had no a d j u s t m e n t expressed life, of the follow ing language areas: way o f ( 1 735), 55 opportunities educational In 1961, required for social in stitu tio n s M ueller found contacts (455) that non-traditional (9%), (A lthen, 1983). counseling counseling and s p e c i f i c foreign students strategies. " T h e a d v i s e r c a n n o t c o u n t on h i s u n d e r s t a n d i n g o f t h e o b j e c t i v e s a nd m o t i v a t i o n s o f t y p i c a l A m e r i c a n students. A l l i n a l l , he d o e s w e l l t o f o r g e t mo s t o f h i s p r e v i o u s e x p e r i e n c e a nd many o f t h e u s u a l techniques of counseling. He ha s a new k i n d o f p e rs o n a lity to learn" (M u e lle r , 1961). The b i g g e s t language problems presented d iffic u lties (Bohn, 1975; Q aither Nenyod, 1975; Penn and D u r h a n , 1981). 1975; and G r i f f i n , Akpan-lquot An a d d i t i o n a l l y adequate Althen, financial foreign 1957; Sharma, Perkins, by aid 1 9 8 3 a nd E i s e n , Rising 1971; 1978;, (R eiff, a nd C o o p , R eiff, Guglielmo, a nd E f i o n g , d iffic u lt students 1980; p r o b l e m was 1972; are 1968; 1972; Guglielmo, and F a r z a d , finding G alioridis, 1980; 1986). " F a c to rs r e l a t i n g to th e a d ju stm e n t process in c lu d e E n g lis h language a b i l i t y , p e r s o n a l i t y c h a r a c t e r is t ic s , previous fo re ig n t r a v e l , f i n a n c i a l s t a t u s , academic s uccess, d i f f e r e n c e s b e t w e e n t h e home c o u n t r y and t h e U n i t e d S t a t e s c u l t u r e , A m e r i c a n i mage o f t h e home c o u n t r y , i n t e r a c t i o n s w i t h A m e r i c a n s , r a c e a nd f o r e i g n appearance, l i v i n g a r ra n g e m e n ts , age, leng th o f sta y, f i e l d of study, graduate or undergraduate s ta tu s , r e l i g i o n , s ize of c o lle g e , preconceptions and e x p e c t a t i o n s , s o c i o e c o n o m i c b a c k g r o u n d , and w h e t h e r a j o b i s g u a r a n t e e d on r e t u r n home ( M a r i o n i n P y 1e , 1 9 8 6 , p . 6 7 ) . Lee e t a l. (1981) found t h a t reported by foreign students language d iffic u ltie s , the five most common c o n c e r n s from d e v e lo p in g financial problems, countries adjustment were to a 56 new e d u c a t i o n a l relevance People of utilized to process. by c ritic a l of not and t o foreign this adjustment and students. if is in to the These and who f e e l foreign for (Cadieux et they an in are or of the adjustment can r e a c h is American have in the unable le ft in to peers. worthlessness Pyle, and common p r o b l e m s student id en tity a l. theories understanding assist and f e e l i n g s something have been d e v e lo p e d problems from c o - n a t i o n a l s groping understand" Several a nd h o m e s i c k n e s s id en tity and a r e "shock" d e v e l o p means students experience shock." professionals proportions for behind what Loneliness status and c u l t u r a l a new c u l t u r e , "culture assist assistance ensue as just experience find into labeled explaining social academic programs. arriving loosely faced system, th eir may iden tity a culture 1986, "Loss p. they do 56). "Sympt oms o f c u l t u r e s h o c k may i n c l u d e f r u s t r a t i o n and h o s t i l i t y t o w a r d s t h e c u l t u r e , e x c e s s i v e c o n c e r n a b o u t p e r s o n a l w e l f a r e , and f e a r o f b e i n g cheated. Problems a s s o c ia te d w it h the d i f f i c u l t i e s o f a d ju s t m e n t t o t h e American experience include social w ithdraw al, i n a b i l i t y to s l e e p w e l l , s e x u a l p r o b l e m s , s a d n e s s and d e p r e s s i o n , a c a d e m i c p r o b l e m s , and m a k i n g f r i e n d s , f i n a n c i a l c o n c e r n s , and d i f f i c u l t i e s l e a r n i n g t h e c u l t u r a l m a z e " ( S j o g r e n and S h e a r e r 1 9 7 3 i n P y l e , 1986 p p . 6 8 - 6 9 ) . In 1976-1977, Educational countries, were v e r y at the including were the United studied. 955 s t u d e n t s . satisfied university, neutral, International Exchange r e s e a r c h e d in stitution s included the with Committee in stitution s States, Th e U n i t e d Twenty-one their whereas a nd the in Study o f nine where t h r e e major States percent overall 56515 w e r e 635 w e r e d i s s a t i s f i e d , for of sample the academic satisfied , 135 w e r e v e r y students experience 1635 w e r e 57 d issatisfied . experience students, Strong in this whereas the developed by L y s g a a r d adjustment seemed t o stage, the ne wn e s s o f are stage varies with stage, and c u l t u r e , fru stratio n in itia l to educational high are hopes does n o t possess the positive changes. or a group o f that time is that lim ited. though This in stage at tools as b o t h to ha s a l s o downwar d t u r n towards certain this demands on t h e the American cultural relationships adequate other increasing h o stility experience, social through with fa il habits others t o meet The s t u d e n t ' s point, bring been should is provide students c ritical at opportunities and h o s t fam ilies. this for stage. language and he o r she a b o u t mor e termed "culture U niversity interaction Students or and shock." Intervention new Their and o p t i m i s m , culture and Spectator" exciting. experiencing feel their This w h i c h was He h y p o t h e s i z e d and e x p e c t a t i o n s . not o fte n over "Tourist makes disgust in place environment, Students begin 11% in ten sity. and s t a f f , adjust. U-curve the U-curve, he s t u d i e d by e l a t i o n and the 27% w e r e n e u t r a l , culture the 16% o f He t h e o r i z e d took the overall by the after the with length faculty to the sk ills involvement in is curve. stage, characterized second students norms, a U-shaped find the d issatisfied. grantees. firs t real the 1953, the student very was a p r o c e s s w h i c h their of in Fulbright follow students, satisfied , adjustment in feelings In t h e of with was e x p r e s s e d and 2% w e r e theories 2 00 N o r w e g i a n students country 44% w e r e were d i s s a t i s f i e d One o f satisfaction with staff other need r e a s s u r a n c e , 58 confidence in language cared for and liked After a period of of the as w e l l culture. respond to the that the which unvalued 1986, four are "cultural The h y p o t h e s i s of the various that the period d iffic u lt one in fe lt the period that fluency cues successfully i n t e r c u 1t u r a l adjustment from t h e while environment rejecting the foreign by o t h e r s , certain Morris 10th student ranged but only have con cerned stages. between begins culture. The m a i n r e v i s i o n s for to a successful a nd h e l p f u l , the student t h e mo r e s u b t l e and t a k e s ha s b e e n r e v i s e d time the are 1974). Language a nd c o n t i n u o u s ropes" valuable to found The s t u d e n t m a k i n g is years new e n v i r o n m e n t . Strategies they and P e d e r s o n , as a s e n s i t i v i t y portions slig h tly. the various, d iffic u lties . learns ( NAFSA, and a s e n s e t h a t fr om two t o t o make p e a c e w i t h develops, s k ills (1960) and the ha s length suggested 1 9 t h mo n t h s adjustment. from t h r e e mo n t h s of is t h e mo s t Coelho to (1982) three years. This et U-curve a l ., 1956 p a rtially 1976 and has 1961; supported et a l ., in 1 9 79 process. culture the cultures) through to only et the has Becker, a l ., and a f f i r m e d by S e w e l l a l ., 1 9 63 and 1 966 1981; Spaulding et also 1968; and a l ., been c h a l l e n g e d Klineberg, 1976; by H ull, 1979. another Beginning culture) approach t o with to of to looking Ethnocentrism Awareness (looking process) v alid ity et a l ., It Understanding a rational (recognizing et 1981. developed adaptation is Gullahorn 1976; and K l i n e b e r g Pusch, been t e s t e d by L e e and M o t a r a s s e d , Spaulding 1978 theory at the (there are other new c u l t u r e differences the (my Acceptance/Respect the at between 59 cultures) the to A ppreciation/Valuing strengths a nd w e a k n e s s e s o f and v a l u i n g specific (responding to those take what things). several include aspects is At t h i s alternative A ssim ilation (playing cultu re), B i c u 1t u r a l i s m personality) learning, or Pusch t h e o r i z e d shock: culture is from that seen in the host cultu re), or adjust the at cultu ral the culture Klineberg adequate States. et positive independent arrive; (1961) a l ., also attitu d e make f r i e n d s other (Pusch, responses flig h t cu ltu re), off ways t o 1979). to other (retreating going native one's own comprehend oneself and and o n e ' s own 1979). adjust (1979) to suggest trainin g should the American un iversity urban backgrounds, to cultural students arrival know w h a t language students possess travel to need t o the differences; to be a b l e before they Sewell et be youn g and f r o m h i g h good E n g l i s h experience, have a to be p e r s o n a l l y expect s k ills. have United new e x p e r i e n c e s ; t o o much d i f f i c u l t y , and h a v e a d e q u a t e that prior that be o p e n t o towards and s e c u r e ; h a v e had p r i o r c r o s s - c u 1t u r a l re sp onse where t h e affirm ing (Pusch, without suggest cultural basic lig h t), choices some common b a c k g r o u n d v a r i a b l e s . academic They four can another (m astering (find ing same t i m e , share experience cu ltu re), in a dual and s l o u g h i n g adaptation T h o s e who s u c c e s s f u l l y experience are a negative id en tity) and a d o p t i n g and human r e l a t i o n s (a me-they with second one w er e (having there fig h t interaction (aping the if Adoption These a d a p t a t i o n M ulticulturalism communication culture as Selective adjustment routes. roles to perspective a nd a p p r e c i a t i n g a culture, the (adopting Adaptation it) in point into a culture, of useful (putting speaking be p e r s o n a l l y a l. status a b ilitie s , flexib le and 60 at ease which in are a variety not of s tric tly social settings, academic or and h a v e p u r p o s e s professional for foreign study. Th e W - c u r v e t h e o r y was a d d e d adjustment process w ith adjustment upon r e t u r n experience in trend is the due t o and e x p e c t a t i o n s 1963, 1966.) States of THE and the in the sim ilarity of the found for States. This of of the in both the to downwar d the (Gullahorn in the relative in a sojourn additional both varies cultures after readjusting curve of a decline home c o u n t r y home c o u n t r y the understanding home c u l t u r e . The de p t h norms et a l ., United to the degree countries. IMPACT OF THE ENVIRONMENT ON THE FOREIGN STUDENT Th e r e s i d e n t i a l student's environment e x t r a - c u r r i c u 1a r sometimes w h e t h e r her to challenges of the support United the to college s o me wh e r e . Foreign home w i t h to find important immediate 1965). " To some d e g r e e , to o b v i o u s ones housing" Since face are (Althen, of mo s t a number o f the m id-1960's interaction the p. to need t o to living foreign the eat school. new f o o d , of his with or live living They have and s o m e t i m e s situation is an s t u d e n t who mu s t society" students tran sitory in and option American foreign the how and thrives have t h e of (Bang, c a n be problems. clim ate The and t y p e 58). research students to or themselves "The adjustment 1983, survives for element impacts and g o i n g for adjusting It students and c h i l d r e n . consideration important do n o t housing make an expected A ll parents appropriate spouses life . students th eir an student experience. at their that is ha s been c o n d u c t e d th eir environments. on t h e of 61 " M itc h e ll (1969) s ta te d t h a t the determ inants of b e h a v i o r n e e d t o be s o u g h t mo r e o f t e n i n t h e c h a r a c t e r i s t i c s o f t h e e n v i r o n m e n t a l c o n t e x t and th a t the in te r a c tio n of these c h a r a c t e r is t ic s with i n d i v i d u a l t r a i t s and a b i l i t i e s , and a s e a r c h f o r i n d i v i d u a l c h a r a c t e r i s t i c s i n vacuo can le a d o n l y t o p a r t i a l u n d e r s t a n d i n g o r no u n d e r s t a n d i n g a t a l l ' " ( P a r k e r , 1 9 78 , p. 6 9 6 ) . "Having a suitable foreign students" that Foreign place to (Althen, live is a major 1983, p. 99). Student Advisors assist concern Althen students of r ecommended by "1. p r o v id in g comprehensive i n f o r m a t io n about the k ind s o f housing a v a i l a b l e , t h e d i f f i c u l t i e s in f i n d i n g h o u s i n g a nd t h e c o s t s ; 2 . p r o v i d i n g i n f o r m a t i o n upon t h e s t u d e n t s ' a r r i v a l a b o u t means o f f i n d i n g h o u s i n g , c o n t r a c t s and l e a s e s , and t h e a d v a n t a g e s and d i s a d v a n t a g e s o f t h e d i f f e r e n t kinds o f housing a v a i l a b l e ( i f indeed t h e r e is mor e t h a n o n e ) ; a nd 3 . a c t u a l h e l p i n l o c a t i n g housing, whether o f f e r e d p e r s o n a lly , through the i n s t i t u t i o n ' s h o u s i n g o f f i c e o r by v o l u n t e e r s " ( A l t h e n , 1 9 8 3 , p. 9 9 ) . Th e c o s t of housing is a sig n ifican t students. Many s t u d e n t s associated with dictate certain not oth erw ise living choices are in of be s e l e c t e d not this factor prepared country. living by t h e for for foreign the expenses F i n a n c e s may environments which m ight students. " T h e q u e s t i o n o f l o d g i n g s f o r f o r e i g n s t u d e n t s has a r o u s e d c o n s i d e r a b l e i n t e r e s t on t h e p a r t o f o u r c o lle a g u e s in t h i s s tu d y . There is a general f e e l i n g t h a t n o t e no u g h l o d g i n g i s a v a i l a b l e a t p ric e s w i t h in the range of the fo r e ig n s tu d e n ts ' i n c o m e , and t h e d i f f i c u l t i e s w h i c h a r i s e as a consequence r e p r e s e n t one o f t h e m a j o r s o u r c e s o f complaints here. As f o r t h e k i n d o f l o d g i n g t o be r e c o mme n d e d , no c l e a r c o n s e n s u s e m e r g e s ; p e r h a p s t h e mo s t r e a s o n a b l e c o n c l u s i o n i s t h a t some 62 students are h a p p ie r in d o r m i t o r i e s , o th e rs l i k e the idea o f l i v i n g w ith a local f a m i ly , s t i l l o t h e r s p r e f e r t o be by t h e m s e l v e s . I t a p p e a r s t o be i m p o s s i b l e t o make a d e c i s i o n i n t h i s c o n n e c tio n which would hold f o r a l l f o r e i g n s t u d e n t s " ( K l i n e b e r g e t a l , 1979, p. 3 7 ) . In a s tu dy 1,042 of Department students with found t h e excellent. American State were s urveyed, dissatisfaction percent of th eir living The most fam ilies Grantees, and o n l y in 4% o f 1951-1953, them e x p r e s s e d living quarters. Fifty-nine quarters adequate, 30% f o u n d t he m satisfied (Du B o i s , students lived in homes w i t h 1956). I NTERACTION HYPOTHESI S- M OD I F I E D CULTURAL CONTACT HYPOTHESI S One important students, is concept the b elief overall adjustment. foreign students mor e t h a n casual culture. If superficial related is that One o f that to the serious are relationships and c a s u a l adjustment interaction they relationships the often with develop, nature, with rather foreign hosts affects d iffic u lties unable member s o f they of are than an to for obtain the host usually of intim ate a one. " I n t e r a c t i o n i s one i n d i c a t i o n o f a p o s i t i v e r e s p o n s e t o t h e new c u l t u r a l e n v i r o n m e n t and i s perhaps a r e l i a b l e index of p o s i t i v e coping. Another p o in t is sim ply t o e s t a b l i s h whether th e f o r e i g n s t u d e n t i s p r e s e n t o r a b s e n t from t h e enrolling in s titu tio n . T h e s t u d e n t may be c o n s i d e r e d t o be c o p i n g s u c c e s s f u l l y , a t l e a s t i n p a r t , i f he o r s h e i s s t i l l a f u n c t i o n i n g s t u d e n t . S t u d e n t s may n o t be h a p p y o r s u c c e s s f u 1 1 1 y i n t e g r a t e d i n t o U . S . s o c i e t y , y e t t h e y may c o n t i n u e t o c o p e i n a way t h a t , by d e f i n i t i o n , mu s t be s e e n i n some d e g r e e as s u c c e s s f u l " ( H u l l , 1 9 7 8 , p. 1 1 ) . The International Exchange c o n d u c t e d Committee research for the on 9 5 5 Study o f foreign Educational students studying 63 in the United explain to the States. variables Several hypotheses associated with were developed successful adaptation a new c u l t u r e . One o f t h e s e " w o u l d a r g u e t h a t t h o s e f o r e i g n s t u d e n t s s a t i s f i e d a nd c o m f o r t a b l e w i t h t h e i r i n t e r a c t i o n s w i t h l o c a l p e o p l e and w i t h l o c a l c u lt u r e during t h e i r sojourn w i l l r e p o r t not only b r o a d e r and mo r e f r e q u e n t c o n t a c t , i n g e n e r a l , as c o u l d be e x p e c t e d , b u t w i l l a l s o i n d i c a t e mor e general s a t is f a c t io n w ith t h e i r sojourn experience b o t h a c a d e m i c a l l y and n o n a c a d e m i c a l 1y . Here ' l o c a l p e o p l e ’ r e f e r s t o s t u d e n t s and n o n - s t u d e n t s a l i k e , w i t h i n and o u t s i d e t h e e d u c a t i o n a l community" ( H u l l , 1978, p. 1 0 4 ) . " Y e t a n o t h e r p r o b l e m f o r many v i s i t o r s i s g a i n i n g a c c e p t a n c e and e s t a b l i s h i n g s u p p o r t i v e s o c i a l relationships. O v e r a ny e x t e n d e d p e r i o d , t h e w e l l - b e i n g and e f f i c i e n t f u n c t i o n i n g o f t h e i n d i v i d u a l d e p e n d s upon t h i s s e n s e o f a c c e p t a n c e and s u p p o r t " ( B e a l s , 1 9 5 6 , i n " C o m m i t t e e on I n t e r n a t i o n a l Exchange o f P e r s o n s . . . " . , 1 9 5 6 ) . S e lltiz et a l. interviewed 348 students in 1955. " I n S t u d y On e , t h e r e l a t i o n b e t w e e n i n t e r a c t i o n w i t h A m e r i c a n s a nd e n j o y m e n t o f t h e y e a r ' s s t a y was m a r k e d . No m a t t e r w h a t p a r t o f t h e w o r l d a s t u d e n t came f r o m , o r w h a t k i n d o f s c h o o l he was a t t e n d i n g , t h e mo r e he a s s o c i a t e d w i t h A m e r i c a n s , t h e mo r e l i k e l y he was t o r e p o r t t h a t he e n j o y e d h i s v i s i t v e r y much" ( S e l l t i z e t a l . 1 9 6 3 . p . 152). In a s tudy students, c o n d u c t e d by G a b r i e l s he f o u n d t h a t foreign students college life. at the academic work, group fe lt chief P u r d u e was t h e In g e n e r a l , th eir (1969) but disassociated students about with of 809 foreign dissatisfaction informal were of aspects satisfied one-quarter of the the mainstream of to of with survey American 64 life . They w er e d issatisfied their friendships with with the strength and n a t u r e of Americans. " T h o s e s t u d e n t s i n d i c a t i n g t h a t t h e y w e r e mos t o f t e n i n t h e company o f A m e r i c a n s t u d e n t s w e r e t h e most l i k e l y t o h a ve r e p o r t e d s a t i s f a c t i o n w i t h th e ir to ta l experience. Those m a i n l y in t h e company o f o t h e r f o r e i g n s t u d e n t s i n d i c a t e d t h e d e s i r e t o r e t u r n t o t h e i r own home c o u n t r i e s and r e p o r t e d mo r e u n s a t i s f a c t o r y e x p e r i e n c e s d u r i n g t h e i r s o j o u r n " ( H u l l , 1 9 7 8 , p. 1 1 0 ) . Students unable are o fte n adjustment to "connect" frustrated, to their t o member s o f depressed university and a nd e v e n t h e i r well health as p s y c h o l o g i c a l is lonely. experience, perform acad em ically, the host culture, Their their overall a b ility physical to as impacted. " T u r n i n g i n w a r d o r r e a c h i n g o u t , mo r e t h a n 60 p e r c e n t o f t h e re s p o n d e n ts e x p e r i e n c e d both l o n e l i n e s s a nd h o m e s i c k n e s s . This s t a t i s t i c alone should a l e r t program a d m i n i s t r a t o r s to the e n o r m i t y o f t h e s e i s s u e s and t h e n e e d f o r a s y s te m a tic approach to t h e i r p o s s ib le s o l u t i o n s . L o n e l i n e s s and h o m e s i c k n e s s a r e p r o b a b l y i n h e r e n t i n t h e f o r e i g n s o j o u r n e x p e r i e n c e , b u t ways c a n be f o u n d t o a l l e v i a t e t h e i r i m p a c t " ( H u l l , 1 9 7 8 , p. 112). Th e s t u d e n t s who a r e m o s t different the d iffic u lties forming greatest from Americans sig n ifican t encounter and m e a n i n g f u l relationships. "Those f o r e i g n s t u d e n t s from d i s t a n t a r e a s , le ss w e l l known o r u n d e r s t o o d by A m e r i c a n s , and t h o s e mo s t e a s i l y d i s t i n g u i s h a b l e as f o r e i g n by p h y s i c a l c h a r a c t e r i s t i c s , w e r e t h e o n e s who w e r e l e s s w e l l i n t e g r a t e d d u r i n g t h e i r s o j o u r n and mo r e l i k e l y t o be u n h a p p y o r d i s p l e a s e d w i t h p a r t s o f , i n d e e d , w i t h much o f t h e i r e d u c a t i o n a l s o j o u r n s . Th e I n d i a n s w e r e t h e m o s t l i k e l y t o f e e l l o n e l y , and t h o s e f r o m b l a c k A f r i c a n c o u n t r i e s w e r e t h e mo s t 65 homesick. I r a n i a n s , I n d i a n s , and A s i a n s w e r e t h e mo s t l i k e l y t o r e p o r t h a v i n g p r o b l e m s w i t h p e r s o n a l d e p r e s s i o n . Those from A r a b i c - s p e a k i n g c o u n t r i e s were t h e most l i k e l y t o r e p o r t h a v i n g p r o b l e m s due t o t h e i r r e l i g i o n i n t h e U n i t e d S t a t e s " ( H u l l , 1 9 7 8 , p. 6 1 - 6 2 ) . Klineberg et a l ., of the research of Educational in th eir 1979 w o r k by t h e International Exchange summarized, reflecting Committee the for results the Study " O v e r a l l , t h e f a c t o r s w h i c h w e r e mo s t i m p o r t a n t w it h r e g a rd t o th e f o r e i g n s tu d e n t s ' coping process a t th e f o r e i g n u n i v e r s i t y were b a s i c a l l y two; s o c i a l c o n t a c t w i t h th o s e l o c a l t o th e s o j o u r n c u l t u r e a nd a r e a , and p r i o r f o r e i g n e x p e r i e n c e s as e v i d e n c e d by p r e v i o u s t r a v e l . Somewhat s u r p r i s i n g l y , we d i d n o t f i n d t h a t t h e p r e s e n c e o r a b s e n c e o f a l o c a l s t u d e n t as a roommate p l a y e d a v e r y i m p o r t a n t r o l e i n t h e s o c i a l c o n t a c t e x p e r i e n c e s and f e e l i n g s o f o u r respondents. T h e i m p o r t a n t f a c t o r was r a t h e r t h e a p p r o p r i a t e access to lo ca l i n d i v i d u a l s . Those who ha d t r a v e l e d p r e v i o u s l y , o r t h o s e who w e r e f o r t u n a t e e no u g h t o h a v e r e c e i v e d a s s i s t a n c e i n m e e t i n g a nd b e c o m i n g i n v o l v e d w i t h l o c a l p e o p l e , w e r e mo r e p l e a s e d w i t h t h e i r e x p e r i e n c e o v e r a l l . Mo r e r e s e a r c h i s n e e d e d on b a s i c p e r s o n a l i t y f a c t o r s t h a t may r e l a t e t o many o f t h e s e f i n d i n g s " ( K l i n e b e r g e t a l . , 1 9 79 , p. 1 8 2 ) . International Americans spent were th eir ( Su d h a m, students sig n ifican tly leisure 1984). Hopson and Cook Penn, in students that This in at land related with finding 1956; studied in teraction students time 1 9 78 a who s p e n t mo r e better fellow and A n t l e r a variety country of in of time with those those who persons by S e l l t i z , 1970. foreign university and f r i e n d s h i p to adapted was s u p p o r t e d a sample o f grant leisure and A m e r i c a n 15,000. between factors foreign He f o u n d and A m e r i c a n including 66 sim ilarity of w illingness previous interests, to academic participate travel in experience, fie ld , opportunity, campus a c t i v i t i e s , previous experience extent in of college s e tt i ngs. A number o f Klineberg in th e research stated United in studies his support forward to this H u ll's contention. "Foreign Students States", "One s p e c i f i c f i n d i n g i m p r e s s e d me p a r t i c u l a r l y . Dr. H u ll is not th e f i r s t i n v e s t i g a t o r in t h i s f i e l d t o s t r e s s th e importance o f personal c o n ta c t b e t w e e n f o r e i g n s t u d e n t s and t h e h o s t p o p u l a t i o n , and t h e d e s i r e o f suc h s t u d e n t s t o make f r i e n d s , t o g e t t o know t h e i r h o s t s i n an i n f o r m a l and f r i e n d l y mannei a nd t h e d i f f i c u l t i e s w h i c h t h e y e n c o u n t e r i n t h e p r o c e s s . D r . H u l l shows t h a t t h e success or f a i l u r e in t h i s r e g a r d is c l o s e l y r e l a t e d t o t h e e x p e r i e n c e as a w h o l e , and a p p a r e n t l y , a f f e c t s e v e n t h e j u d g e m e n t as t o t h e v a l u e o f t h e t e a c h i n g r e c e i v e d , t h e competence of t h e p r o f e s s o r s , a nd t h e q u a l i t y o f t h e u n i v e r s i t y " ( H u l l , 1 9 7 8 , p. x ) . NATIONAL STATUS HYPOTHESI S Morris (1960) student the host hypothesized viewed his country, the country was v i e w e d a reactive her would towards took host or that the home c o u n t r y influence country. way If in or a student as u n d e v e l o p e d , a nd t e n t a t i v e his or stance in which a foreign relationship her fe lt altitudes that backward, towards to the his the or her student host country. " C r o s s t a b u l a t i o n s i n d i c a t e d t h a t t h o s e who f e l t t h e a t t i t u d e o f l o c a l p e o p l e t o w a r d s t h e i r home c o u n t r y was m o r e f a v o r a b l e w e r e a l s o mo r e l i k e l y t o h a v e o r i g i n s i n C a n a d a , A u s t r a l i a , New Z e a l a n d , t h e U n i t e d K i n g d o m , and W e s t e r n E u r o p e and l e a s t l i k e l y t o come f r o m b l a c k A f r i c a , S o u t h E a s t A s i a , A r a b i c s p e a k i n g c o u n t r i e s , I r a n and S o u t h A s i a . 67 T h e y w e r e mo r e l i k e l y t o be i n t h e g r o u p w i t h ' m o r e c o n t a c t ’ w i t h l o c a l p e o p l e , t o be s h a r i n g t h e i r p lace of residence w ith e i t h e r a local s t u d e n t o r t h e i r s p o u s e , t o i n d i c a t e t h a t when t h e y w e r e i n t h e company o f o t h e r s , t h o s e o t h e r s w e r e l o c a l s t u d e n t s o r n o n - s t u d e n t s , and t o r e p o r t t h a t a l o c a l s t u d e n t was t h e i r ' b e s t f r i e n d ’ i n the sojourn country. T h e y w e r e a l s o mo r e l i k e l y t o r e p o r t few d i f f i c u l t i e s , l i t t l e l o n e l i n e s s or h o m e s i c k n e s s , a nd no e x p e r i e n c e o f p e r s o n a l d i s c r i m i n a t i o n , were le s s l i k e l y t o check p e r s o n a l d e p r e s s i o n as a p r o b l e m , a nd r a t e d mor e s a t i s f a c t o r i l y b o t h t h e a c a d e m i c and n o n a c a d e m i c a s p e c ts o f t h e i r s o jo u r n s o v e r a l l " ( M o r r i s , 1960, P. 7 2 ) . A 1 9 58 s t u d y of 62 A r a b students in stitution s in C a l i f o r n i a a s s o c ia tio n , between t h e United States adjustment. adjustment towards Sewell et to students arrival T h e r e was a l s o a nd p e r c e p t i o n th eir sensitive their prior found to found the country, way that in which (Sewel1 et a l ., a high degree attitudes and t h e i r of Americans’ (H ull, they towards the reported between students positive attitudes they were perceived adjustment believed of 1978). Scandanavian th eir education favourable in which Americans and t h a t by t h e way 11 h i g h e r a relationship home c o u n t r i e s a l. at could t h e m and be a f f e c t e d were b e in g valued. 1961). ADJUSTMENT OF S P E C I F I C GROUPS " In t h e i r a t t i t u d e towards th e U n ite d S t a t e s , s t u d e n t s f r o m E u r o p e t e n d t o a r r i v e w i t h t h e mo s t u n f a v o r a b l e a t t i t u d e s , a l t h o u g h b l a c k A f r i c a n s who a r e a p p r e h e n s i v e a b o u t r a c e r e l a t i o n s may a l s o be said to d is p la y unfavorable a t t it u d e s . The s t u d i e s show no c o n s i s t e n t d i r e c t i o n o f a t t i t u d e c h a n g e d u r i n g t h e s o j o u r n and s e v e r a l s u g g e s t t h a t a t t i t u d e s t o w a r d s t h e U n i t e d S t a t e s c a n be u n d e r s t o o d o n l y as a f u n c t i o n o f t h e s t u d e n t ’ s 68 e x p e r i e n c e , s o c i a l and a c a d e m i c , w h i l e c o u n t r y " ( S p a u d l i n g e t a l . , p. 3 5 ) . in this "Most r e s e a r c h s u g g e s t s , f o r exam ple, t h a t A f r i c a n a nd A s i a n s t u d e n t s i n t h e U n i t e d S t a t e s h a v e mor e s e r i o u s a d j u s t m e n t d i f f i c u l t i e s t h a n do s t u d e n t s f r o m E u r o p e and O c e a n i s . T h is is presumably b e c a u s e t h e c u l t u r a l d i f f e r e n c e s a r e somehow g r e a t e r " (Lee e t a l . 1981). Foreign better students assim ilated developing Western life from Western nations students on c a mp u s , groups and 1967). to small and P r u i t t , The b e s t Europe, U.S. (Lee have a l. from non-Western et a l ., 1976). tend to and The non- to ta lly isolated from t h e en tirely on t h e i r own n a t i o n a l i t y relatively little Such s o c i a l about isolation and t o w n s students are from L a t i n a job w a i t i n g for them a t the is (S elltiz social host not et so country likely a l. 1963; h a v e an a s s i s t a n t s h i p , themselves as h a v i n g America home, are and reside graduate good command o f with world English 1981). increase of countries the are playing a dominant number o f foreign students role in th e a students, " R i s i n g and Copp ( 1 9 6 8 ) h a v e shown t h a t m a l a d j u s t m e n t i s mo r e p r e v a l e n t among s t u d e n t s f r o m n o n - W e s t e r n and d e v e l o p i n g n a t i o n s . Jammaz ( 1 9 7 2 ) ha s f o u n d t h a t S a u d i A r a b i a n s a d j u s t b e t t e r in s m a lle r c o lle g e s . H o we v e r no d i r e c t r e l a t i o n s h i p ha s b e e n shown as y e t b e t w e e n a s s i m i l a t i o n and a d j u s t m e n t " ( P r u i t t , 1 9 7 8 , p . 145). Third be 1978). student, et nations colleges adjusted and p e r c e i v e often depending learning in those (Spaulding are (Guglielmo, occur than developed in the United 69 States (Jenkins, time adjusting Hull reported than that Internatio nal Exchange African for Asians with were the English a study the major of or "Only that most o f culture patterns, pleased the that A m e r i c a n s made a contact with adjustment found t h a t black fam ilies, or speaking, adjusted She were discrim ination un iversity), d iffic u lties diminished time. though they with the are to basic friendship, that inform ation that are She f o u n d Nigerians average about contact to the with adjustment She f o u n d t h e best one’ s re lig io n . United white than predictor She a l s o from prom in en t speaking rather (P ru itt, 1978). of dating vast m ajority had a b o v e who w e r e y o u n g e r , over elements receiving." contribution Americans. the clim ate, adjustment, better States. students a black t h a n women, were E n g lis h nine She was a d h e r e n c e students at and t i r e d n e s s . pre-departure larger students United these home g o v e r n m e n t to 1978). irrita b ility education contributed had t h e mo s t (H ull, the from black have e x p e r i e n c e d students Americans, food, better to speaking sojourn Students 296 A f r i c a n com fortable s uc h as by t h e i r adjustment, of feel men a d j u s t e d States these from A r a b i c th eir likely of by t h e Educational isolated. attending and many v a l u e s , with supported are depression, a m inority American that they of language problems (whether homesickness, Study across communication w ith not 1981). and s t u d e n t s clim ate, stated the and A r a b i c and u n i v e r s i t i e s found t h a t a l. a mor e d i f f i c u l t conducted t h e most Asians conducted colleges et research and w e r e t h e m o s t discrim ination. P ru itt the (Lee have t h e most unhappy w i t h countries d iffic u lty whites that were experience, Non-whites Committee found countries 1983). than French 70 Hull (1978) generally found shared and w e r e m o s t also th eir lodgings with to were C ieslak, found East deal that satisfied of students of Ekaiko looked a t United States color the and c u l t u r e in prior clim ate a sig n ifican t i m p a c t on a c a d e m i c the Near because o f African 1981 a b ilitie s , train in g , (C ieslak, of communication students He and depression. d iffic u lty un iversities foreign academics o v e r a l l , from A f r i c a , adjustment m arried, discrim ination. with in su fficient personal ha d t h e m o s t dissim ilarity other have e x p e r i e n c e d problems w i t h a great Far were o l d e r , they suffered the Africans likely found t h a t had t h e m o s t that East, and the 1955). students in a nd f o u n d t h a t and h o u s i n g , adjustment, seemed t o not have social adjustm ent. Klineberg little et found t o most and t o (Klineberg et Go odwi n e t a l. in tractable that Americans, like ly to be s a t i s f i e d did problems lodging Chinese language reported problems, commonwealth" et (Taiwanese) found in had see Americans loneliness. with as They fellow with th eir academics that Asian students 1979). (1983) ( Goodwin students not report commonl y s h a r e a l ., Arabic except f r o m Hong Kong a nd S i n g a p o r e . from " o ld were with found a nd w e r e m o s t nationals, were (1978) interaction frien d ly, were a l. 1970, countries a l ., Students had students who from Europe or few a d j u s t m e n t 1983). students to those had at be h i g h l y the U niversity in-group of Minnesota oriented. A 71 survey of students primary 118 r a n d o m l y founded relations member s o f habits, the kept m aintained (Kang, cultu re, strong revealed own a s s o c i a t i o n s , among t h e m s e l v e s , host the ties largely had adhered emotional and s u p p o r t e d (1979) non-native personal students found that students, depression, frequently with students lim ited that maintained contact to th eir own f o o d with their homeland, practice of their the with and own r e l i g i o n 1970). Klineberg with th eir selected lonely, Asians w e r e mo r e w e r e mo r e a nd d i s c r i m i n a t i o n , than other foreign f r o m S o u t h A s i a w e r e mo r e academic life . C ollins (1976) ha d t h e largest c o mp a r e d t o foreign students. to to live report and w e r e mor e students. like ly Howar d U n i v e r s i t y other likely likely to be d i s s a t i s f i e d found Asian number o f Th o s e students at problems " I t ha s b e e n s u g g e s t e d t h a t A s i a n s t u d e n t s , s p e c i f i c i a l l y those w it h o r i g i n s in C hina, Korea, o r J a p a n , seem t o be p a r t i c u l a r l y p r o n e t o m i s u n d e r s t a n d i n g s a nd s o c i a l i s o l a t i o n f r o m Americans. A t l e a s t p a r t o f t h e r e a s o n seems t o s t e m f r o m t h e c u l t u r a l , p s y c h o l o g i c a l and l a n g u a g e d i f f e r e n c e s b e t w e e n t h e E a s t and W e s t " ( H u l l , 1978, p. 1 1 ) . "Chinese students are g e n e r a lly less w ell p r e p a r e d , u n a c c u s t o m e d t o t r a f f i c , and s a f e t y r e g u l a t i o n s . T h e y may h a v e i n s u f f i c i e n t f u n d s t o pa y f e e s b e c a u s e t h e y d o n ' t h a v e a c c e s s t o f o r e i g n c u r r e n c y e x c h a n g e a nd t h e i r g o v e r n m e n t g i v e s l o w e r than average s tip e n d s . Their liv in g conditions a r e f r e q u e n t l y s u b s t a n d a r d and g r o u p s l i v e t o g e t h e r f o r r e a s o n s o f e c o n o m i c s and c o n v e n i e n c e (Pyle, 86). Perkins for and P e r k i n s Chinese proficiency. (1977) (Taiwanese) Other found t h a t students problems were the greatest was t h e i r racial problem English and r e l i g i o u s 72 discrim ination, homesickness, and u n f r i e n d l i n e s s found t h a t areas of Indian people students finances, homesickness of dating, separation in .the ha d t h e f r o m home c o u n t r y community. greatest separation They problems also in the from f a m i l y , and h o u s i n g . " I n s t i t u t i o n s w i t h la r g e e n r o llm e n ts o f Chinese s t u d e n t s and s c h o l a r s r e p o r t t h a t s u p p o r t s e r v i c e c o s t s a r e h i g h a nd t h a t s u c c e s s f u l i n t e g r a t i o n o f t h e s e i n d i v i d u a l s i n t o t h e campus c o m m u n i t y i s d i f f i c u l t t o a c c o m p l i s h " ( P y l e , 1986 p . 2 1 ) . THE DI FFERENCES DO NOT MATTER Spaulding should foreign not et a l. (1976) be t h e m o s t stated that important cultural factor, differences when w o r k i n g with students. " O v e r a l l , ho wever, s i m i l a r i t i e s between groups o f fo r e ig n students tend to outweigh the d i f f e r e n c e s a n d , i n some s t u d i e s , f o r e i g n s t u d e n t s d i s p l a y mo r e s i m i l a r i t i e s t o t h e i r A m e r i c a n c o u n t e r p a r t s t h a n d i f f e r e n c e s , s u g g e s t i n g t h a t many p r o b l e m s a r i s e because th e y a re s tu d e n ts r a t h e r than because th e y a r e f o r e i g n " ( S p a u l d i n g e t a l . , 1976, pp. 7 3 - 7 4 ) . "The f o r e i g n s t u d e n t , r e t a i n i n g a u n iq u e c u l t u r a l h e r i t a g e , may n o t be so ' f o r e i g n ' a f t e r a l l . The a d j e c t i v e ' f o r e i g n ' is employed t h r o u g h o u t t h i s in v e s tig a tio n to u n d e rlin e d iffe re n c e s of l a n g u a g e , p s y c h o l o g i c a l s e t s and a s s u m p t i o n s and lifestyles. B u t ' f o r e i g n ' s t u d e n t s a r e human b e i n g s f i r s t - member s o f t h e w o r l d c o m m u n i t y . All a t t e m p t s a t t h e m u t u a l u n d e r s t a n d i n g among p e o p l e s a r e b a s e d on t h i s a x i o m . Once t h e c o m m o n a l i t y o f p e o p l e i s a c c e p t e d and d i v e r s i t y v i e w e d as an a s s e t , f o r e i g n s t u d e n t s and member s o f t h e h o s t c o m m u n i t y c a n become r e s o u r c e s f o r e a c h o t h e r . I n f o r m a t i o n a nd i n t e r a c t i o n c a n r e s u l t i n c h a n g e d a t t i t u d e s on b o t h s i d e s " ( H u l l , 1 9 7 8 , p . 6 ) . 73 "An a c t i v e i n t e r n a t i o n a l p r o g r a m i s a m i c r o c o s m o f humanity. I t i s a l a b o r a t o r y f o r l e a r n i n g how t o l i v e and i n t e r r e l a t e i n a c o m p l e x w o r l d . D e v e l o p i n g an i n t e r n a t i o n a l p r o g r a m i s t h e mo s t e f f i c i e n t and r e a l i s t i c way t o t e a c h and l e a r n t o u n d e r s t a n d and c o p e w i t h l i f e ' s p r o b l e m s i n any country or c u lt u r e . Our n a t i o n and w o r l d a r e c r o s s - c u 1t u r a 1 c o m m u n i t i e s . T h e age o f homoge ne ous l i v i n g g r o u p s i s p a s t . We mu s t understand t h i s d i v e r s i t y in order to s u rvive" ( P y l e , 1 9 86 , p. 6 ) . CHAPTER The p u r p o s e o f foreign living students study METHODOLOGY was t o assess the satisfactio n at Michigan State U niversity environments and w i t h their overall educational the this I I I- experience. satisfaction of Additional seven c u l t u r a l with their higher investigation groups of of f o c u s e d on foreign students. Chapter I introduced Chapter II reviewed questions. w ill the the problem to literatu re In C ha pte r III be investigated. relevant to the specific design of Michigan State the research variables be p r e s e n t e d . POPULATION The O f f i c e reported on t h e of the that on M a r c h foreign nu mb er s o f the into with the doctoral meaningful were 2,207 registration lis t. country also were students Specific reported. with the geographical 74 were or and S c h o l a r s , and b a s e d on 103 c o u n t r i e s were d i v i d e d represented sim ilar These g r o u p i n g s than c o m m i t t e e member s and t h e groups which from c o u n t r i e s backgrounds. there Students litera tu re , seven c u l t u r a l people from each In ternatio nal review of 1989, University Groups In c o n s u l t a t i o n for 22, student master students The C u l t u r a l O ffice Registrar groups religious and c u l t u r a l determined continental of to be mor e groupings. 75 The firs t included cultural the Cameroon, Malawi, S ierra countries Ethiopia, M ali, of Botswana, Ghana, M auritius, Leone, Zaire, g r o u p was S u b - S a h a r a n Somalia, Ivory South which Burundi, Lesotho, Rwanda, Senegal, Tanzania, Togo, Uganda, a nd N o r t h A frica, Z a m b i a and Z i mb a b w e . (ME+NA) w h i c h Cyprus, included Egypt, Morocco, Turkey, United The t h i r d Iran, Israel, Saudi g r o u p was E u r o p e , countries Denmark, Finland, of Sudan, Bahrain, Kuwait, S yria, Lebanon, Tunisia, and Yemen. C a n a d a and O c e a n i a Germany, United A lgeria, Jordan, Arabia, New Z e a l a n d , Switzerland, of A ustralia, France, Netherlands, East countries Arab E m i r a t e s the Swe d e n , the Iraq, Oman, included Italy, (SSA) Faso, Kenya, N igeria, A frica, The s e c o n d g r o u p was t h e M i d d l e Libya, Burkina Coast, Namibia, A frica Belgium, Greece, Poland, Kingdom, ( E U R+ ) which Canada, Iceland, Portugal, U.S.S.R. Ireland, Spain, and Yugoslavia. The f o u r t h g r o u p was L a t i n Argentina, B olivia, B razil, Colombia, Costa Salvador, Guatemala, Nicaragua, Rica, Panama, America, (LA) which B ritish We s t Indies, Dominican H aiti, Peru, Republic, Honduras, Trinidad included C hile, Ecuador, Jamaica, and T o b a g o , El Mexico, Uruguay and Venezuela. Th e f i f t h included and S r i g r o u p was S o u t h the countries of and C e n t r a l Asia ( SCA) Bangladesh, India, which Nepal, Pakistan Lanka. Th e s i x t h g r o u p was S o u t h e a s t countries of Singapore and T h a i l a n d . B ur ma , Indonesia, Asia (SEA) Malaysia, which included P h illip in es, the 76 The seventh countries g r o u p was E a s t of The L i v i n g China, Asia Hong Ko n g , which Japan, included Korea the and T a i w a n . Environments The f i v e types students live of at living Michigan environments State Undergraduate International Undergraduate Residence H a lls (Owen), (EA) U niversity apartments cooperative or U niversity Residence Hall (OURH), Apartments and O f f - C a m p u s in which (UA) the which (Off-Cam) foreign are the (Landon), Graduate are either in Other Hall on-campus an a p a r t m e n t , house. THE SAMPLE The c o s t s of surveying p ro h ibitive, every foreign so c o n s i d e r a t i o n r a ndom s a m p l e o f foreign student was g i v e n to were surveying a students. "The g e n e r a l r u l e i s t o use t h e l a r g e s t sample p o s s i b l e . The r e a s o n f o r t h i s r u l e i s t h a t a l t h o u g h we g e n e r a l l y s t u d y o n l y s a m p l e s , we a r e r e a l l y i n t e r e s t e d in l e a r n in g about th e p o p u la t io n from which t h e y a r e drawn. The l a r g e r t h e s a m p l e , t h e mo r e l i k e l y a r e t h e i r means and s t a n d a r d s d e v i a t i o n s t o be r e p r e s e n t a t i v e o f t h e p o p u l a t i o n mean and s t a n d a r d d e v i a t i o n . Sample s i z e i s a l s o c l o s e l y connected w it h s t a t i s t i c a l h y po the sis testing. The l a r g e r t h e s a m p l e , t h e l e s s l i k e l y is the researcher to o b ta in negative r e s u lt s or to a c c e p t t h e n u l l h y p o t h e s i s when i t i s a c t u a l l y f a l s e " ( B o r g and G a l l , 1 9 7 1 , p . 1 2 3 ) . Since th e r e cultural divided was a d e s i r e group into environments. and living cultural (Refer to generalize the results environment, the population groups to according Table 1). to living to was 77 Table 1 FOREIGN STUDENTS WINTER TERtl 1SBS CULTURE LAND0N OURH □WEN UA OFF-CAfl TOTAL SSA 3 4 4 SO 37 13S ME+NA 3 13 22 142 94 274 EUR+ 5 25 36 31 152 249 LA 2 12 14 44 39 111 SCA 2 4 5 126 55 19B SEA 3 4 22 65 B2 200 EA 26 S3 132 525 301 1037 TOTAL 44 115 235 1049 760 2207 This division according to was a p p l i e d of the C ells cell to small rejected, created with size. the less irreducable. in was were the ( n* = n x Ni/N) the. c e l l s , cells, the it generated no s a m p l e s than 100 u n i t s were cells analayzed formula each o f i n many o f Th e number o f 100 s t u d e n t s which A sampling nu mb er s number because 35 c e l l s formula from the s e determined which and b e c a u s e to was cells. be contained fewer than 29. " Wh e r e t h e t o t a l u n i v e r s e i s v e r y l a r g e , s uc h as 1 ,000 or more, th e sampling f r a c t i o n ( i . e . , th e p r o p o r t i o n of th e t o t a l p o p u la t io n in clu d e d in the s a m p l e ) makes a l m o s t no d i f f e r e n c e a t a l l . On t h e o t h e r hand, i f t h e p o p u l a t i o n is v e r y s m a l l , ( l e s s t h a n 1 0 0 , ) t h e r e s e a r c h e r may w a n t t o u s e a l l o f i t s me mber s " ( S m i t h , 1 9 8 5 , p . 1 7 3 ) . C ells which determined process. determined number in c o n t a i n e d mo r e t h a n to be r e d u c a b l e T h e number to the to 100 s u b j e c t s 100 t h r o u g h 100 was s e l e c t e d be a p p r o x i m a t e l y 29 c e l l s below the 100. were a randomizing because same (six) size it was as t h e largest 78 "A m i s t a k e commonl y made by i n e x p e r i e n c e d r e s e a r c h w o r k e r s i s t o s e l e c t a r a n d o m s a m p l e t h a t w o u l d be l a r g e e nough f o r d i v i s i o n i n t o t h e a n t i c i p a t e d subgroups o n ly i f t h e subgroups a r e e q u a l l y r e p r e s e n te d in t h e sample. Th e r e s e a r c h w o r k e r t h e n d i s c o v e r s t h a t he has an u n e q u a l r e p r e s e n t a t i o n , s u c h as i s g i v e n i n t h e p r e v i o u s l y m e n t i o n e d e x a m p l e , w h i c h l e a v e s h i m w i t h an i n s u f f i c i e n t number o f c a s e s t o c a r r y o u t t h e a n a l y s i s t h a t he p l a n n e d . Th is problem u s u a ll y c a n be a v o i d e d by s t r a t i f i e d s a m p l i n g , b u t b e c a u s e the re s e a rc h worker cannot always p r e d i c t a l l s u b g r o u p s he may w a n t t o s t u d y a l a r g e number o f cases t o reduce t h e chances o f d i s a p p o i n t m e n t " (Borg e t a l . , 1971, p. 1 2 5 . ) See T a b l e 2 for the fin al sample s i z e and d i s t r i b u t i o n . Table 5 SAMPLE SIZE AND DISTRIBUTION SSA ME+NA EUR+ LA SCA SEA EA TOTAL London 3 3 5 3 3 3 36 44 OURH 4 13 35 13 4 4 53 115 □won 4 32 3G 14 9 33 100 307 Univ Ap SO 100 31 44 100 B9 100 554 OfF-Cam 37 B9 C53 71 CE93 35 C43 51 C43 70 C133 B6 C143 439 CGB3 13B 337 C53 1GB CE93 107 C43 1G6 C43 IBB C123 355 C143 1359 CGB3 LIU ENU Total IMote: Numbers in C 3 represent. surveys could not be delivered because of Foreign addresses Nots: THE SURVEY A survey foreign th eir survey was d e v e l o p e d students general was with th eir Michigan developed t o measure t h e s e t o measure t h e living State environments U niversity b e c a u s e no o t h e r variables satisfactio n for these and w i t h experience. survey of This was d e t e r m i n e d populations. 79 The M i c h i g a n P r o b l e m Che c k L i s t , Ross Mooney in 1950 was r e v i e w e d , International Porter Both the in Student 1962. focus Neither of severity The U n i v e r s i t y developed because by G e r s t it can n o t non-residence survey three "Housing and 16 q u e s t i o n s comment s experience or by Michigan developed by John satisfactio n. might be h a v i n g , and problems. Form R, found t o to in 1974, be u s e f u l non-residence environments this research and t h r e e were this hall study are with "Adjustment in to about question the personal four question S atisfaction," of the survey s t u d e n t ’ s housing, at remaining descriptive on t h e experiences sets: the C u ltu re ," Fifteen demographic or 56 questions. and A c a d e m i c L i f e Services." fin al was made up o f open-ended contained University Th e as t h e Environment S c a le , for requested inform ation. developed environments. questions State students these the questions "S atisfaction general of S atisfaction," "Michigan Inventory, be g e n e r a l i z e d developed closed-ended Forty hall as w e l l and Moos was n o t Two o f Form, i n s t r u m e n t measures Residence environments. The Problem on p r o b l e m s w h i c h degree College asked for educational Michigan State U niversity. Survey The V a 1i d i t v survey Research of the a nd a l l Psychology in itia l doctoral reviewed in and C o n s u l t a t i o n Educational n u me r o u s was d e s i g n e d again consultation in committee t h e member s o f Department and S p e c i a l revisions, by t h e the it for O ffice the this the of Education. was t h e n of with Research professional of Counseling, After reviewed reseech. O ffice It by member s was and C o n s u l t a t i o n staff of the O ffic e 80 for of International International Research Student The Studies a nd C o m p u t e r A ffairs alterations review Students and t h e Staff Technology and S e r v i c e s w e r e made in in survey Assistant Associate the D ivision. the the Vice Dean for President for Significant during this professional process. survey was t h e n pre-tested who c o m p l e t e d the improvement. Adjustments students survey and S c h o l a r s , survey from th e ten foreign and made s u g g e s t i o n s w e r e ma de , original one more t i m e with pre-test before a fin al and t wo group students, for foreign reviewed version the was d e v e l o p e d . DATA COLLECTI ON The d e s i g n for U niversity Committee January 11, collection 1989. February 3, 1 9 89 Appendix B). of return the the foreign Involving (See Appendix by t h e the survey, sample a possible 1,500. the from F a l l the granted for two s e t s the was s u b m i t t e d the Te r m post to enrollment the for 1988 t o W i n t e r Approval 22, (See card sample from a p o s s i b l e on F e b r u a r y on was g r a n t e d Committee. term of (See Appendix C ) . was the elim inating changing a nd e n l a r g i n g of to Human S u b j e c t s Approval 14 a r e v i s i o n Committee, student A). Chairperson Term 19 89, revisions d a t a was s u b m i t t e d on R e s e a r c h On F e b r u a r y Chairperson with of 1989. of 1,100 to these (See Appendix D) . A request and for randomization 100 u n i t s , Assistant This the to decision Services to of labels, those a sample o f R egistrar request of to 16, 1989. to cell, and t o the (See Appendix Provost, Adm inistrative labels each c o n t a i n i n g mor e t h a n the A ssistan t direct n u mb e r e d for was s u b m i t t e d on F e b r u a r y was made t o generate cells 100, was f o r w a r d e d a roster E). where Information randomize to a 81 total of 100 t h o s e Assistant When t h e Provost's that The It to the firs t contained the of survey (with authored by t h e D irector Students and S c h o l a r s , Programs a nd t h i s the placed allowed for determining because two weeks U niversity d o n e on A p r i l 28, unnumbered s u r v e y , researcher H). returned, those they 1989 t o for not (2995) of The s u r v e y s were taken Programming for data 671 to entry of the survey, Housing F and G ) . labels Each were The n u m b e r i n g require a a survey. had b e e n r e t u r n e d to the The s e c o n d m a i l i n g was It letter 27 5 contained authored envelope. the O ffic e and International return returned onto number) who w o u l d 963 s t u d e n t s . an a d d i t i o n a l a total students. U niversity students return insured e n v e l o p e was e n c l o s e d . an a c c o m p a n y i n g 1989 for T h e nu mb e r e d did where th e 1,359 (See Appendices Programs O f f i c e . a nd a s t a m p e d , By May 2 5 , to purpose of were confidential. n u mb e r e d e n v e l o p e . 396 s u r v e y s Housing the they process id en tification D irector return appropriate 1989 The labels. Provost, This the O ffic e e n v e l o p e s was n u m b e r e d . on t h e 6, an researcher. a post-paid second m a i l i n g W ithin the be m a i l e d , remained explaining of to staff. 100. the m a ilin g Assistant was do ne A p r i l letter of the addresses an a c c o m p a n y i n g A dditionally, ready by o f f i c e students' m ailing m aintained were O ffice were a f f i x e d foreign c o n t a i n i n g mor e t h a n o ffice questionnaires delivered labels groups surveys (2095) ( 4995) . Application a diskette. by t h i s (See Appendix surveys of an were 82 DESCRI PTI ON OF THE SURVEY RESPONDENTS Living Environment Foreign of the students survey livin g students comprised Hall students made up lowest Off-Campus students each (2935). livin g shows t h e the residents rate were students comprised Undergraduate Residence the respondents, survey were 1935 o f in U n iv e r s i t y students 5235 o f the response the Owen respondents, respondents. students rate Apartments responding w hile 3% respondents. was f r o m f o r e i g n The h i g h e s t number o f living 1035 o f residents response Other 1635 o f Apartments and O f f - C a m p u s The La n d o n H a l l respondents. Hall U niversity in came f r o m (6335). to living the Table survey 3 in environment. Table 3 RESPONSES BY LIVING ENVIRONMENT LIU ENU POPULATION N * N SAMPLE * NUMBER RETURNED *0F SAMPLE RESPONDING *0F TOTAL RESPONSES 44 a.o 44 3.a 23 5E.3 3.4 OURH 115 s.a 115 9.5 64 55.7 9.6 OWEN E3S 10.B E07 15.a 105 50.7 15.7 1049 47.5 554 40.8 34B 62.9 52.0 760 34.4 43S 3E.3 129 29.4 19.3 1359 100.0 669 LANDON UA OFF-CAM TOTAL 3307 100.0 100.0 Note: a missing cases Home C o u n t r y Students were separated into seven from Sub-Saharan A f r i c a were 1035 o f whereas M i d d l e European, Eastern Canadian a nd N o r t h and O c e a n i c cultural the African students groups. survey respondents, students were Students were 13% o f the 1135. 83 respondents; f r o m South and L a t i n and C e n t r a l and S o u t h e a s t A s i a n East The Asians were lowest African students response from students of the rate (32%) were were 11% o f 17% o f 8%. the the Students respondents, respondents. respondents. came f r o m M i d d l e and t h e from S outheast each students A s i a made up 29% o f students responses American cultu ral highest Asia Eastern response (58%). Table and N o r t h rate came 4 shows t h e group. Table 4 RESPONSES BY CULTURAL GROUP CUL GP POPULATION N * SAMPLE N >. NUMBER RETURNED *0F SAMPLE RESPONDING *0F TOTAL RESPONSES SSA 138 6.3 13B 10.2 67 49.6 10.2 ME+NA 274 12.4 227 16.7 75 32.3 11.4 EUR+ 249 11.3 168 12.4 84 42.6 12.8 LA 111 5.0 107 7.9 55 49.5 8.4 SCA 198 9.0 166 12.2 71 41.8 10.8 SEA 200 9.1 188 13.8 115 57.5 17.5 47.0 ~ 365 26.9 191 50.4 29.0 1359 100.0 658 EA 1037 TOTAL 2207 100.0 100.0 NOTE: 13 Missing Cases Age Sixty percent of years of with Students the age, the 50 y e a r s responses. respondents h alf of Table of these were between under 25 y e a r s age o r more a c c o u n t e d 5 shows t h e ages 20 and 29 of for of only age. .1% o f respondents. 84 Tabls 5 AGE QF RESPONDENTS FREQUENCY AGE RANGE PERCENT 15 TO <20 21 3.1 20 TO <25 204 30.4 25 TO <30 200 29.9 30 TO <35 143 21.3 35 TO <40 62 9.3 40 TO <45 29 4.3 45 TO <50 6 .9 50 OR MORE 4 .6 01 01 01 659 Nats: 2 Missing Casas Gender Males accounted accounted for for 64% o f the responses and f e m a l e s 36%. Academic Lev el Doctoral students Master's level level students See T a b l e 6. accounted students accounted for 43% o f accounted for for 21% o f the 35%, the survey responses. and B a c h e l o r survey responses. 85 Table 6 ACADEMIC LEUEL OF RESPONDENTS LEUEL FREQUENCY PERCENT BACHELOR’S 139 51.1 MASTER’S 533 35.4 DOCTORAL 5B3 45.9 4 .6 65S 100.0 POST-DOCTORAL TOTAL Note: 12 Missing Casas A c a d e m i c Ma . i or s T h e mo s t common a c a d e m i c m a j o r A griculture (21%). Other Engineering (17%), Natural See T a b l e students 7 for the responding well the survey respondents rep resen ted majors Science complete to of (12%) listing survey of from th e number o f different academic m a j o r s . Table 7 ACADEMIC MAJORS OF RESPONDENTS FREQUENCY PERCENT Agriculture Engineering Nat Science Business Arts 8 Letters Social Science Education Human Ecology Comm Arts/Sciences ELC No Prof Human Medicine Uet Med Nursing Life Long Ed 137 111 7S 77 63 50 41 35 31 7 5 3 3 1 1 51.4 17.3 15.3 15.0 9.6 7.0 6.4 5.0 4.6 1.1 TOTAL 641 100.0 Nate: 30 Missing Cases were and B u s i n e s s the .6 .5 .5 .5 .5 was (12%). 86 M arital Status Married foreign though students they lived situations. Most their spouses living lived of with (12%). without the of (20%). spouses the and/or respondents livin g housing lived The s e c o n d m o s t was married living livin g See T a b l e common their ( 6 %) Over were s i n g l e with with students children. students respondents. respondents, students students Single the different number o f (37%). 39% o f married married student 23% o f array for their a r oomma t e entire c o mmo n l y , A small foreign comprised a number o f and c h i l d r e n situation spouses in comprised and one-third lived alone 8 for the arrangements. Table a MARITAL STATUS OF RESPONDENTS NUMBER PERCENT Single-alone 155 23.1 Single-roommate 245 36.6 05 12.7 133 IS. 3 Married-alone 13 1.9 Marriad-roommata IB 2.7 Married w/Family-alane 2 0.3 Married uj/Family-raammata 7 1.0 Other 12 1 .B Total 570 100.0 MARITAL STATUS MarriBd-spouss Marriad-spauss/child Note: 1 missing case Roommates Of the students who lived r oomma t e was mor e commonl y either another with an A m e r i c a n student from th e another country (N=97, 35%) country (N=64, 23%). or a r o o mma t e foreign foreign (N=280, ( N= 1 1 7 , 42%) student's student 42%), the than home from another 87 A rrival to the Twenty-six had b e e n to United percent in the two y e a r s five years Table of the States six responding to mo n t h s to the the survey d a t e was t h e s e c o n d period fo r survey respondents third mo s t complete ( 2 0 %) common p e r i o d listing of survey on e y e a r . to was t h e 9 for the students United prior common a r r i v a l States mo s t and o v e r (15%). arrival One See periods. Table 3 ARRIUAL TO UNITED STATES ARR PERIOD NUNBER PERCENT 30 4.6 S N0-<1 YR 167 25.6 1 YR-<5 YR 130 13.3 2 YR-> 3 YR 31 14.0 3 YR-<4 YR 77 11 .B 4 YR-<5 YR 61 3.4 5 OR NORE 36 14.7 652 100.0 <6 NO TOTAL Note: 13 missing cases Length of Mo r e t h a n Time in C u r re n t one-third of for the Residence respondents current residence a period (37%). The s e c o n d m o s t common years (21%). Sixteen percent their current residence less of six length of than the six had lived months of to in their one y e a r t i m e was one t o students months. had lived See T a b l e t wo in 10. 88 TablB 10 LENGTH OF TIME IN CURRENT RESIDENCE TIME NUMBER PERCENT <6 MO 105 15.7 G M0-<1 YR 250 37.4 1 YR-<2 YR 143 21.4 2 Y R - O YR 82 12.3 3 YR-<4 YR 33 5.8 4 YR-<5 YR 24 3.6 OUER 5 YR 26 3.3 GES 100.0 TOTAL Nate: 2 missing cases Homes i c k n e s s Almost tw o-thirds homesickness since only 1535 ( N = 1 0 4 ) it. Of th eir 11 returning of the arrival had c o n s i d e r e d t h o s e who d i d common t i m e Table (N=424) period shows t h e consider was up t o periods respondents to the United returning returning six months when s t u d e n t s home, after WHEN RESPONDENTS CONSIDERED RETURNING HOME NUMBER PERCENT <6 MO 37 35.6 6 M0-<1 YR 22 21.2 1 YR-<2 YR 21 20.2 2 YR-<3 YR 15 14.4 3 YR-<4YR 3 2.9 4 YR-<5 YR 3 2.9 OUER 5 YR 3 2.9 104 100.0 Nats: 5EG students did not consider returning home but t h e mo s t arrival considering Table 11 TOTAL States home b e c a u s e o f home. TIME PERIOD had e x p e r i e n c e d ( 3635) . 89 RELIABILTY All the questions by q u e s t i o n value of in set. less the survey No q u e s t i o n than .68. had an a l p h a question "Adjustment co efficient "Michigan of .88. State had an a l p h a U niversity with set coefficient to the of .68. C ulture," for .88. Services" The re lia b ility on " H o u s i n g the last had an a l p h a The s e c o n d ha d an a l p h a question and A c a d e m i c L i f e of be r e l i a b l e , ha d an a l p h a The r e l i a b i l i t y co efficien t "S atisfaction set found t o The q u e s t i o n Satisfaction" set, were set on Satisfaction" question set, coefficient of .78. FACTOR ANALYSI S OF THE SURVEY P rinciple Axis four of sets Factoring questions on t h e p r o c e d u r e was f o l l o w e d question set. considered Question Te n o f as u s a b l e S e t One- the the of were at least This variable. factor Table included in loadings for the in the of factoring rotation of of each <1.0 firs t question set be a single factor. the ten became t h e Housing in 6.06, with 12 c o n t a i n s each the were not Satisfaction" found t o of each o f factors. Items values for This an e i g e n v a l u e loading elements questions of the ranged Housing the questions ten variable for This 3035 o f having Overall S atisfaction question. "Housing a nd a c c o u n t e d a factor .3 were c o n sid ered Correlation .59. having had an e i g e n v a l u e variab ility. survey. by a v a r i m a x "Housing questions Satisfaction" factor Factors p r o c e d u r e was u s e d a value factor. from .40 to Satisfaction which and t h e were factor 90 Table 12 FACTOR ANALYSIS- QUESTION SET ONE- HOUSING SATISFACTION QUESTIONS FACTOR LOADING 1-Overall I am 3ati3fiad with my present housing. .50 5-1 am satisfied with the sleeping facilities available to me in my present housing. .5B 6-1 am satisfied with the study facilities available to me in my present housing. .59 7-1 am satisfied with the repair maintenance services available to me in my present housing. .44 13-1 am satisfied with the furniturB in my present housing. .52 1S-I am satisified with the cleaning services in and around my present housing. .44 1G-I am satisfied with the privacy I have in my present housing. .47 17-1 am comfortable in my present housing. .59 19-1 am satisfied with the rules and regulations concerning my use of my present housing. .40 20-My present housing meets my needs. .40 A second factor the firs t question of and e x p l a i n e d 8% o f the 1.62, contained four fa c ilitie s This not Question All of cost termed for items 25 w e r e cooking (Q9), "Adjustment in t h i s in T a b le research. 13. the set i n on e f a c t o r . 1.68, a nd a c c o u n t e d to (Q3), factor eating appliances (14). and C o n s u m p t i o n " , was C ulture" found Th e c o r r e l a t i o n are to question v a riab ility. .31 This research. of from had an e i g e n v a l u e fa c ilitie s and k i t c h e n an e i g e n v a l u e ranged set v a ria b ility . "Food P r e p a r a t i o n further S e t Two- the Question questions: (Q4), factor, used in .73. This The factor Th e s i n g l e for values factor from Q u e s tio n of 33% o f the was n o t us e d for for to factor had the five loadings 21 questions this further factor 91 TablB 13 FACTOR ANALYSIS- QUESTION SET TWO- ADJUSTMENT TO THE CULTURE QUESTIONS El-Here in thB United StatBe, I am satisfied with my relationships with other students from my home country. .31 EE-Hero in the United States, I am satisfied with my relationships with other foreign students, not from my own country. -57 ES-Here in the United States, I am.satisfied with my relationships with American students. .73 £4-1 am satisfied with my adjustment to the American culture. .7E £5-1 am satisfied with my English speaking ability. .46 Question Life Set Three- "Michigan State University and A c a d e m i c Satisfaction" Questions Nine of factor the FACTOR LOADING 26 t o the 35 w e r e ten included questions had an e i g e n v a l u e v a riab ility. Th e f a c t o r included costs for set. U niversity at See T a b l e This values Michigan State the ranged for from in was Q u e s t i o n factor satisfaction This 48% o f .38 this 34, University to .72. set not "The are loadings became t h e O v e r a l l and A c a d e m i c L i f e set. i n on e f a c t o r . i n one q u e s t i o n It factor question and a c c o u n t e d factor. 14 f o r this included 4.80 resulted the studying reasonable." question in of Correlation analysis being were in for Michigan variable. this State 92 T a b lB 14 FACTOR ANALYSIS- QUESTION SET THREE HSU AND ACADEMIC LIFE SATISFACTION FACTOR LOADING QUESTIONS 26-Overall, I am satisfied with Michigan State University. .52 27-1 am satisfied with the assistance offered to me by my academic advisor. .53 20-1 am satisfied with the cla33B3 I have taken at Michigan State University. .70 29-I am satisfied with my academic performance at Michigan State University. .53 30-1 am satisfied with my academic department. .72 31-1 am satisfied with my decision to come to Michigan State University. .62 32-1 am satisfied with the quality of the faculty at Michigan State University. .65 33-1 am satisfied with the education I am receiving at Michigan State University. .70 35-1 would recommend Michigan State University to others. .35 Question Th e Set fourth by t h e 36 t o Four- question U niversity 43. factor with for 32& o f .42 to further .79. "S atisfaction A ll of set, to of v a riab ility. See T a b l e research. 15. with students, questions an e i g e n v a l u e the Services" S atisfaction foreign the With were 2.55. Services contained included in offered questions a single This factor accounted C orrelation values ranged This factor was n o t us e d from for 93 Table 15 FACTOR ANALYSIS- QUESTION SET FOUR SATISFACTION WITH SERUICES QUESTIONS FACTOR LOADING 36-Generally, I am satisfied with the services offered by the nSU Housing Office. .50 37-Generally, I am satisfied with the services offered by the HSU Off. for International Students and Scholars. .70 30-Generally, I am satisfied with the by the HSU Office af Admissions. services offered .SB 3S-Generally, I am satisfied with the by the HSU Counseling Center. services offered .50 40-Generally, I am satisfied with the by the HSU Student Health Center. services offered .5E 41-Generally, I am satisfied with the by the HSU English Language Center. services offered .55 45-1 have benefitted from the services of the Community Ualunteors in International Programs CCUIP.3 .45 43-Hichigon State University is responsive to the special needs of foreign students. .55 S T A T I S T I C S USED For H y p o t h e s e s One, a one-way ANOVA, Two and T h r e e , a parametric c o m p a r e t w o o r mo r e g r o u p s . calculated Therefore In itia lly resulted in data from t h e calculations a mo u n t o f chosen t o sta tis tic , but way ANOVA c a l c u l a t i o n s greatest and t h e i r e mpt y allowed inform ation. determ ine whether means o f the expected by c h a n c e Because o f different the for was conducted to t w o - w a y ANOVAs w e r e of inform ation. were n o t usable. the maintainance T h e ANOVA s t a t i s t i c differences groups were g r e a t e r On e ­ of uneven sample size, determine differences. the the the was between t h e than w o u l d be alone. p r o c e d u r e was u s e d t o sig n ifican t the cells Sub-hypotheses, post location hoc S c h e f f e ' of the 94 For hypotheses Four Pearson C o e f f i c i e n t the degree or a nd F i v e , of Correlation strength calculation satisfactio n example, Life how o v e r a l l satisfactio n satisfactio n, satisfactio n Type or is to to were v e r y overall possible conducted hypotheses. The s i g n i f i c a n c e set <.05, to reduce The s t r e n g t h of the analysis of validation the of the to with determine the survey survey housing level usability how t wo housing variable satisfactio n. the number o f significance for all which the and A c a d e m i c U niversity of Type resulted survey of calculations was m e a s u r e d by t h e of for the p o ssib ility questions describe statistic. on e a n o t h e r , State the relationsh ip U niversity Michigan calculations at State to about individual how o v e r a l l the a non-param etric related Michigan Sub-hypotheses, was u s e d t o of inform ation were related related 1 errors This produced measures (r) and d i r e c t i o n between two v a r i a b l e s . This and t h e i r 1 errors. factor in a instrument. the was CHAPTER The p u r p o s e o f sta tis tic al this IV- chapter analyses of RESULTS is the to data present and t h e the results hypothesis of the testing procedures. RESULTS Several issues presenting the are of importance to consider results of the hypothesis R e s e a r c h was c o n d u c t e d in all environments students could programs sp ecifically H all, Other live. Those Undergraduate U niversity Apartments) researcher had an life and s t u d e n t possible future interest not possible the environment results Other generate small (23). and s t a t i s t i c s that reason, hypotheses had s t a f f students present and (Landon Owen H a l l , important evaluating a nd t h e i r sig n ifican t D ata were were Undergraduate designated in number o f and because the residence as w e l l "All however Therefore as Undergraduate investigated it was f r o m La n d o n H a l l from t h i s from t h i s living environment no s i g n i f i c a n t L a n d o n was c o m b i n e d w i t h Residence H a l ls 95 data collected a nd b o t h in became a Residence H a l l s . " H y p o t h e s e s One a nd Two , were not Sub-hypotheses respondents calculated, were a t t a i n e d . area especially foreign directions. H y p o t h e s e s One and Two, because o f foreign program e f f e c t i v e n e s s For to for procedures. in which which Residence H a l l s , were affairs testing environments designed before a nd t h e i r th eir living For Su b ­ original form. 96 For the testing Saharan A f r i c a of Sub-Hypotheses and M i d d l e groups were combined This new c u l t u r a l desired. It East into One and Two, a nd N o r t h "A frica A frica however, than that c o u l d mo r e a p p r o p r i a t e 1y be c o m b i n e d . A five point (l="S trongly Disagree," Disagree," 4="Agree," nu mb er s w e r e t o o scale scale a nd 5 = " S t r o n g l y small to Disagree and D i s a g r e e , " 4="Agree and S t r o n g l y 1- satisfactio n living There of Apartments, This applying resu lt of in which they H alls, the with live Whe r e data the (2="Strongly Disagree," and overall each o f (Landon Owen H a l l , was r e j e c t e d . these For differences were a ll students and O f f - C a m p u s ; located sig n ifican t the H all, five Other U niversity sig n ifican t were A ll the found As a post-hoc sign ficant overall Undergraduate Apartments By were p<.001)]. differences the La ndon combined. differences a nd t h e between satisfaction Residence Halls and O f f - C a m p u s ; and Apartments. (satisfactio n ) each o f hypothesis, [ F ( 3,665)=15.84; U niversity Owen and U n i v e r s i t y Mean a g r e e m e n t in this Residence H a lls ANOVA, environments finding in in students S c h e f f e ^ p r o c e d u r e was c o n d u c t e d students Agree or and O f f - C a m p u s ) . a one-way foreign scale Agree or no d i f f e r e n c e Undergraduate between t h e sig n ifican t 3="Neither Residence hypothesis a nd O t h e r responses: Agree"). a three-p oint foreign environments Undergraduate generate cultural Agree"). is all for was o r i g i n a l l y 2="D isagree," 3="Neither was c o m p r e s s e d t o Hypothesis was u s e d East." no o t h e r groups Likert Sub- cultural and t h e M i d d l e g r o u p was mo r e d i v e r s e was d e t e r m i n e d the the four was found for environments. all foreign Agreement, as of 97 scaled on a f i v e - p o i n t University Apartments, Residence H a l l s , (S .D .=1.11) satisfying group, Likert 3.67 3.40 housing e n v i r o n m e n t was U n i v e r s i t y 3.30 (S.D .=.67) in A l l for Therefore foreign a nd t h e Apartments. t h e mo s t students, least as a satisfying See T a b l e 16. Table 16 FOREIGN STUDENT SATISFACTION IN FOUR ENVIRONMENTS A+ME EUR+ LA SCA SEA EA TOTAL 13 3.60 0.73 1.00 .42 15 3.32 .53 8 3.39 .73 6 3.65 .47 4 3.72 .93 39 3.29 .54 84 3.40 .60 N MEAN S.D. F RAT P-< CD.F.-5D 7 3.84 .49 2.79 .02 20 3.83 .53 9 4.23 .53 5 3.70 .74 14 3.54 .61 49 3.50 .65 104 3.67 .63 N MEAN S.D. F RAT P-< CD.F.-5D 97 3.19 .78 2.63 .02 20 3.55 .66 2B 3.28 .85 46 3.41 .60 71 3.46 .53 78 3.18 .57 340 3.30 .67 25 3.60 .81 3.B9 .003 29 3.96 .78 9 4.26 .70 11 3.60 .52 26 3.25 .72 25 3.82 .74 125 3.70 .78 the overall ENVIRONMENTS AURH N MEAN S.D. F RAT P-< CD.F ."53 OWEN UA OFF-CAMPUS N MEAN S.D. F RAT P-< CO.F.-FD Sub-hypothesis satisfaction groups w i t h of 1- T h e r e students each o f the is no d i f f e r e n c e from each o f five living the in in Undergraduate i n Owen and 3 . 8 6 housing. environment was O f f - C a m p u s was (S .D .=.60) (S .D .=.63) in Off-Campus living scale, seven cultural environments. 98 For this Sub-hypothesis Undergraduate Residence H a lls African students African students. All in the Residence environment, satisfaction p=<.42]. there of Therefore, Undergraduate procedure, were Middle Eastern and N o r t h Halls w e r e no s i g n i f i c a n t the the La nd on and O t h e r c o m b i n e d and S u b - S a h a r a n were combined w i t h Undergraduate In t h i s testing six cultures Sub-hypothesis differences [ F ( 5 , 8 5 ) = 1 .00, was a c c e p t e d for All Residence H a l l s . Owen H a l 1 A sig n ifican t of the difference cultural p=<.021]. groups Therefore, Mean s a t i s f a c t i o n A frica and t h e (S .D .=.53, i n Owen H a l l the for (S .D .=.49, East. the was r e j e c t e d . for students Mean s a t i s f a c t i o n was 3 . 8 3 European, N=7) Canadian and O c e a n i c and 4 . 2 3 (S .D .=.53, N=9) for Latin American was (S .D .=.74, N=5) for South and C e n t r a l 3.70 students and 3 . 5 4 East Asians, (S .D .=.61, satisfaction [ F ( 5 , 1 0 4 ) = £ . 79, Sub-hypothesis was 3 . 8 4 Middle N=20) was f o u n d b e t w e e n N=14 f o r t h e mean s a t i s f a c t i o n was 3.50 students students. Southeast from It Asian Asians. For (S .D .=.65, N=49). I n Summary, with the See T a b l e s satisfaction of American Owen e n v i r o n m e n t satisfied . shows t h e Latin of satisfaction in and E a s t 16 and students cultural students in all groups w i t h each 17. w e r e t h e mo s t Asians Table were highest environment. least 16 shows t h e mean environments. the the satisfied and Table lowest 17 levels 99 Table 17 SATISFACTION OF CULTURAL GROUPS WITH LIUING ENVIRONMENTS LEAST SAT HOST SAT AURH SSA SCA SEA OWEN ME+NA SEA SCA EUR+ SSA ME+NA LA EA UA OFF-CAM U niversity A one-way LA EUR+ EA Apartments ANOVA c a l c u l a t i o n differences being Apartments [F(5,339)=2.63, hypothesis Mean s a t i s f a c t i o n (S .D .=.66, N=97) for Canadian and O c e a n i c 3.28 ( S .D .= .6 0 , N=28) f o r Latin American was 3.41 ( S . D . = .6 0 , N=46) f o r South a nd C e n t r a l (S .D .=.53, n=71) for For a nd 3 . 4 6 East Asians, Su b ­ students Mean s a t i s f a c t i o n and students the environment. East. European, in U n i v e r s i t y Therefore (S .D .=.78, Middle for this sign ificant cultures p=<.024]. for was 3 . 1 9 a nd t h e N=20) in found between th e was r e j e c t e d from A f r i c a resulted t h e mean s a t i s f a c t i o n 3.18 3.55 students students. It Asian Southeast was was Asians. (S .D .-.57, N=78) . T h e mo s t satisfied e nv ironm e nt were the least students European, satisfied in the U niversity Canadian Apartments a nd O c e a n i c were East A sians. Se e T a b l e students and 18. Off-Campus The S u b - h y p o t h e s i s sig n ifican t overall c a n be r e j e c t e d differences satisfactio n p=<.003]. were with for this found between Off-Campus environment, cultures housing as on [F(5,125)=3.89, 100 Mean s a t i s f a c t i o n was 3 . 6 0 (S .D .=.85, European, Canadian students South and C e n t r a l 3.25 of American Hypothesis 2- foreign this There is Undergraduate were repair the 20 q u e s t i o n s . Q10- needs. location See T a b l e 18. 3.60 the satisfied. least the the the livin g this for satisfactio n environment Undergraduate all results with single to differences All O n e - w a y ANOVAs foreign (p=<.01) Q6-study was found fa c ilitie s , 07- fa c ilitie s , Q - 13 - f u r n i t u r e , services in and a r o u n d Q 2 0 - h o u s i n g meets was r e j e c t e d . the were in Q4-eating Q 8-socializing neighbors, students overall fa c ilitie s , Q17-comfort, hypothesis of environments. the Q15-cleaning Q16-privacy, of of and with environment. services, S c h e f f e ^ p r o c e d u r e was a p p l i e d the N=9) satisfied These were Q 1 - t h e relationships Therefore into fa c ilitie s , appliances, housing, (S .D .=.70, had a mean in living Q3-cooking Q5-sleeping Q14-kitchen five S ig nificant and m a i n t e n a n c e Q9-cost, were individual question Q 2-location, fa c iltie s , Asians Residence H a lls environment. variable, American N=25. t h e most combined each the Asians La n d o n and O t h e r c o n d u c t e d on e a c h 16 o f for had a mean s a t i s f a c t i o n no d i f f e r e n c e the were on were with each o f H alls N=29) Latin 4.26 students 17. hypothesis, Residence of Asians (S .D .=.74, students in (S .D .=.78, students. East a nd S o u t h e a s t 16 a nd variables N=26). students Eastern had a mean s a t i s f a c t i o n Southeast 3.82 See T a b l e s For and 3 . 9 6 Asians (S .D .=.72, environment all N= 2 5 ) and M i d d l e and O c e a n i c N=11). satisfaction Latin African ha d a mean s a t i s f a c t i o n (S .D .=.52, of for The p o s t - h o c sig n ifican t found for data each and question. 101 T a b le IB HOUSING SATISFACTION ON TWENTY VARIABLES FOR ALL STUDENTS IN EACH ENUIRQNMENT QUESTION LOCATION OF DIFF AURH MEAN OWEN MEAN Ql-OUERALL UA W/OF 3.67 3.53 3.4B 3.BB 3/661 Q2-L0CATI0N AURH 0 / UA OU U/IJA UA W/OF 4.11 4.39 3.63 4.01 3/664 16.2B < .001 Q3-C00KING AURH U/OU AURH W/UA AURH W/OF OW W/UA OU W/OF 2.33 1.79 3.3B 4.IB 3/65B 109.12 < .001 04-EATING AURH W/OU AURH W/OF OW W/UA OW W/OF UA W/OF 3.03 2.30 3.34 3.96 3/645 4B.30 < .001 05-SLEEPING OW W/UA UA W/OF 3.54 3.B7 3.26 3.94 3/662 IB.27 < .001 OG-STUDY FAC OW W/UA UA W/OF 3.39 3.BO 3.12 3.50 3/661 12.42 < .001 Q7-REP+MAINT AURH W/OW OW W/UA OW W/OF 3.60 4.16 3.46 3.46 3/661 11.72 < OB-SOCIAL AURH W/UA OU W/UA 3.39 3.52 2.97 3.26 3/664 9.12 < .001 QS-COST AURH W/OW AURH W/UA AURH W/OF OW W/UA OW W/OF 2.60 2.10 3.21 3.23 3/665 29.57 < .001 010-REL U/ NEIGH AURH W/UA AURH W/OFF 3.67 3.46 3.33 3.10 3/664 5.06 < .001 013-FURNIT AURH W/OF UA W/OF 2.91 3.24 2.90 3.47 3/661 9.63 < .001 Q14-KIT APP AURH W/UA AURH W/OF OW W/UA OW W/OF UA W/OF 2.24 1.97 3.00 3.03 3/637 65.15 < .001 Q15-CLEANING AURH W/UA OU W/UA UA W/OF 3.75 3.00 3.IB 3.57 3/657 14.IB < .001 01G-PRIUACY AURH W/OW AURH W/UA AURH W/OF UA W/OF 2.95 3.76 3.44 3.05 3/664 13.56 <.001 Q17-C0MF0RT AURH W/OF UA W/OF 3.53 3.75 3.4B 4.01 3/666 10.74 <.001 020-MEETS NEEDS AURH W/OF OWEN W/OF UA W/OF 3.31 3.35 3.30 3.7B 3/662 7.OB <.001 MEAN UA OFF-CAM MEAN D.F./N F RATIO 4.51 P *<.554' .001 102 All Undergraduate S ig nificant Residence differences foreign students and a l l foreign differences neighbors, cleaning on t h e in found between in o th e r Residence H a lls 13 v a r i a b l e s Q 2-location, Q 7-repair Q9-cost, the and Q 2 0 - h o u s i n g m e e t s The in the Q3-cooking and m a i n t e n a n c e , Q lO -relationships Q14-kitchen a nd a r o u n d all environments. follow ing fa c ilitie s , fa c ilitie s, services were Undergraduate living Q 13-furniture, Q17-comfort A ll section: Q4-eating Q 8-socializing in students "Housing S a t i s f a c t i o n " fa c ilitie s , (p = < . 0 1 ) living were found H alls appliances, housing, with 015- Q 16-privacy, needs. Owen Ha 11 S ig nificant foreign living the differences students in o t h e r follow ing location, sleeping living 12 h o u s i n g satisfactio n Q6-study Q 8-socializing Q16-privacy and Q 2 0 - h o u s i n g m e e t s the differences students other in environments They wer e: fa c ilitie s , Q4-eating fa c ilitie s, socializing neighbors, ( p= < . 0 1 ) U niversity variables. Q6-study in were f o u n d on 02- fa c ilitie s , Q 7-repair Q9-cost, and a r o u n d Q5- and Q14-kitchen the housing, needs. Apartments S ignificant in Q4-eating services students variables: fa c ilitie s , Q15-cleaning foreign foreign fa c ilitie s , appliances, U niversity found between a l l The d i f f e r e n c e s fa c ilitie s , fa c ilitie s , were i n Owen and a l l environments. Q3-cooking maintenance, (p=<.01) on were Apartments 16 o f Q 1-overall, fa c ilitie s , Q 7-repair fa c ilitie s, the and a l l housing Q 2-location, Q5-sleeping students Q3-cooking fa c ilitie s , Q8- Q10-relationships Q14-kitchen all satisfaction and m a i n t e n a n c e , Q9-cost, Q 13-furniture, found between appliances, with Q15- 103 cleaning services Q17-comfort in a nd a r o u n d the and Q 2 0 - h o u s i n g m e e t s housing, Q 16-privacy, needs. Off-Campus S ig nificant differences students 15 o f were: on Q1-overa1l, eating appliances, with Satisfaction" sign ificant individual For 2- living foreign housing. fa c ilitie s , fa c ilitie s , Q6-study Q9-cost, Q 13-furniture, in They 04- 010- Q14-kitchen and a r o u n d the housing, and Q 2 0 - h o u s i n g m e e t s n e e d s . of all sign ificant the t h e means "Housing location for each of the environment, the There is no d i f f e r e n c e the seven environment in cultural variables in the satisfaction groups w i t h each o f the five environments. this ib-hypothesis Other Saharan A f r i c a ANOVAs w e r e find Undergraduate No s i g n i f i c a n t answers cultural to for each Then t h e the Residence the Middle culture, post-hoc location of La n d o n H a l l differences by in A l l (p=<.01) foreign and S u b - East. On e - w a y on e a c h question, Scheffe^ procedure sign ificant were found students Undergraduate was H alls, differences. Residence H a lls questions groups procedure, was c o m b i n e d w i t h calculated to testing Undergraduate each e n v i r o n m e n t . was a p p l i e d All all Q3-cooking (p=<.05), f r o m each o f combined w i t h in in Off-Campus services lis t differences, for and p v a l u e s . students living the questions Sub-hypothesis of neighbors, Q17-comfort 18 c o n t a i n s found a nd m a i n t e n a n c e , Q15-cleaning Q16-privacy, F-ratios Q5-sleeping Q 7-repair relationships were variables Q 2-location, fa c ilitie s , fa c ilitie s , Table the (p=<.01) in the from th e six Residence H alls. 104 Therefore the Sub-hypothesis was a c c e p t e d for this env i r o n m e n t . Owen Ha l 1 The S u b - h y p o t h e s i s environment. was r e j e c t e d S ig nificant two v a r i a b l e s , relationships between Table Latin 19 c o n t a i n s results a of t h e means f o r a nd E a s t of sign ificant students contains Asia. listin g indicating responses table America six from th e cultures (p=<.05) fa c ilitie s neighbors. b e t w e e n E u r o p e and E a s t the differences Q 8-socializing with for were in this f o u n d on and Q 1 0 - D ifferences on Q8 w e r e On Q 1 0 , differences the were Asia. the questions differences which between six cultural the sign ificant the location of each cultural group, the produced the groups. The differences, F-ratios and p values. Tablei 19 SIGNIFICANT HOUSING SATISFACTION UARIABLES FOR SIX CULTURAL GROUPS IN OldEN HALL LOCATION OF DIFF □s - soc I a l A+ME MEAN ea ~u 7eur +- 3729 Q10-REL Id/ NEIGHBORS U niversity LA/EA 3.00 study SCA HEAN SEA MEAN EA F MEAN O.F./N RATIO 47 eo 5759 5755 57 so 5755 5 /1 5 5 5755~<57516 4.00 4.SB 3.GO 3.14 3.SE 5/103 4.G7 was r e j e c t e d differences fa c ilitie s between South differences LA MEAN P <0.001 Apartments Th e S u b - h y p o t h e s i s Significant EUR+ HEAN were on Q9 w e r e and S o u t h a nd C e n t r a l this Asia The d i f f e r e n c e s and E a s t between A f r i c a Asia. culture. f o u n d on t w o q u e s t i o n s , a nd Q 9 - c o s t . and C e n t r a l for Asia (36- on Q6 w e r e and t h e and t h e M i d d l e East, 105 Table 20 c o n t a i n s results indicating responses o f table a the for of the sign ificant students contains t h e means listing differences from th e which produced between t h e six cultural of the sig n ifican t groups, the F-ratios location cultural questions groups. The differences, and p v a l u e s . Tabla so SIGNIFICANT HOUSING SATISFACTION VARIABLES FOR SIX CULTURAL GROUPS IN UNIVERSITY APARTMENTS LOCATION OF DIFF A+ME MEAN Q6-STUDY SCA UJ/EA FACILITIES QS-COST EUR+ MEAN LA MEAN SCA SEA MEAN MEAN EA F MEAN O.F./N RATIO 3.SI 3.50 5.BS 3.50 3.51 5.73 5/33S 3.OS A+ME UJ/SCA 5.05 3.70 3.54 3.53 3.S3 3.14 5/333 4.IS P <.010 < .001 <.001 Off-Campus This Sub-hypothesis differences variables: Q6-study were found fa c ilitie s , The d i f f e r e n c e s Middle East; On Q6 , Asia, the were differences Asia. Southeast Asia Asia; on Q2 w e r e and E a s t found between and L a t i n were Asia, on s i x fa c ilitie s , and Q 1 7 - c o m f o r t . Europe, C a n a d a and America and S o u t h e a s t between A f r i c a Latin America differences The and S o u t h e a s t America were a nd on Q17 t h e C a n a d a and O c e a n i a and S o u t h e a s t and t h e A m e r i c a and S o u t h between L a t i n the Europe, America services C a n a d a and O c e a n i a . between On Q 1 4 , groups Q3-cooking and L a t i n a nd b e t w e e n L a t i n Southeast were between Asia; and E u r o p e , on Q3 , cultural Q 2-location, on Q1 w e r e and S o u t h e a s t differences because s i g n i f i c a n t Q14-cleaning Asia. Central between Q 1-overall, Th e d i f f e r e n c e s Oceania was r e j e c t e d Asia. and . Asia. and found between differences and S o u t h e a s t 106 Table 21 results contains indicating responses of sign ificant listing from th e The t a b l e differences, F-ratios of sig n ifican t students environment. the a a ll questions differences six contains t h e means groups location for produced between th e cultural the which the of in this the cultural groups, and p v a l u e s . Tabla 21 SIGNIFICANT HOUSING SATISFACTION UARIABLES FOR SIX CULTURAL GROUPS IN OFF-CAMPUS LOCATION OF DIFF A+ME MEAN EUR+ MEAN LA MEAN SCA MEAN SEA MEAN F EA MEAN O.F./N RATIO EUR+ U/SEA LA U/SEA 3.GB 4.2B 4 .67 3 .32 3.23 3.92 5/124 4 .06 < .002 Q2-L0CATI0N A+ME U/EUR+ 3.52 4.45 4.7B 3.B2 3.91 4.12 5/124 3.9B < .002 Ql-OUERALL P 03-C00KING LA U/SCA LA U/SEA 4.04 4.3B 4.B9 3.64 3. BO 4.40 5/121 4.26 < .001 Q6-STUDY FACILITIES LA U/SEA 3.40 3.B3 4.44 3.36 2.96 3.52 5/124 3.12 < .010 Q14-KITCHEN SEA U/EA APPLIANCES 3.G7 3.BS 4.3B 3.60 3.3B 4.24 5/120 3.44 < .006 □17-COMFORT EUR+ U/SEA LA U/SEA 3. SO 4.34 4.67 3.91 3.46 4.20 5/124 4.62 < .001 For the through purposes 25 a r e satisfaction with are of of included each each question. noted, as w e l l f r e e d o m and review levels to of illu s tra te cultu ral Highest as t h e C h i of descriptive group and the in lowest Square significance. data, Tables differences each 22 in environment, levels s ta tis tic , of agreement degrees of 107 Table 22 HOUSING SATISFACTION FOR SIX CULTURAL GROUPS IN ALL UNDERGRADUATE RESIDENCE HALLS A+ME 01 OUERALL N 5. EUR+ 10 /r*l5\ 76.9 tas.i/ LA SCA SEA 5 62.5 3 50. C 3 75.0 □2 EA TOTAL CHI-SQ D.F.-10 P 26 66.7 61 71.9 11.44 <.325 27 69.2 65 76.5 12.93 <.22B LOCATION 76.9 □3 4 30.9 4 29.6 25.0 10.3 19.5 9.55 <.491 7 53.9 7 46.7 4 50.0 15.4 35.3 24.37 <.007* 10 76.9 9 53.3 6 75.0 59.0 67.1 10.59 <.391 4B.7 56.5 4.25 <.936 50.0 21 53.9 54 63.5 11.45 <.324 5 / 3 62.5 VB3.3/ 75.0 41.0 56.5 13.BB < .17B 16.7 25.0 17.9 22.4 5.96 <.919 25 64.1 59 69.2 7.90 <.649 COOKING 04 EATING □6 STUDY 07 REP+MAINT QB SOCIAL 10 76.9 9 60.0 30.9 133.3 Q10 12.5 10 10 REL UI/NEI 76.9 66.7 75.0 193.3 50.0 Oil 7 53.9 9 53.3 5 62.5 17 42 33.3 75.07 43.6 49.4 6.27 <.792 ACTIUITIES 6\ 5 60.0 ] 39.5 2 29.6 16.7 1 33.3 12 27 36.4 37.5 6.66 <.757 Q13 FURNITURE 5 39.5 7 r 4\ 2 46.7 ( SO .o) 33.3 25.0 11 29.2 30 35.3 6.75 <.749 014 KITCH APP IB.2 26 66.7 59 71.1 10.66 <.395 RECOMMEND 012 6 9.3 015 CLEANING 57.1 016 PRIUACY 46.2 26.7 37.5 Q17 COMFORT 53.9 46.7 4 50.0 Q1B 3f 3\ 50.0 \75.0) 22 56.4 46 54.1 2.60 <.990 2 f 2\ 13 40.0 (66.7 ) 39.2 29 39.7 5.96 <.919 COUNS STAF 46.2 33.3 019 RULES+REGS 9 61.5 7 f 5\ 3 46.7 (62.5 ) 50.0 020 N MEETS NEED * 7 53.9 9 60.0 33.3 19 49.7 43 51.2 4.55 <.919 5 2 \ 62.5 c ^66.7/ 50.0 17 43.6 44 51.9 2.90 <.996 Q :Indicates lowest level of agreement * :Indicates significance 108 T able 23 HOUSING SATISFACTION FOR SIX CULTURAL GROUPS IN OUJEN HALL A+ME B5.7 P SEA 75.0 2 40.C 7 50.0 30 61.2 63 66.3 12.61 < .246 34.7 100. 13 s'\ 00.0/ 32.3 44 BS.B 36 33.2 4.35 < .330 2\ 2 40.0 / 14.3 2 4.1 7 6.8 LA □1 OUERALL EA TOTAL CHI-SO CD.F ." 103 SCA EUR+ □2 LOCATION N k 100.0 03 COOKING N k 0 0 1 5.3 □4 EATING N * 2B.E 31.6 Q5 SLEEPING N * 71.4 06 STUDY N 54 B5.7 07 REP+MAIN N 54 85.7 QG SOCIAL N 54 57.1 30.0 as COST N 54 2 IB.6 5 25.0 010 N REL U/NEI 54 4 57.1 15 75.0 00. 0 60.0 Oil N RECOMMEND k 4 57.1 13 6B.4 BB.S 40.0 Q12 ACTIU N 54 3 50.0 '12' 75.0 55.6 013 FURNITUR N 54 4 57.1 3 45.0 Q14 KIT APP N k 0 o 0 0 015 CLEANING N 54 LOO.o) 016 PRIUACY N k 6 B5.7 017 COMFORT N k 0 0 23.48 < .001* 0 0 1 7.1 8 16.3 21 20.4 13.58 < .133 SB .3 3 60.0 11 7B.6 36 73.5 BO 77.7 5.33 < .868 BB.S 4 80.0 3 64.3 23 53.2 74 71.2 13.03 < .222 3 75.0 12 B5.7 38 77.6 BB B5.4 10.71 < .381 3 60.0 7 50.0 13 3B.B 53 56.7 31.43 < .001* 0 0 1 7.1 3 6.1 14 13.5 IB. 65 <.045* 21 42.3 5B 55.8 13.27 < .037* 3B.5 16 32.7 4B 47.1 IB.83 <.043* 50.0 40.0 32.6 40 45.5 13.35 <,036* 60.0 57.1 3B.B 43.0 16.6 <.064 12.5 40.0 15.4 7 7.4 15.74 <.107 BB.S 00.0 71.4 55.3 73 76.0 11.65 <.310 14 70.0 77.B 00 . 0 B5.7 53.2 73 70.2 B.ll < .618 5 71.4 17 85.0 BB.S 00 . 0 64.3 57.1 72 63.2 14.42 <.155 Q1B N COUN STAF % 1 20.0 B 50.0 33.3 56.7 IB.2 13 16.4 13.37 <.174 013 N RULES+REG % 3 50.0 13 65.0 77.B 60.0 50.0 53.1 53 57.3 6.26 <.733 Q20 MEETS NE 4 57.1 12 60.0 BB.S 60.0 42. S 57.1 61 5B.7 6.31 <.734 N * 30.0 BB.S O :Indicates highest level af agreement O :Indicates louiest level of agreement • :Indicates significance 109 Tnbla 24 HOUSING SATISFACTION FQR SIX CULTURAL GROUPS IN UNIUERSITY APARTMENTS A+ME □1 OUERALL 57.3 □2 64 GS.O LOCATION □3 SEA EA ALL \ 21 ) 75.0 28 56.6 52 73.2 45 58.4 E14 63.7 25.48 < .005* 3E 6B.1 SE 73.E 45 58.4 EES G7.4 S.33 <.435 15 30 45 53.G G3.G G3.4 3B 43.4 E04 GO .0 8.IE <.617 sn 34 7E.1J 49.3 33 5E.0 175 53.5 S.OG <.5EG E7 5B.7 35 44.9 187 55.3 14.8 <.138 14 70.0 10 55.G 04 EATING 05 N SLEEPING * 15 53.G SE 54.E 10 15 50.0 53.G STUDY 46 47.4 IE G O .0 07 REP+MAIN 58 .8 06 08 SOCIAL 09 30. S EO.O P SCA 64\ IE G .0/ G O .0 COOKING CHI-SQ C0.F.-10D LA EUR+ 11 40.7 \ 33 J 47.1 22 28.2 152 45.2 20.3B <.021* SO 38 55.1 41 53.2 EOS 60.7 21.14 <.020* 11 ( Ell EG S3 38.3 \45.7/ 36.6 S3.5 114 33.G 18.SB < .050* COST N 54 40 41.S 13 65.0 20\ 30 '1.47 63.8 37 SE.3 31 33.7 171 50.3 34.IE < .001* □ 10 REL U/NEI N X 48 43.5 5 /""ieK 26 25.0 (64.3/ 56.5 27 3B.0 32 41.0 156 45.3 16.02 < .033 □ 11 RECOMMEND N 54 46 47.4 14 70.0 /'"2i\ 2B US. OJ 60.3 43 61.4 23 37.7 1B1 53.6 23.83 <.008* DIE N ACTIUITIES * 3E.1 15.4 10\ 1G 5.6/ 55.E 15 14 33.5 EG.4 74 36.3 IB.S3 <.033 013 FURNITURE N * 34.4 11 45.0/ 33.3 IB 30 30 131 38.3 4E.3 33.0 38.G 4.01 <.347 014 KITCH APP N % 47.3 30.0 14 50.0 015 CLEANING 44 46.3 IE G O .0 13 4G.4 Q1G PRIUACY 58 GO.4 14 70.0 f 20\ SB 71.4/ GO.3 017 COMFORT 53 54.G 14 70.0 13 67.3 □ IB N COUNS STAF 5* IS 31.6 4 44.4 5 / 1 1 38.5 IG4.7 □ 13 N RULES+REGS \ 44 45.8 □20 N MEETS NEED * 45.3 S3 48.3 10.35 <.411 40.3 166 43.3 50.0 61.7 15.33 <.113 33 50.0 E04 53.8 31.83 <.001* 13.0 10 S3.4 45 33.G EE.33 < .014* 10 17 f 31\ 45 50.0 GO.7 166.0/ G4.3 41.6 173 53.0 S O .55 <.0S4* 4E 55.3 IBS 54.0 14.S3 <.163 14 \ 14 0.0) 50.0 50 70.4 28 53.G E5 44 53.E 62.0 "cr :Indicates highest level of agreement □ :Indicates lowest level of agreement * :Indicates significance 13.40 < .EOS EOS 110 Tobin sa HOUSING SATISFACTION FOR SIX CULTURAL GROUPS IN OFF-CAMPUS HOUSING A+ME EUR+ SCA SEA EA BS.7 (LOO.0) Bl.B 57.7 IB 72.0 34 75.2 14 5G.0 35.6 00.07 72.7 76.3 BB.O BO.B COOKING N 13 X 82 .6 27 S3 .1 00.07 Bl.B BO .0 00.07 S3.3 04 EATING N 13 V. 61.9 B BB.3 7 70.0 73.1 21 B4.0 33 7B.2 05 SLEEPING N 22 X BB.O 53.0 B\ B BB.3I 72.7 IB 63.2 20 B O .0 76. B 12.7B <.236 06 STUDY N 13 X 52.0 5 17 58.6 (b b .9/ 45.5 1C 3B.5 16 64.0 69 55.2 14. BB < .137 07 REP+MAINT N 13 X 52.0 /^2l\ 6 ^5.0/ 66.7 7 63.6 9 34.6 14 56.0 70 56.5 11.40 < .327 QB SOCIAL 10 / l 9 \ 5 N X 40.0 \65.5/ 55.6 5 45.5 B 30. B 13 52.0 60 4B.0 16.27 < .032 03 N 13 * 52.0 55.2 45.5 42.3 56.07 51.2 15.03 <.123 N B * 33.3 14 4B.3 IB.2 10 3B.S 10 40.0 33.5 16.26 <.032 N 11 X 45.B 75.3 V77.B7 45.5 42.3 14 56.0 70 56.5 20.63 < .024* V75.07 66.7 45.5 40.5 6.75 <.743 01 OUERALL 02 LOCATION 03 COST Q10 REL U/NEI 011 RECOMMEND 012 N 17 % 6B.0 LA ALL- CHI-SQ CO.F.-103 14.5B <.14B 101 21.75 < .016* 20 55.6 11.31 <.231 2 33.3 33.3 ACTIUITIES 20.0 013 FURNITURE 141.7 51.7 3 7.57 Bl.B 12 4B.0 13 52.0 54.1 11.53 <.314 Q14 KITCH APP N 15 * 62.5 20 71.4 00.07 70.0 57.7 23 32.0 SB 72.7 16.64 <.0B3 Q15 CLEANING N 17 X 6B.0 13 4B.1 77.B \B0.0 3B.5 IB 72.0 73 53.B 13.14 < .039* Q16 PRIUACY N 17 •/ * 6B.0 23 79.3 B (b q .s ) 72.7 12 46.2 20 BO.O BB 70.4 15.43 < .115 017 COMFORT N 17 X 68.0 26 ( 9\ 9 B9.7 kjo.o/ Bl.B 14 53. B 22 BB.O 37 77.6 17.02 < .074 0 . 0 i 16.7 2B.0 B .44 < .5B6 Q1B COUNS STAF 10 1 12.5 2' .50. 019 13 RULES+REGS X 54.2 17 60.7 V75.07 54.5 42.3 16 66.7 63 57.0 21.25 <.019- 020 23 / B\ B IB 73.3 VBB.97 72.7 63.2 20 BO.O 31 72.B 9.9B <.442 MEETS NEED 14 56.0 11 O : Indicates highest level of agreement O : Indicates lauiest level of agreement * :Indicates sig nificance 111 Hypothesis students living For There from t h e hypothesis scale. were: individual Q l-the Table location the g r o u p on e a c h from the satisfactio n of individual was c o n d e n s e d of sign ificant variables cultural proved to These Q3-cooking Q lO -relationships others, a nd Q 2 0 - h o u s i n g m e e t s 014- needs. was r e j e c t e d . housing v a r i a b l e , the differences. housing t o t h e mean s a t i s f a c t i o n of a 3- each groups. Q 2-location, fa c ilitie s , Q17-comfort for to S c h e f f e ^ p r o c e d u r e was t h e n seven variable, hypothesis the the calculated Q 1 1- r e c o m m e n d i n g t h e location responses o f scale environment Q 8-socializing 26 c o n t a i n s and t h e the appliances, Therefore, Likert The p o s t - h o c overall neighbors, kitchen the living students fa c ilitie s , with find in groups w i t h On e - w a y ANOVAs w e r e conducted to separate no d i f f e r e n c e variables. housing v a r i a b l e . Nine is seven c u l t u r a l environment this point 3- the sign ificant seven c u l t u r a l of each F Ratio, the differences groups for each cultural p values, between t h e question. 112 TABLE 26 SATISFACTION OF EACH CULTURAL GROUP WITH EACH HOUSING UARIABLE LOCATION OF OIFF QUESTION SSA ME+NA EUR* MEAN MEAN MEAN N-G7 N-7S N-84 LA SCA SEA EA TOTAL I1EAN DEAN MEAN MEAN MEAN N-54 N-71 N-112 N-130 N-655 O.F./N F RATIO P Ql-OUERALL ME* U/EUR* 3.51 3.37 3.95 3.85 3.44 3.S4 3.55 3.59 6/651 3.39 < .003 Q2-L0CATI0N SSA U/EUR* SSA U/LA 3.SI 3.67 4.20 4.33 3.76 3.92 3.84 3.88 6/654 4.67 < .001 Q3-C0QKING SSA U/EA SCA U/EA SEA U/EA 3.82 3.21 3.17 3.19 3.37 3.32 2.66 3.14 6/648 8.04 < .001 OB-SOCIAL SSA U/EUR* EUR* U/SEA 2.70 3.16 3.65 3.30 3.26 3.05 3.16 3.18 6/654 5.50 < .001 QIO-REL U/ NEIGH LA U/SEA 3.33 3.17 3.62 3.78 3.34 3.18 3.29 3.35 6/654 3.69 < .001 Qll-RECOMM ME* U/EUR* EUR* U/EA LA U/EA 3.45 3.23 3.82 3.83 3.36 3.46 3.28 3.45 6/650 5.18 < .001 Q14-KIT APP SSA U/ME* SSA U/EA SEA U/EA 3.52 2.74 2.9G 3.08 3.10 3.21 2.62 2.97 6/627 6.22 < .001 Q17-C0MF0RT ME* U/EUR* UA U/OF 3.49 3.37 3.96 3.80 3.63 3.67 3.56 3.63 6/656 3.35 < .003 Q20-MEETS NEEDS ME* U/EUR* 3.33 3.04 3.74 3.54 3.37 3.42 3.40 3.41 6/652 3.18 < .005 For the level of "housing of purposes o f agreement descriptive (satisfactio n ) satisfaction" f r e e d o m and review, levels questions, of of each with significance Table 27 culture shows t h e on t h e Chi-Squares, noted. 20 degrees 113 Tabla 27 HOUSING SATISFACTION FOR SEUEN CULTURES IN ALL ENUIRONMENTS SSA ME+NA Q1 OUERALL EUR+ LA SCA SEA EA 61.5 41 59.6 77 67.0 119 62.6 439 67 .3 35.16 < . 001 * 52 73.2 99 77.4 139 72.6 492 75.1 24.17 < .019* 4B.1 44 62.0 69 60.7 69 36.3 339 52.1 4B.11 < . 001 * 57.4 40 60.6 59 51.3 74 39.4 319 50.2 27 .95 < .006* ALL CHI-SO P CD .F.~12] N 43 k 64.2 61.6 B4.3 02 N LOCATION k 54.2 63.3 B4.3 03 COOKING N / 51 * 76.1 4S.3 53.7 04 EATING N 36 k 66.3 45.1 05 N 43 SLEEPING \ 64.2 62.2 66.3 6B.5 45 64.3 91 71.1 114 59.7 421 64.5 14.33 < .2B0 N 34 k 50.7 40 53.3 31 f 56' '66.7, SB.S 42 61.9 54 47 .4 B6 45.0 343 52.6 16.95 < .155 Q7 N 39 REP+MAIN k 59.2 42 49 ( S 7 \ 64.0 \B0.7J 77.9 46 55.7 61 54.0 114 60.0 417 64.0 32.24 < . 001 * QB SOCIAL N 20 k 30.3 33 f S Q \ 29 44.0 \S9.SJ 53.7 50.0 44 38.3 71 37.2 43.1 46.02 < . 001* □9 COST 27 N k 40.3 32 42.7 39 46.4 f aa' *53.7, 52.1 50 43.9 55 29.9 269 41.0 26.43 <.009* □ 10 N 34 REL W/NE k 51.5 36 4B.0 44 52.4 / 39' v O .4, 51.4 45 39.1 99 46.1 321 49.0 26.95 <.009* □ 11 RECOM N 35 k 53.0 33 44 .0 57 / 4 1 s 69.7 \75.9, 62 54.9 76 40.0 34l" 52.4 39.27 < . □ 12 ACTIUIT N 11 k 34.4 17 36.2 21 43.B 22 40.7 45 32.1 157 39.0 16. B4 < .156 51 44.7 73 39.4 279 42.6 24.02 < .020* □6 STUDY IB 4B.6 292 001* ' 013 N 2B FURNITUR k 41. B 47.6 014 N ( 43 KITCH AP k fee.2 35.5 46.0 57 50.9 55 29.6 257 40.9 44.24 < . 001* 60.4 61 53.0 107 56.3 377 39.2 14.02 < .299 76 66.1 100 52.4 '402 61.4 19.86 < .092 77 67.0 111 S B .1 419 63.9 34.97 < . 001* 9 19.0 30 29.0 32.9 20.91 < .051 64 56.6 93 49.2 351 54.2 17.53 < .130 70 60.9 107 56.6 379 59.0 2 0 . 6 6 < .060 015 N 3B CLEANING V. 5B.5 40 53.3 51 63.0 □ lS" PRIUACY N 42 * 63.6 45 60.0 55 65.5 017 COriFORT N 42 * 62.7 53.3 Q1B N 7 COUNS ST * 33.3 13 30.2 17 42.5 019 RULES N 39 k 5B.2 40.3 56.6 020 N 33 MEETS NE * SB.2 39.7 69.0 O □ • 37 .5 159 .3 64.9 57.7 100 :Indicates highest level of agr eement :Indicates lowest level af ag reement :Indicates data which is statisticall y sig nificant 114 Hypothesis students' 4- There overall environments University. Using the Pearson satisfaction all 3.44, with r satisfactio n overall was 3 . 7 1 , all foreign livin g with Michigan Michigan overall housing State Th e h y p o t h e s i s c a n be r e j e c t e d .31 N=666). (p=<.0001, deviation overall their Moment c o r r e l a t i o n was a standard between satisfaction students’ overall students See T a b l e Product Pearson with overall was c o m p a r e d t o foreign foreign satisfactio n satisfactio n. because t h e for no r e l a t i o n s h i p and t h e i r State U niversity is housing of Michigan with .71. satisfactio n Th e mean State a standard Th e mean for was all U niversity deviation of .70. 28. Table SB OUERALL HOUSING SATISFACTION CORRELATED UITH OVERALL MICHIGAN STATE UNIVERSITY SATISFACTION MEAN S.D. HOUSING P r N 1 S.D. 0.8621 67 0.2174 < .033 3.23 0.7471 74 0.3330 < .002 0.G304 3.72 0.5B6S 64 0.0414 < .354 3. S3 0.5370 3.62 0.B6B0 54 0.1011 < .234 SCA 3.70 0.7023 3.45 0.6071 70 0.3316 < .004 SEA 3.74 0.54S4 3.43 0.6024 115 0.3332 < .001 EA 3.47 0.GG43 3.37 0.6423 130 0.4503 < .001 ALL 3.71 0.7050 3.44 0.6331 666 0.3074 < .001 I 1 I UJI ■ i Ld 1 ID 1 MEAN MSU SSA 4.00 0.BB22 ME+NA 3.GB 0.7201 EUR+ 3. BE LA * :Indicates data which is statistically significant Sub-hypothesis overall cultural overall 4- There satisfactio n groups w i t h satisfactio n of is no r e l a t i o n s h i p students th eir with between f r o m each o f living Michigan environments State the the seven and t h e i r U niversity. 115 This Sub-hypothesis cultures: Central the North Middle Asia, S ig nificant Asian South and Asia. for Middle Eastern and p=<.002, N=74), South students (r=.33, p=<.004, N=70), Southeast N= 1 1 5 ) and E a s t (r=.33, p=< .0 0 1 , p=<.001, values 5- found follow ing (r=.34, (r=.45, Hypothesis A frica, and E a s t were the students students correlation for and N o r t h Asia correlations Asian students East Southeast African Central c a n be r e j e c t e d for There is students' satisfaction variables and t h e i r N=190). each Table and Asian 28 shows t h e culture. no r e l a t i o n s h i p between with livin g individual overall satisfaction foreign environment with Michigan State Un i v e r s i t y . The h y p o t h e s i s Correlations environment U niversity can be r e j e c t e d . were conducted questions, for with satisfactio n. N=408) . with See T a b l e each o f overall Michigan in State Product the 20 Michigan A sig n ifican t found between Q 1 2 - a c t i v i t i e s satisfaction Pearson housing Moment living State correlation was and o v e r a l l U niversity (r=.32, p=<.001, 29. Tabln 29 OUERALL flSU SATISFACTION CORRELATED UITH HOUSING SATISFACTION UARIABLES FOR ALL FOREIGN STUDENTS r a li-A C T iu m E s Sub-hypothesis satisfactio n of 5- There students T iis i is N 4o i P < .001 no r e l a t i o n s h i p f r o m each o f the between seven the cultural 116 groups w i t h th eir individual overall Pearson living satisfactio n environment with Michigan P r o d u c t Moment C o r r e l a t i o n s cultural group. found between overall A number o f individual Michigan cultural group, sig n ifican t State Latin American for at on e s i g n i f i c a n t least cultural this groups, conducted variables Sub-hypothesis Only proved the correlation, for correlations students, group o n l y . and U niversity. satisfactio n. Therefore, cultural the were environment U niversity accepted State sig n ifican t livin g correlations. variables to each were and one have no sub-hypothesis A ll other and f o r groups these was had six was r e j e c t e d . Sub-Saharan A f r i c a For Sub-Saharan A f r i c a n University satisfaction satisfaction See T a b l e with students overall correlated Q3-cooking Michigan sig n ific a n tly fa c ilitie s (r=.35, State to p=<.002). 30. T a b la 30 nsu OUERALL SATISFACTION CORRELATED WITH HOUSING SATISFACTION VARIABLES FOR SUB-SAHARAN AFRICA Ql-CQQKING Middle East and N o r t h Middle Eastern correlations and f i v e neighbors N P 7349B ES7 <7(302 A frica and N o r t h African between M ic h ig a n different fa c ilitie s r (r=.39, (r=.46, Q18-counseling State environmental p=<.001), p=<.001), staff students had s i g n i f i c a n t U niversity variables: Q 8-socializing Q10-relationships Q 12-activities i n my h o u s i n g (r=.44, satisfaction with (r=.46, p=<.001) p=<.001), and Q 1 9 - 117 the rules (r=.39, and r e g u l a t i o n s p=<.001). concerning See T a b l e the use o f the housing 31. Table 31 MSU OUERALL SATISFACTION CORRELATED WITH HOUSING SATISFACTION UARIABLES FOR THE MIDDLE EAST AND NORTH AFRICA i I I Ia* in I i i I I Europe. P N r ~<7ooI o b -s o c Ia l Iz i n g -- 73944 Q10-REL U/NEIGH .414B 74 < .001 Q1S-ACTIUITIES .4577 47 < .001 Q1B-C0UNS STAFF .4451 43 < .001 Q19-RULES+REGS .3BG0 71 < .001 C a n a d a and O c e a n i a European, Canadian correlation and O c e a n i c between o v e r a l l Q18-counseling staff students Michigan (r=.55, had a s i g n i f i c a n t State p=<.001). U niversity Se e T a b l e and 32. Table 35 MSU OUERALL SATISFACTION CORRELATED UITH HOUSING SATISFACTION UARIABLES FOR EUROPE, CANADA AND OCEANIA r □Ib-couns"staff 7s475 South and C e n t r a l Asia South and C e n t r a l Asian between o v e r a l l satisfactio n and f i v e fa c ilitie s (r-.3 3 , p=<.001), (r=.43, p=<.002) (r=.45, p=<.010). (r=.34, Q9-cost ha d s i g n i f i c a n t Michigan different (r=.37, See T a b l e State U niversity environmental p=<.003), and Q 1 8 - t h e P <7ooiT 40 students correlations study N Q 8-socializing p=<.002), counseling 33. variables: 06- fa c ilitie s Q 12-activities staff in housing 118 Tables 33 HSU OUERALL SATISFACTION CORRELATED WITH HOUSING SATISFACTION UARIABLES FOR SOUTH AND CENTRAL ASIA N r QB-STUDY FAC .3410 6B < .005 QB-SOCIAL .3313 70 < .003 QS-COST .3740 71 < .001 Q1S-ACTIUITIES .4576 45 < .005 Q1B-C0UNS STAFF .4465 57 < .010 Southeast Asia Southeast Asian four items: repair P students Q1-The O v e r a l l and m a i n t e n a n c e recommending Q17-comfort had s i g n i f i c a n t the in services housing housing Variable to (r=.31, (r=.31, (r=.31, others correlations p=<.001). See T a b l e MSU OUERALL SATISFACTION CORRELATED WITH HOUSING SATISFACTION UARIABLES FOR SOUTHEAST ASIA N P Q1-0UERALL .313B 115 < .001 Q7-REPAIR+MAIN .30B4 113 < .001 Qll-RECOMMEND .3611 113 < .001 Q17-C0UNS STAFF .3153 115 < .001 07- Q 11 — p=(.001), Tabla 34 r p=<.001), p=<.001), (r=.33, with and 34. 119 East Asia East Asian students ha d s i g n i f i c a n t different items: Q1-The O v e r a l l Q4-eating fa c ilitie s p=<.001), Q 1 1- r e c o m m e n d i n g p=<.001), Q 12-activities (r=.33, in Q14-kitchen appliances services and a r o u n d t h e comfort in in the regulations p=<.001) Table housing concerning Variable p=<.001), the the use o f and Q 2 0 - h o u s i n g m e e t s others the needs p=<.001), (r=.33, p=<.001), Q15-cleaning (r=.40, p=<.001), ten (r=.32, ( r = . 37, p=<.001), housing (r=.32, to housing with (r=.33, Q9-cost housing (r=.33, the correlations p=<.001), Q19-the housing (r=.41, 017- rules and (r=.34, p=<.001). See 35. Table 35 MSU OUERALL SATISFACTION CORRELATED WITH HOUSING SATISFACTION UARIABLES FOR EAST ASIA N r 7551” IBS” <7551 04-EATING .3S73 1B7 < .001 OS-COST .3213 ISO < .001 Qll-RECOntlEND .3331 IBS < .001 Q1S-ACTIUITIES .3697 140 < .001 Q14-KITCHEN APP .334G IBS < .001 015-CLEANING .39B3 IBS < .001 Q17-C0UNS STAFF .3167 ISO < .001 01S-RULES+REGS .3404 IBS < .001 OSO-flEETS NEEDS .4070 IBS < .001 with Michigan qI It appears U niversity variables American P - ouerall that overall i s mo s t for affected East Asian students satisfactio n by h o u s i n g students reported (10 State environmental correlations). no r e l a t i o n s h i p Latin between M ic h i g a n 120 State University v a r i a b 1e s . satisfactio n and individual housing CHAPTER V - This chapter findings. SUMMARY, contains It also dr a wn f r o m t h e CONCLUSIONS AND RECOMMENDATIONS a review contains research the data, and r e c o m m e n d a t i o n s for The p u r p o s e o f research of foreign students particularly general The this with Michigan foreign at the State Africa; Europe, Central Asia; Southeast Asia housing students additionally H all, environments. Other University W inter university with into local statements which to with their cultural and N o r t h America; South and Asia. was t o into be m e a s u r e d their the appropriate environments foreign 1,359 researcher. were La ndon Owen H a l l , inform ation assessed students were their with Student The s u r v e y asked t o information satisfaction 121 students. about who w e r e the A Foreign Students a nd d e s c r i p t i v e as East addresses. by t h e as w e l l satisfactio n and who had p r o v i d e d was d e s i g n e d themselves seven Latin and E a s t 2,207 S u r v e y was s e n t demographic the Residence H a l ls , Satisfaction provide research a nd O f f - C a m p u s . 1989 th eir the of experience. divided from th e Term ca n be U niversity, Middle The p o s s i b l e Apartments research which and a d d i t i o n a l l y satisfactio n Undergraduate A s a m p l e was t a k e n enrolled the study State C a n a d a and O c e a n i a ; Because t h e i r living was t o divided Sub-Saharan A f r i c a ; and t h e conclusions U niversity were study future. housing groups: were the lim itations Michigan their students of about agreement w it h housing, 122 cultural life, adjustm ent, and s e r v i c e s Michigan to foreign questions had r e l i a b i l i t y .88. hundred Six State U niversity students. coefficients a nd s e v e n t y Th e four ranging one s t u d e n t s and a c a d e m i c sets of from .68 returned the to survey. The s u r v e y results statistical procedure, were analyzed w ith procedures: one-way the Chi-Square the ANOVA, s ta tis tic follow ing the and t h e post-hoc Pearson Scheffe/ Product Moment c o r r e l a t i o n . The s p e c i f i c Hypothesis hypotheses 1: satisfaction living There of satisfactio n groups w i t h Hypothesis in in 2: the students the Sub-hypothesis satisfaction of five 2: There students of livin g five Hypothesis students living 3: environment overall each o f the five living the in the overall seven c u l t u r a l environments. in the satisfaction environment of variables environments. no d i f f e r e n c e f r o m each o f living the environment in the seven c u l t u r a l variables in each environments. There from th e no d i f f e r e n c e individual is the were: live. no d i f f e r e n c e livin g in with from each o f with individual the is they five is groups w i t h students which students There investigated no d i f f e r e n c e There each o f foreign each o f of 1: is foreign environments Sub-hypothesis all all which were is seven no d i f f e r e n c e cultural variables. in groups the with satisfactio n individual of 123 Hypothesis students' 4: overall environments State There is no r e l a t i o n s h i p satisfactio n and t h e i r with overall between th eir all foreign living satisfaction with Michigan U niversity. Sub-hypothesis overall 4: There satisfactio n cultural overall of groups w i t h 5: with There is students' satisfactio n variables and t h e i r no r e l a t i o n s h i p students th e ir satisfactio n Hypothesis is f r o m each o f livin g Michigan overall the environments State no r e l a t i o n s h i p with between t h e individual seven and t h e i r U niversity. between living satisfactio n foreign environment with Michigan State U n iversity. Sub-hypothesis satisfaction groups w i t h th eir 5: of There students individual overall Survey Fifty-tw o from O ff -C a m p us , Other livin g were environment with Michigan came f r o m f i v e the seven c u l t u r a l variables State living from U n i v e r s i t y 1635 w e r e Undergraduate the between and U niversity. DEMOGRAPHIC DATA respondents percent no r e l a t i o n s h i p from each o f satisfactio n SUMMARY OF F I N D I N G S - 1. is Apartments; f r o m Owen H a l l , Residence H a l l s , environments. 1035 w e r e and 335 w e r e 19% w e r e from f r o m La ndon Hal 1 . 2. Survey 2935 w e r e were respondents from East from Europe, Middle East represented Asia; Canada, and N o r t h 1 735 w e r e seven c u l t u r a l from Southeast and O c e a n i a ; A frica; 1135 w e r e 1136 w e r e groups: Asia; 1335 from the from South and 124 Central Asia; from L a t i n 1094 w e r e from Su b-S ah aran The p r e d o m i n a n t the s u r v e y was 20 t o 4. Sixty percent 5. Doctoral four level students comprised The t o p A griculture Married 8. Single survey 9. to the in in 2196 o f survey Engineering students with survey respondents. 3596 and B a c h e l o r ' s level respondents. of respondents ( 1 796), and L e t t e r s livin g to respondents were male. 4396 o f represented responding (60%). survey s t u d e n t s made up 3996 o f survey of alone. students living United were N atu ralScience ( 1 296), ( 1 096). survey respondents. r o o mma t e s w e r e 3796 o f the the the with foreign students roommates, responding mo s t o f t e n lived (4295). percent States six of the foreign months to of survey students on e y e a r had a r r i v e d prior to survey. Thirty-seven th eir percent lived Tw enty-five completing 12. a ge represented and A r t s an A m e r i c a n the the students respondents. Single with of of academic m ajors (2196), Twenty-three 10. 11. five foreign 29 y e a r s students ( 1 296) 7. age o f students M aster's Business and 896 w e r e America. 3. 6. A frica current percent residence the six months respondents to on e y e a r . had lived 125 13. S ixty-th ree experienced al . , only percent of homesickness. 25% o f homesickness. 14. percent Fifteen 15. returning Th e p e r i o d respondents of Students with th eir most satisfied six reported ( 75%) . percent relationships Seventy-one that they were months with with the of satisfied the with reported that were speaking a b ilitie s . they confidence in correlated with had had (36%). generally students. with satisfied They were people satisfied students were from t h e i r with (73%). satisfied with their Americans. percent (1981) et survey arrival foreign students surveyed for s e c o n d mo s t other by S e l l t i z students were other had homesickness. relationships S ix ty -fiv e a l. students after they culture. et study homesickness American Lee respondents foreign They were of with 17. the that the relationships Sixty-one all relationships home c o u n t r y foreign greatest with 1963 home b e c a u s e o f was up t o 16. th eir of survey In a th e male experienced considered the th eir Bonn (1957), that speaking foreign student students adjustment percent satisfied reported English foreign of with their Rising English a b ility , the et reported to the students English a l. speaking (1968) a b ility , sign ificantly adjustment. and or 126 SUMMARY OF F I N D I N G S A ll Foreign 1. The t o t a l were most 2. group o f most in A l l living H alls Apartments and O f f - C a m p u s , (M=3.67), (M=3.40) Apartments (p=<.05) in t h e groups housing i n Owen H a l l found between A l l a nd O f f - C a m p u s , cultural in Off-Campus in U n i v e r s i t y differences were from a l l Undergraduate H a lls satisfied students Residence students second most s a t i s f i e d S ig nificant foreign all satisfied satisfied fourth LEVELS OF SATI SFACTI ON Students t h e most (M =3.70), - third and (M=3.30). satisfactio n of Undergraduate between U n i v e r s i t y and b e t w e e n Owen and U n i v e r s i t y Apartments. 3. Sixteen variables out of twenty produced satisfactio n of possible sign ificant a ll .foreign living environment differences students ( p =< .0 1 ) across in the four environments. 4. The t o p foreign five mo s t students an o v e r a l l in variable and m a i n t e n a n c e satisfying all housing variables environments were: ( 6 7 %) , services sleeping (6435) location fa c ilitie s and c o m f o r t for in (7535), (6535), the all repair housing ( 6 1 35 ) . 5. The foreign (3335), five least students the appliances satisfying were: activities (4135), cost the housing counseling available (4135) and to variables staff in residents furniture for the (3935), ( 4 3 35 ) . all housing kitchen 127 6. A sig n ifican t between o v e r a l l satisfactio n 7. housing with students residents satisfactio n State correlation was f o u n d in the with (r=.31, satisfactio n Michigan A sig n ifican t foreign for correlation p=<.001) found and o v e r a l l U niversity. (r=.32, p=<.001) between t h e State for a c tiv itie s r e s i d e n t s ’ housing, Michigan was all planned a nd o v e r a l l U niversity. THE CULTURAL GROUPS Sub-Saharan 1. Africans Co mp a r e d t o Africans livin g satisfactio n kitchen groups with all satisfactio n with fa c ilitie s 2. On t h e with the sleeping activ itie s State U niversity the housing cooking (r=.35, all (64%). other level of housing (64%) and least counseling were kitchen location They were (30%). variables, (76%), Subt h e mo s t appliances (64%) and satisfied staff of cultural lowest environments (64%), (30%), (33%) with and (34%). African between in level a nd t h e socializing satisfaction variable housing for fa c ilitie s fa c ilitie s Sub-Saharan correlation with cooking th eir highest ( 7 6 %) the ha d t h e of housing livin g overall in Compa r e d t o they Sub-Saharan had t h e fa c ilitie s location housing fa c ilitie s socializing cooking th eir twenty groups, environments (66%). the in Africans satisfied 3. the cultural environments, the Saharan other in 'a ll appliances in (66%), the students th eir overall and a c a d e m i c fa c ilitie s p=<.002). had a s i g n i f i c a n t life satisfaction and t h e i r available to them with Michigan satisfactio n in their 128 4. By c o m p a r i n g mean a g r e e m e n t / s a t i s f a c t i o n Saharan African cultural life , of 5. groups w i t h overall all groups For housing, th eir Africans and N o r t h Co mp a r e d t o the African appliances and r e g u l a t i o n s (4035) and t h e On t h e Eastern had t h e location (6935), sleeping fa c ilitie s satisfactio n in 2. the housing living all with in the th eir needs satisfaction services T h e y had t h e appliances Eastern groups w i t h a nd N o r t h lowest (2735), with overall Michigan (M=3.68) housing, African overall State and t h e in Middle level and m a i n t a i n a n c e the (4035). highest of ( 3 3 %) , housing living scores life , the variables, By c o m p a r i n g mean s a t i s f a c t i o n academic (5335), students kithen satisfied Eastern furniture us e o f ( 3335) . most environment. Middle housing and f u r n i t u r e sixth satisfied environments with satisfaction (6235). (3035) most African repair with groups M id d le all concerning housing a nd N o r t h e r n and a c a d e m i c U niversity groups, in comfort housing m eeting twenty environments living satisfied (2735), rules all a sig n ifican t State the cultu ral students kitchen with of (M=3.39). was n o t Michigan Sub- Africans other w e r e t h e mo s t third overall there a nd s a t i s f a c t i o n satisfied U niversity with (N=274) 2. State They were t h e Eastern and N o r t h Michigan between o v e r a l l satisfactio n 1. w e r e t h e mo s t (M=4.00). Sub-Saharan correlation Middle students scores, all (6435), level counseling of all students least and of staff cultural were U niversity (M=3.28). with the and satisfied of 129 3. Overall Michigan State U niversity satisfactio n was s i g n i f i c a n t l y satisfactio n variables for students. These were: p=<.001), relationships a ctiv itie s housing in (r=.44, concerning 4. housing For M id d le a sign ificant the overall housing and t h e African o verall, satisfied 2. Middle (M=3.60) in Eastern third the students ( N= 1 3 ) had t h e highest housing Co mp a r e d t o and t h e the level housing (100%, Central Asians), Asians). of in p=<.001). students, p=<.002) State there between was the U niversity tied satisfied Apartments and livin g in of satisfied , satisfied in in All and f o u r t h mo s t (M=3.19). cultural level were most s e c o n d mo s t (M=3.60) other groups, A ll African and Undergraduate satisfactio n cultural East living satisfactio n with and w i t h housing They staff with H alls the (60%). Middle highest around t h e i r mo s t other Eastern A frica p=<.001), and r e g u l a t i o n s students (M =3.84), Middle 3. (r=.39, East U niversity in African counseling African Michigan Residence H a lls C o mpa r e d t o activities a nd N o r t h satisfactio n. and M i d d l e Undergraduate (r=.39, (r=.34, with i n Owen H a l l Off-Campus rules and N o r t h correlation satisfactio n 1. housing Eastern overall A frica and t h e housing (r=.41. p=<.001), life five fa c ilitie s neighbors (r=.46. with Eastern socializing p=<.001) use o f correlated Middle with and a c a d e m i c Latin the (100%, had t h e students i n Owen H a l l with the location Americans, cleaning tied lowest groups, with level of (N=7) of and S o u t h services South from in had t h e their and and and C e n t r a l satisfactio n with the 130 cooking facilties appliances students) of th eir 4. ( 0 %, ( 0 %, tied and t h e housing C o mp a r e d t o with rules (5035, the and t h e Middle (N=97) had t h e highest (66%). lowest level (4935), the of with Americans), Canadian a nd r e g u l a t i o n s tied with East livin g level of satisfactio n (34%) and O c e a n i c students U niversity satisfactio n other with groups, the the us e Asians). groups, in kitchen concerning Southeast cultu ral Compa r e d t o furniture Latin European, other A frica fa c ilitie s tied eating from Apartments with cooking they had t h e fa c ilitie s and h o u s i n g m e e t i n g th eir needs (45%). 5. C o mpa r e d t o Middle Eastern had t h e th eir in lowest housing housing housing 6. Halls satisfactio n of the eating furniture housing Middle around the (42%), the East with least the in A ll of activ itie s staff in (56%). variables repair satisfying (62%), needs (N=25) location counseling th eir living housing the fa c ilitie s and students Undergraduate a nd m a i n t e n a n c e variable was k i t c h e n (18%). twenty Eastern satisfied Th e with satisfactio n a nd t h e M i d d l e African in Off-Campus and h o u s i n g m e e t i n g (85%). On t h e were level twenty appliances groups, living were most s a t i s f i e d services 7. cultural students (20%), from A f r i c a other (56%), (13%) On t h e the with housing variables, African students livin g i n Owen H a l l w e r e mo s t location (100%) a nd c l e a n i n g services housing cooking satisfactio n (100%). fa c ilitie s (0%) Th e least satisfying and k i t c h e n in and and variables appliances (0%). 131 8. On t h e Middle twenty Eastern t h e mo s t students satisfied fa c ilitie s On t h e Th e from A f r i c a w e r e most s a t i s f i e d least satisfying Middle with (6695) variable Apartments variable C a n a d a and O c e a n i a T h e mo s t s a t i s f y i n g sleeping fa c ilitie s counseling environment satisfying The t h i r d U niversity Apartments satisfying environment were most students in Off-Campus (o verall) housing ( 8895) . staff for C a n a d a and O c e a n i a was O f f - C a m p u s (M=3.83). and was t h e variables, living was t h e Europe. Th e s e c o n d mo s t African and c o o k i n g satisfying East the ( 1 395). from Europe, U niversity satisfactio n housing 1. variables, ( 3 0 95 ) . housing and t h e in location least fa c ilitie s twenty satisfactio n living with ( 6 6 95 ) . socializing 9. housing The in students (M=3.96). e n v i r o n m e n t was Owen H a l l satisfying (M=3.55) environment a nd t h e was A l l fourth Undergraduate was mo s t Residence H a lls (M =3.32). 2. On t h e Canadians had t h e twenty and O c e a n i c highest variable (8495), services (8195). with kitchen (4395) 3. level sleeping the in (84%) fa c ilitie s lowest in (67%), with Europeans, environments the overall and m a i n t a i n a n c e level of satisfactio n staff in housing (44%). cultural with a ll counseling housing students variables, and r e p a i r (3695), other satisfied living satisfactio n T h e y ha d t h e and O c e a n i c t h e mo s t of appliances Compa r e d t o satisfactio n students location and a c t i v i t i e s Canadian were housing groups, living the repair in overall all European, environments variable and m a i n t e n a n c e (84%), services 132 (81%), (7695) 4. socializing and h o u s i n g m e e t i n g Compar ed t o Europe, the other overall (N=15) variable satisfied , sleeping of living and c o s t (5395), and c o u n s e l i n g needs cu ltu ral cultural fa c ilitie s comfort in All housing students satisfied (3395). privacy (2795), housing from with the They were t h e with in the Undergraduate groups, staff in ( 6 9 95 ) . groups, w er e t h e most (9395) all (60%), th eir C a n a d a and O c e a n i a Residence H a l l s (4795) fa c ilitie s location (67%), comfort (3395, least tied in housing with Latin Amer i c a ) . 5. Compa r e d t o Canadians the and O c e a n i c were most s a t i s f i e d (90%), study services A frica 6. (90%) (75%). cultural groups Canadian variable furniture were th e (45%) least socializing (30%). the (N=20) (79%), groups (90%), Latin kitchen with least fa c ilitie s and m a i n t e n a n c e fa c ilitie s residents satisfied appliances ( 0 %, other cultural students groups, living in of of for the all tied with and m a i n t e n a n c e and h o u s i n g m e e t i n g satisfied fa c ilitie s of all (20%), housing European, University were t h e most s a t i s f i e d in (N=20) East). repair activities sleeping America), for Europeans, i n Owen H a l l repair They were t h e with groups, livin g and a c t i v i t i e s and O c e a n i c Apartments all with and t h e M i d d l e Compar ed t o (25%), of tied cultu ral students fa c ilitie s (100%, socializing housing other with services their cultural overall (90%), needs (70%). groups w i t h relationships (15%) the with and k i t c h e n Th e y the neighbors appliances 133 7. Compa r e d t o Europe, the Canada, other and O c e a n i a (N=29) were repair and m a i n t e n a n c e fac ilitie s ( 7 6 %) . 8. t h e most (6695) twenty housing and O c e a n i c Residence H a l l s variable were (93%). The least housing from t h i s cu ltu ral group satisfied with repair The satisfying least appliances On t h e Apartments the others sleeping On t h e living housing this satisfaction (90%). the twenty living and a c t i v i t i e s with in with the overall was k i t c h e n variables, students were t h e mos t services cultural (100%). g r o u p was with in the living the the in the repair lowest housing (33%). (97%). staff and level of (15%). variables, location students University in Off-Campus counseling housing variables, had t h e satisfaction students satisfied satisfied They activ itie s housing and O c e a n i c w e r e t h e mo s t with and m a i n t e n a n c e for European, Undergraduate i n Owen H a l l t h e most s a t i s f i e d with All variable satisfaction variable services satisfactio n ( 3 3 %) to variables, in satisfying C a n a d a a nd O c e a n i a were maintenance least (89%), (0%). twenty from Europe, the the satisfaction satisfied twenty On t h e Canadian with t h e mo s t 9. 11. satisfied housing fa c ilitie s housing living (8%). 10. the from socializing students a p p 1iances kitchen eating ( 7 5 %) , and r e c o m m e n d i n g least in Off-Campus with services students (69%). On t h e Canadian groups, living satisfied They were t h e f a c i 1t i e s cultural European, housing They we re in housing 134 12. Students most satisfied U niversity s atisfied 13 . from Europe, of all all 14 . (M=3.86). Michigan State sig n ifican tly correlated satisfactio n, the counseling housing for in European, Michigan the State satisfactio n. satisfactio n on e v a r i a b l e staff State (3.72). between o v e r a l l U niversity with third T h e y w e r e t h e mo s t correlation and o v e r a l l the Michigan housing o v e r a l l students satisfactio n Overall groups w i t h a sign ificant and O c e a n i c U niversity life groups w i t h T h e r e was n o t Canadian cultural and a c a d e m i c of C a n a d a and O c e a n i a w e r e of was housing housing (r=.55, p=<.001). Latin 1. America The most students was O f f - C a m p u s satisfying most satisfying environment satisfying H alls (M=3.39) 2. location fourth Apartments a ll Latin (89%), other recommending (57%), privacy (70%) use o f the 3. twenty housing Americans of living satisfactio n (82%) and r e p a i r in with cultural Undergraduate satisfying groups housing housing all Residence environment living relationships and t h e concerning On t h e most The t h i r d (M=3.28). (54%), th eir American (M=4.23). A m e r i c a n s w e r e t h e mo s t cost (70%), Latin The second most e n v i r o n m e n t was A l l C o mp a r e d t o environments, (M=4.26). for was Owen H a l l and t h e was U n i v e r s i t y environment rules to all satisfied with others with neighbors (76%), furniture and r e g u l a t i o n s (66%). satisfaction environments location in (89%), and m a i n t a i n a n c e variables, had t h e the highest overall services Latin (78%). level variable T h e y had 135 the lowest housing level ( 3 8 %) , f a c i 1i t i e s 4. South C e n t r a l maintenance the of other a ll Asia counseling (46%) cultural staff in a nd c o o k i n g least groups w i t h (88%), concerning satisfied appliances cleaning services staff the ( 0 %, in groups, location A sia), furniture us e o f of all tied housing South (33%, tied with tied rules (63%). cost Europe, They (13%), and C e n t r a l (57%) with and and t h e groups w i t h with were th e (100%, (50%) the Americans (N=8) repair a nd a r o u n d h o u s i n g housing Latin Residence H a l ls a nd S o u t h e a s t services and r e g u l a t i o n s in appliances Undergraduate mo s t s a t i s f i e d kitchen with (48%). in A l l were t h e satisfactio n kitchen Compa r e d t o living of A sia), and c o u n s e l i n g C a n a d a and Ocean i a ) . 5. Compa r e d t o Latin America the livin g satisfied with tied A frica with Asia), eating services (33%), other the i n Owen H a l l overall (N = 9 ) variable Middle East, fa c ilitie s (44%), repair with Europe, relationships with neighbors to others (89%), concerning housing m eeting their 6. the Compar ed t o students satisifed living with neighbors us e o f needs other (64%), activities in location and S o u t h (100%, and C e n t r a l and m a i n t e n a n c e (100%), (89%), the cultural cost recommendi ng t h e the rules and housing (78%) and t h e (79%), groups, Apartments cost housing (56%) Latin (N=28) (71%), recommending t h e the t h e mo s t (89%). in U n i v e r s i t y location were from C a n a d a and O c e a n i a ) , furniture the students (100%), and t h e (100%, regulations (75%), groups, tied housing with cultu ral American w e r e mos t relationships housing to and p r i v a c y others (71%). 136 7. Compa r e d t o living with the other in Off-Campus the overall fa c ilitie s (100%, tied study (56%), furniture (89%), comfort in in th e housing (50%, us e o f the housing East housing (75%) Americans were t h e most satisfied location Asia), (100%), sleeping appliances (100%), with rules Latin relationships kitchen tied the (N=9) (89%), (88%), groups, (10035), with fa c ilitie s A sia), the housing variable (89%), Southeast cultural South the fa c ilitie s with neighbors (100%), privacy counseling and C e n t r a l and r e g u l a t i o n s and t h e cooking staff Asia and concerning the housing meeting their needs (89%). 8. On t h e twenty from L a t i n H alls housing America were most livin g variable 9. twenty from L a t i n satisfied repair with cooking 10. with with 11. counseling On t h e from L a t i n satisfied cooking w e r e t h e mo s t overall with services The housing (100%), (100%) least location (100%), and r e l a t i o n s h i p s satisfying satisfactio n U niversity location staff America variable students variable was (0%). in twenty (0%). i n Owen H a l l twenty satisfied least living (100%). living Th e variables, the Americans Residence (100%). appliances students satisfactio n fa c ilitie s On t h e Undergraduate location was k i t c h e n a nd m a i n t e n a n c e neighbors with variables, housing America with in A l l satisfied satisfying On t h e satisfactio n Apartments (79%). in They were housing housing livin g variables, Latin w e r e mos t least satisfied (39%). satisfaction in Off-Campus the overall variable fa c ilitie s (100%), kithen variables, students h o u s i n g w e r e mos t (100%), appliances location (100%) (100%), and 137 comfort with 12. in a c tivities Latin American life , with overall State Students i n Owen H a l l A ll the State a sig n ifican t satisfactio n cultural (M=3.70). They we re Off-Campus housing cultural group level satisfaction livin g in (M=3.65). (M=3.60) with satisfaction all with housing and p r i v a c y satisfaction fa c ilitie s 3. Compa r e d t o the with eating cleaning a ll other staff of all (70%) in in most this highest cleaning services a nd m a i n t a i n a n c e lowest level kitchen appliances groups, South of ( 4 8 %) (50%). cultural (61%), were housing with t h e mo s t activities and a r o u n d t h e groups with (M=3.41). had t h e T h e y ha d t h e (45%), fourth variables, (73%), satisfied They were t h i r d Apartments and r e p a i r environments fa c ilitie s services counseling satisfied in location furniture socializing living housing satisfied and t h e environments (66%). a nd Asians a nd o v e r a l l A s i a w e r e mo s t twenty services, satisfied between o v e r a l l s e c o n d mo s t Residence H a l ls with and a r o u n d t h e and a c a d e m i c Asia 2. in satisfied group. e n v i r o n m e n t was U n i v e r s i t y of (33%). s e c o n d mo s t correlation satisfying On t h e satisfied second most the and C e n t r a l satisfied housing U niversity from South Undergraduate most th eir least (M=3.62). this and C e n t r a l in They w er e U niversity for They were were Michigan overall was n o t satisfactio n South students (M=3.99). housing, Michigan (100%). available group w i t h There 1. housing the cultural 13. the (60%). the in housing satisfied housing (70%) They were overall and C e n t r a l (51%), and least variable (59%). 138 Co mp a r e d t o 4. Asians were livin g the in A l l t h e most ( 10095, sleeping fa c ilitie s around t h e ( 6795) 5. cleaning A frica in the and C e n t r a l (729s), study cleaning counseling concerning Co mp a r e d t o livin g satisfied cleaning with the services counseling staff and S o u t h e a s t the other use o f in Asia). in the the ( 5 0 %, in with the ( 6 7 %) . students from Apartments fa c ilitie s fa c ilitie s housing rules housing (469s), (6395), and (6695). South ( N =11) and C e n t r a l w e r e t h e mo s t residents housing tied tied comfort eating for (4095), housing groups, the privacy and C e n t r a l ( 10095, (10095), planned and a r o u n d housing housing the housing and A m e r i c a and appliances and t h e cultural in t h e mo s t Latin and a r o u n d t h e ( 6595) activities in with socializing in Asia), were groups, with services South in U n i v e r s i t y (649s), in Off-Campus the staff study (6795). (N=5) the Asia), (8395), groups, privacy satisfied housing and S o u t h e a s t Southeast tied (N=6) variables: cleaning kitchen living and C e n t r a l Southeast A s ia ), needs cultural available in with cultural East), fa c ilitie s staff regulations th eir a nd a r o u n d Asia services America with ( 10095, other t h e mo s t follow ing (8395), tied South Residence H a l l s fa c ilitie s a nd c o u n s e l i n g Compa r e d t o were tied East), Middle (10095) groups, i n Owen H a l l Middle services (N=47) other location and t h e housing Asians (1009s, living and t h e Latin neighbors the with the socializing housing students A frica 7. with and h o u s i n g m e e t i n g satisfied South with ( 10095, with Compa r e d t o Asian 6. tied (839S), relationships cultural Undergraduate satisfied location fa c ilitie s other with (7595), ( 8095) and t h e Latin America 139 8. On t h e twenty housing from t h i s cultural group Residence H alls (10095), with 9. the kitchen On t h e Central location ( 10095), twenty least cost ( 095) . 10. On t h e Asians with furniture were t h e most cooking fa c ilitie s housing (8295). fa c ilitie s 12. South satisfied overall cultural with (M=3.70). living with with housing (095) and South and w e r e mo s t They were least housing Asian State variables, in Off-Campus the o v e ra ll furniture They we re groups w i t h ( 7 2 95 ) . and ( 10096). variables, satisfactio n socializing Michigan the housing Apartments fa c ilitie s Asia (8295), and C e n t r a l satisfied fa c ilitie s satisfaction housing a nd r e c o m m e n d i n g t h e cooking South least ( 3895) . They were (4695), with eating satisfied variables, t h e most in U n i v e r s i t y and C e n t r a l in satisfied the satisfied from South least in the twenty They were services and c o m f o r t with On t h e and c l e a n i n g and a r o u n d satisfied 11. location in housing living with services satisfied twenty (10095) i n Owen w e r e ( 10095) Undergraduate satisfaction cleaning privacy A ll students ( 095) . housing livin g in variables, satisfied (10095). appliances (10095), They were Central fa c ilitie s housing Asians living w e r e t h e mo s t sleeping and a r o u n d satisfactio n to others students (4695), were third housing o v e r a l l with in the study cost ( 4 6 %) ( 4 6 95 ) . U niversity the ( 8 2 95 ) , a nd c o m f o r t satisfied fa c ilitie s housing variable (82%) students the fifth and a c a d e m i c most satisfied (M=3.45). mo s t life of all 140 13. T h e r e was a s i g n i f i c a n t correlation between o v e r a l l Michigan overall satisfactio n. 14 . housing For State South and C e n t r a l U niversity s ig n ifican tly State Asian with variables: study fa c ilitie s (r=.33, p=<.003), a c tivities planned for counseling staff Southeast '1. were fa c ilitie s in in from t h i s All second most five housing cost ( r = . 37, and Michigan was satisfactio n p=<.002), (r=.43, s atisfied in Off-Campus U niversity Compa r e d t o in all the socializing p=<.001), p=<.002) and p=<.01). cultural groups w i t h relationships with Residence housing were (71$). (M=3.54), and Th e y third fourth mo s t mos t (M=3.25). groups, Southeast t h e mo s t s a t i s f i e d They were repair satisfied (M=3.72). (M=3.46) cultural least (39%), services cleaning (53%) and c o u n s e l i n g housing satisfactio n services staff in Asians with satisfied and m a i n t e n a n c e neighbors housing Halls i n Owen H a l l environments fa c ilitie s A s i a w e r e mo s t Apartments other sleeping around t h e Southeast satisfied in living satisfaction (r=.45, Undergraduate satisfied 2. overall life residents housing satisfactio n students, (r=.34, p=<.004) Asia Students living U niversity and a c a d e m i c correlated (r=.33, the of all (54%), in and housing (19%). 3. On t h e twenty from S o u th e a s t Asia satisfied location comfort in counseling (38%) with housing staff living and a c t i v i t i e s housing in a ll (77%), (67%). in in environments sleeping They w e r e (19%), housing variables, (71%) satisfied socializing (41%). w e r e mo s t fa c ilitie s least students with fa c ilitie s and 141 4. C o mpa r e d t o students livin g were most America (5035), tied the in a nd S o u t h with South (7535), in a nd a r o u n d t h e comfort groups w i t h rules the They were with (100%, and r e g u l a t i o n s tied fa c ilitie s the South of all services and C e n t r a l staff in cultural (50%), furniture the ( 10035, housing and c o u n s e l i n g services (50%), Latin cleaning with satisfied concerning with fa c ilitie s (5035), tied and m a i n t e n a n c e neighbors (N=4) recommending (75%), least Residence H a l ls sleeping Asia), housing Asian cooking appliances housing Southeast ( 10035, Asia), (100%), kitchen in groups, location and C e n t r a l repair relationships with and C e n t r a l others (67%). cultural Undergraduate fa c ilitie s to housing All s atisfied , eating A sia), other use o f (25%) the and t h e housing (33%). 5. Co mp a r e d t o students the living relationships in with counseling staff concerning the th eir 6. needs most housing 7. housing Asia the the least other living with in groups, were (43%, (8%), least tied the housing Southeast satisfied with rules (50%) the cultural East Asian with Asia), and r e g u l a t i o n s and h o u s i n g m e e t i n g groups, U niversity sleeping (55%) with students Apartments fa c ilitie s and c o m f o r t satisfied the in (N=71) (69%), housing counseling from were the (72%). staff They in (13%). Compa r e d t o living (N=14) neighbors in appliances were th e cultural (43%). satisfied kitchen Owen use o f C o mpa r e d t o Southeast other the in Off-Campus counseling staff in other cultural housing the (N=26) housing groups, Southeast were most (50%) Asians satisfied They w e r e t h e with least 142 satisfied with the f a c i 1 i t i e s (8035), overall study maintenance services (3135), (4235), cost kitchen the (5435) the housing 8. On t h e twenty housing Asia They lowest had t h e and f u r n i t u r e twenty 10. in twenty satisfied (4235), and a r o u n d the housing the us e o f group with the ( 1 335). twenty housing living cooking socializing satisfactio n the housing with sleeping satisfied livin g staff students variables, students Residence with location fa c ilitie s housing with ( 10035) (10035). cost (2535), variables, Southeast satisifed with with the cooking ( 735) . They w e r e with in satisfactio n least ( 7 3 35 ) . s atisfied in satisfaction satisfactio n location Asian others Undergraduate around of housing w e r e mo s t On t h e socializing concerning i n Owen w e r e mo s t and c o s t cultural 11. of a nd housing from t h i s in A ll ( 10035), level and t h e (735) On t h e level livin g (9335), fa c ilitie s comfort and (2535). students location in fa c ilitie s services Asians for services satisfactio n living highest eating On t h e (4635), repair housing t o a nd r e g u l a t i o n s and c l e a n i n g 9. fa c ilitie s cooking ( 4 2 35 ) . had t h e ( 10035), (3935), cleaning privacy rules from Southeast Halls (3535), (58&), (3935), and t h e fa c ilitie s (58$), recommending t h e appliances housing variable in U niversity overall least variable satisfied satisfactio n in Off-Campus fa c ilitie s fa c ilitie s variables, (3135). students Apartments (7335) with and counseling variables, Southeast h o u s i n g w e r e mo s t (8035) and least satisfied 143 12. Students satisfied overall from S o u t h e a s t with Michigan (M=3.74) A s ia were State and t h e the U niversity fourth mo s t fourth mo s t and a c a d e m i c satisfied with life , housing, o ve ral1 (3.43). 13. T h e r e was a s i g n i f i c a n t Michigan State satisfactio n 14. For State counseling East (M=3.67) Asians, group overall variables: staff overall services in (r=.31, with s ig n ifican tly the others housing p=<.001). satisfactio n housing t o housing and o v e r a l l (r=.33, correlated and m a i n t e n a n c e the Asians with variable (r=.31, (r=.36, four (r=.31, p=<.001), p=<.001) and p=<.001). a nd t h i r d in U n i v e r s i t y On t h e Asians in the staff appliances (30%). Co mp a r e d t o eight in in a ll in All Th e y w e r e housing i n Owen H a l l Undergraduate fourth most satisfied (M=3.30). satisfactio n environments overall services in Off-Campus satisfied satisfied housing all counseling living most Apartments (73%), maintainance s e c o n d mo s t (M=3.40). twenty living location w e r e mo s t s a t i s f i e d They w e r e Residence H a lls 3. cultural between o v e r a l l Asia (M =3.82). 2. satisfaction U niversity repair recommending 1. this satisfaction p=<.001), East for Southeast Michigan housing U niversity correlation housing other were most variable (60%). variables, (63%) They w er e (28%), cultural cost environments were t h e housing satisfactio n variables: satisfied and r e p a i r with and least satisfied (29%) and k i t c h e n groups, all East least East Asians satisfied cooking with fa c ilitie s with 144 ( 37%) , study to eating fa c ilitie s fa c ilitie s others (45%), (40%), ( 3 9 %) , cost sleeping (29%), a c tivities in fa c ilitie s (60%), recommending t h e housing (32%) housing and p r i v a c y (52%). 4. Compa r e d t o living least in A l l the satisfied with (15%), fa c ilitie s ( 4 1 %) Compa r e d t o livin g i n Owen (89%), study in around the housing with (58%), fa c ilitie s maintenance to (39%), (65%), privacy other cultural in U n i v e r s i t y with tied needs East (44%). Asians with location fa c ilitie s with others (39%), Southeast (33%), cleaning ( 5 9 %) the eating satisfied activities services and c o m f o r t study services to others housing (40%), and t h e rules privacy students (N=78) in and in satisfaction sleeping fa c ilitie s (28%), repair cleaning (50%), and r e g u l a t i o n s (40%), comfort in concerning and recommending services in the the variables: (49%), cost from were fa c ilitie s (53%), (38%), groups, Apartments 11 h o u s i n g cooking (45%), housing (42%). housing furniture their socializing (43%, were socializing groups, least (59%), the the living satisfied location were th e (N=39) (10%), (49%), Asians (57%). Asia least cultural neighbors housing Compa r e d t o East other (N=49) (33%), the fa c ilitie s East H alls fa c ilitie s a nd h o u s i n g m e e t i n g recommending housing 6. study groups, Residence cooking fa c ilitie s relationships Asia), cultural Undergraduate fa c ilitie s 5. other the and a r o u n d housing us e o f the the (50%), housing 145 7. Co mp a r e d t o living with 8. in the cooking from East Asia T h e y had t h e 9. from East housing housing living level lowest appliances On t h e twenty Asia cultural fa c ilitie s twenty highest kitchen other Off-Campus On t h e had t h e the of level of with cooking (58%) and satisfactio n 11. On t h e students of twenty level housing Halls location of a ll with and t h e activities housing highest and t h e U niversity (58%) with of (56%). students (69%). groups w i t h variables, satisfaction the lowest of level variab les, overall lowest in housing housing level students variable of (26%). had t h e highest (100%) counseling East and t h e staff in (17%). East Asians had t h e l o w e s t mean s a t i s f a c t i o n Michigan State U niversity (M=3.47) a nd t h e second housing, overall (M=3.37). of had t h e variables, fa c ilitie s with level Apartments satisfactio n cooking students (4%). satisfactio n in Off-Campus satisfactio n lowest 12. with living in (90%) satisfaction location cost Residence with satisfactio n fa c ilitie s housing living of the satisfied variables, Undergraduate i n Owen ha d t h e satisfactio n level Asians t h e most a nd w i t h satisfactio n location highest East (5%). livin g from East A sia were satisfaction housing twenty (100%) in A l l with On t h e (N=25) satisfactio n satisfactio n 10. groups, and a c a d e m i c life , with overall l o w e s t mean s a t i s f a c t i o n with Asian level 146 13. T h e r e was a s i g n i f i c a n t Michigan State satisfactio n 14. For housing (r=.45, East U niversity U niversity Asian students, satisfactio n eating p=<.001), recommending p=<.001), activities housing (r=.32, the needs (r=.41, ALL L I V I N G 1. The most the in housing p=<.001) 2. satisfying housing others cleaning cost 10 (r=.33, (r=.32, (r=.33, p=<.001), services counseling and t h e with variable p=<.001), (r=.37, (M=3.70). staff kitchen in and a r o u n d in housing concerning us e o f housing m eeting Apartments Residence H a l ls for mo s t all foreign Th e s e c o n d m o s t (M=3.67). was A l l fourth th eir The t h i r d Undergraduate satisfying students satisfying mo s t Residence environment H alls was (M=3.30). differences satisfactio n Apartments overall to environment environment Significant overall State ENVIRONMENTS a nd t h e U niversity Michigan and r e g u l a t i o n s e n v i r o n m e n t was Owen H a l l (M=3.40) housing p=<.001). was O f f - C a m p u s satisfying the housing p=<.001), rules (r=.34, and o v e r a l l sig n ific a n tly (r=.33, p=<.001), (r=.40, p=<.001), housing correlated fa c ilitie s (r=.33, overall variables: p=<.001), the satisfactio n between o v e r a l l p=<.001). satisfactio n appliances correlation of (p=<.05) students and O f f - C a m p u s , and O f f - C a m p u s , in were found All between th e Undergraduate and b e t w e e n U n i v e r s i t y and b e t w e e n Owen a nd U n i v e r s i t y Apartments. 3. The s i n g l e all foreign housing students in variable all which was m o s t environments was satisfying location to (7535). 147 Th e v a r i a b l e w h i c h was least satisfying all e n v i r o n m e n t s was c o u n s e l i n g All Undergraduate 1. The most s a t i s f i e d Residence (3.72); Halls South Easterners Canadian Residence were (most Latin and O c e a n i c The d i f f e r e n c e s in in a ll students, housing in (33%). H alls students and C e n t r a l (3.60); staff to to living least): Asians Undergraduate not and M i d d l e European, and E a s t were Asians African (3.39); (3.32) satisfactio n A ll Southeast (3.65); Americans students in Asians (3.29). sta tis tic ally sign ificant. 2. The groups individual w e r e mo s t Residence variable 3. On was 13 h o u s i n g H alls livin g were location found to (77%). eating fa c ilitie s , repair fa c ilitie s , furniture, kitchen around housing, cultural Undergraduate The least variables, A ll cooking cleaning comfort were from found fa c ilitie s , services, relationships appliances, different D ifferences and m a i n t e n a n c e cost, satisfying Undergraduate be s i g n i f i c a n t l y location, privacy, a ll (8%). (p=<.01). variables: which in A l l appliances environments follow ing the with satisfactio n on t h e socializing variable satisfied was k i t c h e n Rsidence other H alls housing with services neighbors, in and and h o u s i n g m e e t i n g needs. Owen H a l 1 1. mo s t S t u d e n t s mo s t to least and M i d d l e Oceanic satisfied: Easterners students (M=3.70); satisfied Latin Americans (M=3.84); (M=3.83); Southeast i n Owen H a l l Asians South European, were, (M=4.23); Canadian and C e n t r a l (M=3.54); in o rd e r and E a s t from African and Asians Asians 148 (M=3.50). Differences were found to be s i g n i f i c a n t (p=<.02). 2. S ig nificant the other livin g satisfactio n cooking study differences environments variables. fa c ilitie s , fa c ilitie s , repair fa c ilitie s , services and a r o u n d meets 3. Two h o u s i n g Oceania, p=<.01) fa c ilitie s , services, appliances, privacy East U niversity cleaning a nd h o u s i n g Asia with Europe, with students location ( 9 3 %) . fa c ilitie s satisfied C a n a d a and neighbors (Latin were most The satisfied least satisfying ( 7 %) . Southeast (M=3.41); Middle Easterners Differences students European, Asians were On 16 h o u s i n g Apartments was Owen e n v i r o n m e n t : p=<.001). foreign cooking in o r d e r : (M=3.55); the sig n ifican tly Apartments The most were, (East Asia, all i n Owen H a l l was variables and r e l a t i o n s h i p s Th e v a r i a b l e variable 2. housing, groups w i t h i n fa c ilitie s America w ith 1. the kitchen location, sleeping and m a i n t e n a n c e cost, 12 h o u s i n g were: fa c ilitie s , satisfactio n cultural socializing with f o u n d on and needs. separated 4. were b e t w e e n Owen h a l l Th e v a r i a b l e s eating socializing in (p=<.01) to sig n ifican tly environments (p=<.01). South (M=3.28); and E a s t Asians be s i g n i f i c a n t satisfactio n Variables students and C e n t r a l Africans and (M=3.18). (p=<.02). variables, differed Apartments and O c e a n i c (M=3.46); Americans (M=3.19) found U niversity Canadian Asians Latin in from th e U niversity other which were living sign ificant 149 were: the overall variable, eating fa c ilitie s , repair and m a i n t e n a n c e cost, privacy, 3. comfort fa c ilitie s (South Asia, and t h e fa c ilitie s , furniture, kitchen and a r o u n d t h e variables in housing, Asia w ith Middle needs. sig n ifican tly University and C e n t r a l (A frica Apartments: East East with Asia, South study p=<.01), and C e n t r a l p=<.001). The most groups in fa c ilitie s , and h o u s i n g m e e t i n g satisfaction cultural and c o s t services fa c ilitie s , study socializing neighbors, in housing separated cooking fa c ilitie s , services, with cleaning Two h o u s i n g 4. sleeping relationships appliances, location, individual satisfying Apartments least was to all were staff in satisfactio n foreign location satisfying counseling housing students ( 6 7 35 ) . w h i c h was in U n i v e r s i t y The v a r i a b l e s socializing housing variable fa c ilitie s which were (3436) and t h e ( 3435) . Off-Campus 1. S t u d e n t s mo s t order: Latin Oceanic Middle to 3. Americans students Easterners (M=3.60); 15 h o u s i n g was s i g n i f i c a n t l y (p=<.01). were: the (M=3.96); (M=3.60); environment were, European, East Asians South Canadian (M=3.82), and C e n t r a l (M=3.25). in and African and Asians Differences were found (p=JNo If yes, attach a copy of the advertisement you will use. SEE INSTRUCTIONS - ITEM 2 ( 2) 168 6. those students who w i l l be recontacted to complete a survey. w i l l be provided by the researcher. Postage As Area D ir e c to r f o r U n iv e rs ity Apartments and A ss ista n t D ir e c to r o f U n iv e rs ity Housing Programs, the on-campus students are members of communities fo r whicn I provide s tu d e n t/re s id e n t a f f a i r s se rvice s. 169 8. AN0N YM ITY/C 0NF1D EN TIAUTY. D escribe procedures and safeguards fo r in su rin g c o n fid e n ­ tia lity o r a n o n ym ity. SEE INSTRUCTIONS - ITEM 3 The l i s t o f selected p a r t ic ip a n t s in the research w i l l be given to the researcher d i r e c t l y , and surveys w i l l sent to selected su b je cts . Each survey w i l l be numbered in order to be able to re c o n ta ct those in the sample who have not returned the post card w ith the matching number. No responses w i l l be compared w ith the names o f the respondents. The numbering o f the surveys is f o r the sole purpose o f sending fo llo w -u p surveys. Anonymity o f responses w i l l be o ffe r e d , because there is no id e n t if y in g name on the survey. The sampled p opulation w i l l be known to the researcher, however, because the researcher w i l l be doing the work of assembling m a te ria ls , addressing envelopes and sending fo llo w -u p surveys. 9. R IS K/B EN E FIT RATIO. A nalyze th e ris k /b e n e fit ra tio . SEE INSTRUCTIONS - ITEM 4. C o m ­ p le te ly answ er item s A, B, and C liste d in the in stru c tio n s . There are no foreseeable r is k s in f i l l i n g out the survey f o r the p a r t i c ip a n t s . The r e s u lt s o f the survey have the p o te n tia l o f impacting housing p o lic y and programming, and fo re ig n student advising a t Michigan State U n iv e r s it y , because o f the involvement o f both o f f i c e s in advising and a s s is tin g t h i s researcher. 10. CONSENT PROCEDURES. Describe consent procedures to be followed, including how and where informed consent will be obtained. SEE INSTRUCTIONS - ITEM 5 on what needs to be included in your consent form. Include a copy of your consent form with your proposal. No formal consent form w i l l be used . The l e t t e r accompanying the survey o u tlin e s the importance o f the research and the value o f the in form a tion to U n iv e r s ity Housing Programs, and In te rn a tio n a l Students and Scholars. 11 . CHECKLIST. C heck o ff th a t you have included each o f these item s w ith y o u r proposal. applicable, state n /a . If not [] Provide six (6) copies of all information - gathering instruments (questionnaires, tests, forms, etc.) - to be used in the p ro je c t Provide two (2) copies if applying (or exempt o r expedited. [] Proposed graduate and undergraduate student research projects submitted to UCRIHC for review should be accompanied by a signed statement from the student's m ajor professor stating that he/she has reviewed and approves the proposed project. [j Provide one complete copy of the full research proposal. Graduate students should furnish one copy of the -Methods" chapter of their thesis/dissertation (if available) in lieu of a research proposal. [] Questions 1 * 1 0 have been filled out completely. [] Consent form Is included In proposal (or for those projects where signed consent is not possible or feasible the consent procedure is included in proposal.) {] Advertisement included if applicable YOUR PROPOSAL WILL BE ASSIGNED AN IRB NUMBER. REFER TO THIS NUMBER AND THE TITLE OF YOUR PROPOSAL ON ANY CORRESPONDENCE OR INQUIRIES. ( 4) APPENDIX B F I R S T APPROVAL FROM THE U N I V E R S I T Y COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS 171 172 M I C H I G A N STATE U N I V E R S I T Y UNIVERSITY COMMITTEE ON RESEARCH INVOLVING EAST LANSING • MICHIGAN • 48824-111! HUMAN SUBJECTS (UCRIHS) 206 BERKEY HALL (517) 353-9738 February 3, 1989 IR B # 89-027 Nancy Lange W-38 Wonders Hall Dear Ms. Lange: Re: "THE SATISFACTION O F FO REIG N STU DENTS WITH TH EIR LIVING ENVIRO NM ENTS A N D WITH TH EIR E D U C A TIO N A L EXPERIENCE AT MICHIGAN STATE UNIV ER SITY IR B # 89-027' The above project is exempt from full UCRIHS review. I have reviewed the proposed research protocol and find that the rights and welfare o f human subjects appear to be protectea. You have approval to conduct the research. You are reminded that UCR IH S approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval one month prior to February 3.1990. Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation o f the change. UCRIHS must also be notified promptly o f any problems (unexpected side effects, complaints, etc.) involving human subjects during the course o f the work. Thank you for bringing this project to our attention. If we can be o f any future help, please do not hesitate to let us know. J in r A fA lt; Joh i K. fiudzik, Ph.D. Chair, UCRIHS JK H /sar cc: E. Nonnamaker M S U is an A ffir m a tiv e A c tio n /E q u a l O p p o rtu n ity I n s titu tio n APPENDIX C R E V IS I O N OF PROPOSAL TO THE U N I V E R S I T Y COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS 173 174 February 14, 19S9 D r . John H u d z i k C h a i r , UCRIHS 206 B erkey H a ll Dear Dr. H udzik, I would l i k e p ro p o s a l. to make several s lig h t a lte ra tio n s in my r e s e a r c h 1. T h e - f i r s t i n v o l v e s t h e u s e o-f t h e p o s t - c a r d s w h i c h w e r e t o accompany t h e r e t u r n e d s u r v e y s . As s t a t e d i n my p r o p o s a l (IF.'B# 3 9 0 27) page 3, s e c t i o n 8, l i n e 2, "Each s u r v e y w i l l be numbered in o r d e r t o b e a b l e t o r e c o n t a c t t h o s e i n t h e s a m p l e who h a v e n o t r e t u r n e d t h e p ost c a rd w ith th e m atching number. The n u m berin g o f t h e s u r v e y s i s f o r th e s o le purpose of sending fo llo w -u p s u rv e y s ." S in c e I proposed n u m b e r i n g t h e s u r v e y s , t h i s n u m b e r on t h e s u r v e y a l o n e w i 11 a l l o w f o r i d e n t i f i c a t i o n o f t h o s e who h a v e r e t u r n e d s u r v e y s , a n d w i l l n o t n e e d a fo llo w -u p . The post card is not a necessary device, nor does it guarantee any greater anonymity. 2. D ue t o t h e d e l a y i n g e t t i n g my s u r v e y o u t , I am further proposing a change from the Fail Term Enrolled Foreign Student list as my total p o p ul at io n, to the Hinter Term Enrolled Foreign Student l i s t , i n o r d e r to have the most recent addresses to use fo r m a ilin g out the survey. The size of the group I Mill contact may be as large as 1500, not the 1100 stated in my pro po s a l , d u e t o a n e e d t o i n c l u d e somewhat l a r g e r p r o p o r t i o n s o f f o r e i g n s t u d e n t s in each o f t h e 35 c e l l s (5 e n v ir o n m e n ts X 7 c u l t u r a l g r o u p s . ) I h a d p r o p o s e d s u r v e y i n g a l l t h e s t u d e n t s wh o w e r e i n e a c h c e l l w h i c h had 5 0 s t u d e n t s o r l e s s , and r a n d o m i z i n g t o 5 0 , a l l l a r g e r g r o u p s . I b e l i e v e I w i l l h a v e more u s a b l e i n f o r m a t i o n i f I survey a l l the s t u d e n t s i n e a c h c e l l o f 100 o r l e s s , and r a n d o m i z e t h e g r o u p s w h ic h a re l a r g e r than 100, to 100. I a f f i r m t h a t I w i l l be t h e o n l y p e rs o n w i t h t h e numbered m a s te r l i s t o f s t u d e n t s , a n d t h a t I w i l l m a i n t a i n t h i s l i s t i n my h o m e , u n d e r l o c k and k e y . A d d i t i o n a l l y , I w i l l d e s t r o y t h e n um be re d l i s t upon c o m p l e t i o n o f my r e s e a r c h . I a f f i r m t h a t I w i l l n o t u se t h e numbered l i s t f o r a n y o t h e r p u r p o s e t h a n t o i d e n t i f y t h o s e s t u d e n t s who w i l l re c e iv e surveys. Thank you Nancy Lange Ca mp u s for your fu rth er co n sid eratio n of th is p ro p o s a l. APPENDIX D SECOND APPROVAL FROM THE U N I V E R S I T Y COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS 175 176 M I C H I G A N STATE U N I V E R S I T Y EAST LANSING • MICHIGAN • 4 8824-till UNIVERSITY COMMITTEE ON RESEARCH INVOLVING HUMAN SUBJECTS (UCRIHS) 206 BERKEY HALL (517) 353-9738 February 22,1989 IR B # 89-027 Nancy Lange N-38 Wonders Hall Dear Ms. Lange: Subject: "THE SATISFACTION OF FO REIG N STU D E N TS WITH THEIR LIVING ENVIRO NM ENTS A N D WITH TH EIR E D U C A TIO N A L EXPERIENCE A T M SU 89-027" Your proposed revision in the research protocol is approved. However, since this is an approval o f your revision only, you are reminded that UCRIHS approval o f the parent jroject is valid for one calendar year. If you plan to continue this project beyond one year, >lease make provisions for obtaining appropriate UCRIHS approval one month prior to . igbraary 3..199Q, Any changes in procedures involving human subjects must be reviewed by the UCRIHS prior to initiation o f the change. UCRIHS must also be notified promptly o f any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this revision to our attention. If we can be o f any future help, please do not hesitate to let us know. Sincerely, r- John K. Hudzik, Ph.D. Chair UCRIHS JK H /sar cc: E. Nonnamaker M S U is an A / f ir m a t i v i A c tio n /E q u a l O p p o rtu n ity I n s titu tio n APPENDIX E REQUEST FOR LABELS TO THE ASSISTANT REGISTRAR OF MICHIGAN STATE U N I V E R S I T Y 177 178 February 16, 198? V i r g i n i a Angel 1 A s sistan t R e g is tra r 212 A d m in is t r a t io n B u ild in g Campu.s Dear Ms . Angel 1, I am r e q u e s t i n g a s s i s t a n c e i n g a t h e r i n g my s a m p l e + o r my d i s s e r t a t i o n . am l o o t i n g a t t h e s a t i s f a c t i o n o-f - f o r e i g n s t u d e n t s i n 7 c u ltu ra lareas, w i t h 5 d i f f e r e n t t y p e s o-f h o u s i n g a v a i l a b l e t o t h e m . I am a l s o i n v e s t i g a t i n g w h e t h e r t h e r e i s a c o r r e l a t i o n b e t w e e n s a t i s-f a c t i o n w i t h h o u s i n g , a n d s a t i s i - f a c t i on w i t h t h e g e n e r a l MSU e x p e r i e n c e . I I n my s a m p l e , t h e r e a r e 3 5 s u b p o p u l a t i o n s / c e l 1 s , w h i c h c o n t a i n v a r i o u s n u m b e r o-f s t u d e n t s . F o r most c e l l s , t h e r e i s a number s m a l l e r th a n 100, h o w e v e r , f o r s e v e n g r o u p s t h e r e a r e n u m b e r s h i g h e r t h a n 1 0 0 , and I w o u l d l i k e to have th e s e groups ran d om ized to 100, i f p o s s ib le . I would l i k e a l i s t of s tu d e n ts in each c e l l , For d e f i n i t i o n seven C u lt u r a l 1. students from th e purposes h e re G roupings: i n e a c h c e l l , and tw o s e t s o f l a b e l s W i n t e r Term E n r o l l e d S t u d e n t l i s t . are the c o u n trie s for a ll which com prise for the Sub Saharan A f r i c a : K enya, E t h i o p i a , T a n z a n i a , S o m a l i a , Zimbabwe^ Z am b ia , M a l a w i , M a u r i t i u s , Rwanda, B u r u n d i, Mozam bique, Cameroon, Z a i r e , S o u th A f r i c a , B otsw ana, S w a z ila n d , N a m ib ia , L e s o th o , N i g e r i a , Ghana, S i e r r a Leone, Iv o ry Coast, S e n e g a l , M a l i , Togo, B u r k i n a F a s o , and B e n in 2. The Middle East and North Africa: E g y p t, Morocco, A ra b ia , Jordan, E m irates , Ira q , 3. Europe, T u n is ia , A l g e r i a , Sudan, L ib y a , K uw ait, I s r a e l , T u rk ey , C yprus, Oman, Ye me n a n d B a h r a i n I r a n , Lebanon, Saudi S y r i a , U n it e d Arab Oceania and Canada: Y u g o s l a v i a , P o la n d , U . S . S . R . , Germany, U n i t e d Kingdom, F r a n c e , G re e c e , Spain, I t a l y , Norway, N e t h e r l a n d s , Sweden, I r e l a n d , S w i t z e r l a n d , B e lg iu m , D e n m a rk , F i n l a n d , P o r t u g a l , C a n a d a , and A u s t r a l i a 4. Latin Americas J a m a i c a , T r i n i d a d and T ob ag o , H a i t i , D o m in ic a n R e p u b l i c , M e::ico, Panama, H o n d u ra s , El S a l v a d o r , C o s t a R i c a . G u a t e m a la , V e n e z u e l a , B r a z i l , P e r u , A r g e n t i n a , E c u a d o r , C h i l e , B o l i v i a , and U r u g u a y 5. South and Centra/ Asia: In d ia , 6. P akistan , Sri Lanka, and Nepal Southeast Asia: M alaysia, 7. Bangladesh, Indonesia, T h ailan d , S ingapore, East Asia: Taiw an, C hina, The fiv e liv in g 1. Landon Hal 1 Korea, Japan, enviro n m en ts and are: Hong K ong F 'h illip in e s , and Burma N icarag u a, C olom bia, 2. O ther R esidence H o o s e n and L a n d o n ) 3. Owen/Van 4. U n iv e rs ity 5. O ff H a lls (a ll other hdPPs on A partm ents (a ll three v illa g e s ) campus except Ow e n , Van Hoosen campus P l e a s e b i l l t h e U n i v e r s i t y H o u s i n g P r o g r a m s O f f i c e a c c o u n t - ________ . E n c l o s e d p l e a s e f i n d a l e t t e r f r o m my a d v i s o r D r . E l d o n N o n n a m a k e r a n d A s s i s t a n t D e a n o f t h e C o l l e g e o f E d u c a t i o n , D r . Bob M a r t i n , a l e t t e r f r o m D r . J o h n H u d c i k , c h a i r m a n o f U C R I H S , a n d my s u r v e y i n s t r u m e n t . I would l i k e an e s t i m a t e o f p r o g r a m m i n g c o s t s b e f o r e t h e p r o j e c t i s r u n . Thank you, N -3 8 Wonders H a l l D o c t o r a l S t u d e n t and A s s is ta n t D ire c to r , U n iv e rs ity 353-949? H ousing Proarams APPENDIX F INITIAL LETTER TO FOREIGN STUDENTS 180 MICHIGAN STATE UNIVERSITY EAST LANSING • J^G A N • 48824-1035 Telephone (517) 353-1720 International Studies and Programs Office for international Students and Scholars Telex MCI 550 277 3148 ISP 103 Center for International Programs February 22, 1989 Dear Student: We sincerely encourage you to complete the enclosed survey. We believe that the results will provide both the University Housing Programs Office, and the Office for International Students and Scholars, with valuable information for evaluating the effectiveness of programs, and for making plans to better serve foreign students like yourself, in the future. This research is being conducted by Nancy Lange, who is working on her doctoral dissertation in Higher Education Administration. Your name have been selected from the list of MSU international students enrolled Winter Term, 1989. Your participation in this research is completely voluntary. You indicate your voluntary agreement to participate by completing and returning this survey. Completing the survey should take approximately 15 minutes. A post­ paid envelope has been included, so that returning the survey will involve no cost to you. The surveys are numbered. This number will be used only for the purpose of identify­ ing those who have not returned a survey within two weeks of receiving it. They will be sent another survey. Your name will not be associated in any way with your re­ sponses to this survey. A copy of the results will be available to you if you are interested. The returned surveys will be tabulated and an analysis will be conducted to determine if students from the seven major cultural groups in the world, have different levels of satisfaction with their housing, with their adjustment to Michigan State University, or with their satisfaction with academic and non-academic life. We are interested in discovering whether the location of a student's housing is related to his or her over­ all satisfaction. All results will be treated with the strictest confidence. Your time in completing this survey is appreciated. Every response is valuable. Your participation, however is completely voluntary. If you have any questions about the survey, or the research, please contact Nancy Lange. Sincerely, Dr. David Horner Director Office for International Students and Scholars 103 International Center Michigan State University 0■ rf'b/YiajLcwii Mary Haas Nancy tChnge /< Director Doctoral Doctoral Stude Student Stiident University Housing Higher Education Administration Programs Office (517) 353-9499 days 338 Student Services Michigan State University DH/MH/NL:ss MSU ti on Affirmant* Amon/Equal Opportunity Inuiiubon APPENDIX G FOREIGN STUDENT SATISFACTION 182 SURVEY 183 FOREIGN STUDENT SATISFACTION SURVEY MARCH, 1989 In the following survey are a series of statements concerning opinions you might have about your housing conditions, your adjustment to living in this culture, the academic environment at Michigan State University, the services ycu receive at Michigan State University, and your persona) experience at Michigan State University. I would like to know to what extent you agree o r disagree with each statem ent Please use the following scale. Circle the response which best reflects your answer to each individual statem ent SD D N A SA - means you means you means you means you means you stro n g ly disagree with the statement disagree w ith the statement neither agree o r disagree with the statement agree with the statement stro n g ly agree with the statement j j ! I \ I \ F irst, I am interested in yo ur op in io ns about th e q u a lity o f yo u r housing. 1. Overall, 1am satisfied w ith my present housing. SD 0 N A SA 2. 1am satisfied w ith the location of my present housing. SD D N A SA 3. 1am satisfied w ith the cooking fac3ttles available to me in my housing. SD D N A SA 4. 1am satisfied w ith eating facilities available to me in my housing. SD D N A SA 5. 1am satisfied w ith the sleeping facilities available to me in my present housing. SD D N A SA 6. 1am satisfied w ith the study facilities available to me in my present housing. SD D N A SA 7. 1am satisfied w ith the repair and maintenance services available to me in my present housing. SD D N A SA 8. 1am satisfied w ith the facilities 1have fo r socializing in my present housing. SD D N A SA 9. 1am satisfied w ith the cost of my present housing. SD D N A SA 10. 1am satlsfactled w ith the relationships 1have w ith my neighbors. SD D N A SA 11. 1would recommend living in my present housing to others. SD D N A SA 12. 1am satisfied w ith the activities planned fo r residents of my housing by housing personnel. (If not available, please leave blank.) SD D N A SA 13. 1am satisfied w ith the furniture in my present housing. SD D N A SA 14. 1am satisfied w ith the kitchen appliances In my housing. SD D N A SA 15. 1am satisfied w ith the cleaning services in and around my present housing. SD D N A SA 16. i am satisfied w ith the privacy 1have In my present housing. SD D N A SA 17. 1am com fortable in my present housing. SD D N A SA 2 1 84 18. I am satisfied w ith the counseling staff, who provide personal counseling and help with problems, in my housing. (If not available, please leave blank.) SD D N A SA 19. 1am satisfied w ith the rules and regulations concerning my use of my present housing. SD D N A SA 20. My present housing meets m y needs. SD D N A SA Now 1w ould lik e to ask yo u r o p in io n about yo u r adjustm ent to livin g in th is culture. 21. Hero in the United States, 1am satlsifled w ith my relationships with other students from my home country. SD D N A SA 22. Here in the United States, 1am satisfied w ith my relationships with other foreign students, not from my own country. SD D N A SA 23. Here in the United States, 1am satisfied w ith my relationships with American students. SD D N A SA 24. 1am satisfied w ith my adjustm ent to the American culture. SD D N A SA 25. 1am satisfied w ith my English speaking ability. SD D N A SA Now 1w ould lik e to ask yo u r op in io ns about M ichigan State U niversity In general, and your academ ic life . 26. Overall, 1am satisfied w ith M ichigan State University. SD D N A SA 27. 1am satisfied w ith the assistance offered to me by my academic advisor. SD D N A SA 28. 1am satisfied w ith the classes 1have taken at Michigan State University. SD D N A SA 29. 1am satisfied w ith my academic performance at Michigan State University. SD D N A SA 30. 1am satisfied w ith my academic departm ent SD D N A SA 31. 1am satisfied w ith m y decision to come to Michigan State University. SD D N A SA 32. 1am satisfied w ith the quality of the faculty at Michigan State University. SD D N A SA 33. 1am satisfied w ith the education 1am receiving at Michigan State University. SD D N A SA 34. The costs fo r studying at Michigan State University are reasonable. SD D N A SA 35. 1would recommend Michigan State University to others. SD D N A SA Now I w ould lik e to a3k yo u r o p in io n about som e o t th e services the U niversity provides to students. 36. Generally, I am satisfied w ith the services offered by the MSU Housing Office. SD D N A SA 37. Generally, I am satlsifled w ith the services offered by the MSU Office for International Students and Scholars. SD D N A SA 38. Generally, I am satisfied w ith the services offered by the MSU Office of Admissions. SD D N A SA 39. Generally, I am satisfied w ith the services offered by the MSU Counseling Center. SD D N A SA 40. Generally, I am satlsifed w ith the services offered by the MSU Student Health Center. SD D N A SA 41. Generally, I am satisfied w ith the services offered by the MSU English Language Center. SD D N A SA 3 185 42. 43. I have benefited from the services of the Community Volunteers in Internationa] Programs (CVIP.) Michigan State University is responsive to the special needs of foreign students. SD D N A SA SD D N A SA Finally, I would like to ask you some questions about yourself, and your own personal experience at Michigan State University. Where there are several choices for your answer, please circle the letter of the response which be3t reflects your answer. 44. What Is your home country? _____________________________________________________________ 45. Have you experienced homesickness since your arrival to Michigan State University? a. yes b. no 46. Have you considered returning to your home country because o f homesickness, before com pleting your education at Michigan State University. a yes b. no If you answered "yes" to Question 46, please answer Question 47. If you answered "no" to Question 46, please go on to Question 48. 47. When did you most seriously consider returning to your home country because of homesickness, before com pleting your education? a. less than 6 m onths after arrival b. 6 months to Ies3 than 12 months after arrival c. 1 year to less than 2 years after arrival d. 2 years to less than 3 years after arrival e. 3 years to less than 4 years after arrival f. 4 years to less than 5 years after arrival g. 5 o r more years after arrival 48. Do you have a roommate? a. yes b. no If you answered “yes" to question 48, please answer Question 49. If you answered "no“ to Question 48, please go on to Question 50. 49. Is your roommate a. American? b. From your own country? c. From another foreign country? 50. When did you firs t arrive in the United States? a. less than 6 months ago b. 6 months to less than 12 months ago a 1 year to less than 2 years ago d. 2 years to less than 3 years ago e. 3 years to less than 4 years ago f. 4 years to less than 5 years ago g. 5 o r more years ago 51. When did you start your education at Michigan State University? a. less than 6 months ago b. 6 m onths to less than 12 months ago c. 1 year to less than 2 years ago d. 2 years to less than 3 years ago e. 3 years to less than 4 years ago f. 4 years to less than 5 years ago g. 5 o r more years ago 4 186 52. Where do you presently live? a. LandonH all b. Another undergraduate residence hall c. Owen Graduate Center d. University Apartments e. An Off-Campus Apartment f. An Off-Campus Co-operative g. An Off-Campus House 53. How long have you lived In your present housing? a. less than 6 months b. 6 m onths to less than 12 months c. 1 year to less than 2 years d. 2 years to less than 3 years e. 3 years to less than 4 years f. 4 years to Ies3 than 5 years g. 5 o r more years ago 54. What is your marital status? a. b. c. d. e. f. g. h. I. single, living alone single, living w ith a roommate married, living w ith spouse married, living w ith spouse and children m arried, living alone (spouse is In home country) married, living w ith roommate (spouse is in home country) married, living alone (spouse and children are in home country) married, living with a roommate (spouse and children are In home country) other ___________________________________________________________ (please explain) 55. W hat is your age? a. b. c. d. 15 to 20 to 25 to 30 to less than 20 years less than 25 years less than 30 years less than 35 years e. 35 to less than 40 years f. 40 to less than 45 years g. 45 to less than 50 years h. 50 o r more years old 56. What Is your gender? a. male b. female 57. What Is your academ ic level at Michigan State University? a. b. c. d. bachelor's master's doctoral post-doctoral 58. What l3 your academic ma|or? Please fill in the blank with your department and program. 59. (optional) Do you have any other comments you would like to make about your housing, your educational experience, o r your personal experience at Michigan State University? THANK YOU FOR COMPLETING THIS SURVEY. PLEASE MAIL THE SURVEY IN THE ENVELOPE PROVIDED. EVERY RESPONSE IS VALUABLE, AND I SINCERELY WANT TO HEAR FROM YOU. Nancy Lange 353-9499 (days) APPENDIX H SECOND LETTER TO FOREIGN STUDENTS 187 188 M I C H I G A N STATE U N I V E R S I T Y DIVISION OF STUDENT AFFAIRS AND SERVICES EAST LANSING • MICHIGAN • <8(24-1113 UNIVERSITY HOUSING PROGRAMS STUDENT SERVICES BUILDING April 10, 1989 Dear Student: Several weeks ago you received a Foreign Student Satisfaction Survey. I have not yet received your completed survey. If you have already sent it back, please ignore this letter. If, for some reason, you have misplaced your copy of the survey, I am enclosing another copy for your convenience. I hope you will be able to find the time to complete it, as your opinions are very important to me. Your name was selected from the list of MSU international students enrolled Winter Term, 1989. Your participation in this research is completely voluntary. You in­ dicate your voluntary agreement to participate by completing and returning this survey. Completing it should take approximately 15 minutes. An envelope has been provided, for you to return the survey. The returned surveys will be tabulated and an analysis will be conducted to determine if students from the seven major cultural groups in the world, have different levels of satisfaction with their housing, with their adjustment to Michigan State University, or with their satisfaction with academic and non-academic life. I am interested in discovering whether the location of a student's housing is related to his or her over­ all satisfaction. All results will be treated with the strictest confidence. Thank you again, for your assistance in this research. Sincerely, Nancy Lange Doctoral Student Higher Education Administration (517) 353-9499 days NL:ss M S U u a * A / f ir m o t i t * A c lio n / E f t u J O p p o rtu n ity I n s titu tio n APPENDIX I OVERALL COMMENTS SE C TI O N- QUESTION 59 189 190 F I N A L COMMENTS SECTION Q u es tio n 5 9. (o p tio n a l) Do y ou h a v e an y o t h e r comments you w o u l d l i k e t o make a b o u t y o u r h o u s i n g , y o u r e d u c a t i o n a l e x p e rie n c e , o r your p e rs o n a l e x p e rie n c e a t M ich ig an S ta te U n iv e rs ity ? Th e f o l l o w i n g comments w e r e t a k e n f r o m t h e h a n d w r i t t e n o p t i o n a l s e c t i o n a t t h e end o f t h e s u r v e y . Th e comments a r e d i v i d e d i n t o t w o s e c t i o n s , t h e U n i v e r s i t y Comments, and t h e H o u s i n g Comments. T h e nu m b er s a s s o c i a t e d w i t h e a ch comment, come f r o m t h e s u r v e y w h i c h was a s s i g n e d t h i s n u m b e r . Comments a r e f u r t h e r c a t e g o r i z e d by e n v i r o n m e n t and c u l t u r a l group. Unknown C e l 1 U n i v e r s i t y Comments 0 0 0 8 - M a j o r i t y o f t h e c l e r i c a l s t a f f o r c o u n t e r s t a f f in m o s t d e p a r t m e n t s a r e n o t f r i e n d l y as c o m p a r e d t o t h e i r t r e a t m e n t t o Am erican s t u d e n t s . H o u s i n g Comments 0 0 0 8 - P oo r r e s p o n s e f r o m H o u s i n g O f f i c e m a in te n a n c e work e . g . a p a r t m e n t w a l l i s concrete are p e e lin g o f f . C e ll 1- SUB-SAHARAN AFRICA - f o r le s s p r i o r i t y c r a c k i n g - p a i n t and LANDON HALL U n i v e r s i t y Comments 0 1 0 1 - Th e I m m i g r a t i o n O f f i c e a t MSU c o u l d c o o p era tiv e w ith in te r n a t io n a l s tu d e n ts . C e l l 2 - MIDDLE EAST AND NORTH AFRICA No Comments C ell 3- EUROPE, CANADA, AUSTRALIA - be more LANDON HALL LANDON HALL U n i v e r s i t y Comments 0 3 0 2 - No o r i e n t a t i o n p r o g r a m was a v a i l a b l e when I a r r i v e d no e x c i t i n g t r i p s o f f e r e d . F i n a l l y , h i g h d r i n k i n g ag e l e a d s t o i m m a t u r i t y and a l c o h o l a b u s e . H o u s i n g Comments 0 3 0 2 - My ro o m m a te i s t h e w o r l d ' s m o s t d i s g u s t i n g p e r s o n . He c h a n g e d h i s s h e e t s t h i s week f o r t h e f i r s t t i m e s i n c e November and he " d o e s i t " w i t h h i s g i r l f r i e n d w h i l e I ' m i n t h e room - p l u s he s t i n k s ! I t h i n k s i n g l e rooms w o u l d be a v e r y good i d e a . 191 C e ll 4- L A T I N AMERICA- LANDON HALL H o u s i n g Comments 0 4 01 - T h e m e al h o u r s , e s p e c i a l l y f o r d i n n e r a r e u n c o m f o r t a b l e f o r me. I would l i k e t h a t t h e c a f e t e r i a be op en l a t e r a t n i g h t . C e ll 5- SOUTH AND CENTRAL A S IA - U n iv e rs ity would LANDON HALL Comments 0 5 0 1 - I h a v e now be e n a t MSU f o r a l m o s t 6 t e r m s and i t has b e e n a l e a r n i n g e x p e r i e n c e , a c a d e m i c a l l y and o t h e r w i s e . I m u s t s a y t h o u g h t h a t I e n j o y e d my f i r s t y e a r h e r e m or e t h a n I ' m e n j o y i n g my s e c o n d . Though t h i s i s p r o b a b l y b e c a u s e t h e second y e a r la c k s t h e n o v e l t y o f t h e f i r s t . H o u s i n g Comments 0 5 0 1 - I a l s o m i s s t h e number o f i n t e r n a t i o n a l s t u d e n t s who w e r e i n Lan d on 8 7 - 8 8 . Th e number ha s d e c l i n e d f r o m 3 3 $ in 8 7 - 8 8 t o 25$ in 8 8 - 8 9 . T h is tr e n d is changing th e c h a r a c t e r o f L a n d o n ; i n my o p i n i o n f o r t h e w o r s e . C e ll 6- SOUTHEAST A S I A - LANDON HALL U n i v e r s i t y Comments 0 6 0 1 - Y e s ! I a p p r e c i a t e t h a t MSU ( h a s ) t h e E n g l i s h L a n g u a g e C e n te r (ELC) t o h e lp t h e f o r e i g n s t u d e n t s in t h e i r E n g lis h a b i l i t i e s , b u t , I ( d o ) n o t a g r e e ( w i t h ) t h e way t h e y u s e t o d e t e r m i n e w h e t h e r t h o s e f o r e i g n s t u d e n t s s h o u l d p a s s t h e ELC E n g lis h E xam in atio n s. S i n c e I came h e r e ( M S U ) , I ' v e o n l y h e a r d on e p e r s o n ( s a y ) t h a t t h e y l i k e ELC. Th e r e s t o f t h e f o r e i g n s tu d e n ts t h a t I asked n e v er l i k e ( d ) i t , because i t ’ s n o t i n t e n s i v e and t h e s t u d e n t s a l w a y s f a i l t h e exams by on e o r t w o p o i n t s and h a v e t o r e t a k e t h e c l a s s e s . T h is is very c o s t l y and h a ( s ) d e l a y e d o u r a c a d e m i c p r o g r a m . Furtherm ore, we d o n ' t e a r n any c r e d i t s ( g r a d e ) f o r g r a d u a t i o n . C e ll 7- EAST A S I A - U n iv e rs ity LANDON HALL Comments 0 7 0 5 - M . S . U . ha s hu ge l a n d , b u t no p a r k i n g l o t ! ! 0 7 0 6 - I d o n ' t t h i n k we h a v e b e e n h e l p e d as f o r e g n s t u d e n t s . T h e y t r e a t us as ( t h e ) same as t h e A m e r i c a n s t u d e n t s (some p e o p le d o n ' t u n d e rs ta n d our lang uage problem s o r c u l t u r a l d i f f e r e n c e s and t r e a t us l i k e we a r e s t r a n g e o r r e t a r d e d ) . A l s o we n e e d m ore i n f o r m a t i o n ( t o h e l p ) us f i t t o t h e campus life . Need m ore f i n a n c i a l a i d f o r f o r e i g n s t u d e n t s , t o o . 0 7 0 7 - T h e r e s h o u l d be q u e s t i o n s ( a b o u t ) d i s c r i m i n a t i o n tow ards f o r e ig n s tu d e n ts . 0 7 0 9 - I r e a l l y l i k e s t u d y i n g i n su ch a b e a u t i f u l u n i v e r s i t y (except W in t e r ) . 192 0 7 1 3 - ( I n ) my a c a d e m i c d e p a r t m e n t - E p p l y C e n t e r - I h a t e my a d v is o r. I hop e t h e y ca n i m p r o v e t h e i r a t t i t u d e t o w a r d s u s . I l i k e th e a d v is o r in Bessey. H o u s i n g Comments 0 7 0 9 - . . . a n d th e re s id e n c e h a l l I'm l i v i n g in a b s o lu t e ly o ffe r s a g re a t o p p o rtu n ity fo r fo re ig n students to adapt to t h e new c u l t u r e and c u s t o m s i n a t o t a l l y d i f f e r e n t s e t t i n g . I t h i n k I have im p ro v e (d ) m y s e lf in term s o f E n g lis h s p e a k i n g a b i l i t y and how t o be i n d e p e n d e n t . 0 7 1 4 - T h e h o u s i n g s t a f f (m e m b e r ) i n C a m p b e l l H a l l i s r a r e l y t h e r e whenever I want h e r . Some p e o p l e s a y s h e i s t a k i n g a t e s t even d u r in g o f f i c e h o u rs . She s h o u l d be m o r e h e l p f u l to re s id e n ts . 0 7 1 5 - I w a n t you t o c o n s i d e r a b o u t d o r m i t o r y ' s m e a l . I t h i n k you had b e t t e r h a v e more v a r i e t y m e a l i n t h e d o rm ito ry . C e ll 9- MIDDLE EAST AND NORTH AFRICA - OTHER RESIDENCE HALLS U n i v e r s i t y Comments 0 9 0 5 - I would l i k e t o r e f e r t o t h e la c k o f s u p p o r t from ASMSU & COGS when i t comes t o c u l t u r a l p r o g r a m s . Fo reig n s tu d e n t groups fa c e ex trem e d i f f i c u l t i e s in c o l l e c t i n g r e s o u r c e s e t c . t o p u t up a p r o g r a m . I fe e l t h a t th e support and e n c o u r a g e m e n t i s l i m i t e d t o t h e a n n u a l I n t e r n a t i o n a l F e s tiv a l. In a w o r l d o f i n c r e a s e d i n t e r d e p e n d e n c e , c u l t u r a l u n d e r s t a n d i n g becomes c r u c i a l . A l l s t u d e n t s , A m e r i c a n and F o r e i g n , h a v e a l o t t o g a i n by b e i n g e x p o s e d t o d i f f e r e n t c u ltu ra l e x p e rie n c e(s ). I'm in t h e p o s i t i o n t o say t h a t t h e s u p p o r t has be en l e s s t h a n a d e q u a t e . 0 9 1 0 - I l i k e MSU. MSU has good p r o g r a m s and i t is (a ) big u n iv e rs ity . I am g o i n g t o m i s s t h i s p l a c e when I g r a d u a t e f r o m i t , and I hope I come ba c k t o MSU t o c o n t i n u e my M asters degree a ls o . I l o v e MSU. H o u s i n g Comments 0 9 0 7 - Th e f o o d i n t h e dorms i s n o t 0 9 1 0 - I l i k e t h e h o u s i n g i n MSU. C e ll 10- good. EUROPE, CANADA AND A U S T R A LI A - OTHER RESIDENCE HALLS U n i v e r s i t y Comments 1 0 0 4 - I n USA you know ( a ) t h o u s a n d p e o p l e b u t h a v e o n l y a few f r i e n d s . T h is is sad. My m a j o r i s g o o d . 1 0 0 5 - I t h i n k t h e amo unt o u t - o f - s t a t e s t u d e n t s pa y i s rid ic u lo u s . B e i n g f r o m C a n a d a , I pa y a l m o s t t h r e e t i m e s as much as i n - s t a t e s t u d e n t s , b u t I h a v e t o p a y ( t h e ) e x c h a n g e as w e l l . T h a t ' s damn e x p e n s i v e ! ! ! 1 0 0 6 - I am v e r y d i s s a t i s f i e d w i t h t h e C o m p u t e r S c i e n c e D epartm ent. Th e y a r e n o t v e r y w e l l o r g a n i z e d and t h e y h a v e t o o many p r o f e s s o r s t h a t do n o t w a n t t o t e a c h . T h e y a r e on ten u re. I do n o t f e e l l i k e I am g e t t i n g t h e q u a l i t y o f 193 e d u c a t i o n t h a t I am p a y i n g f o r - e s p e c i a l l y a t MSU ' s outrageou s p r ic e s . 1007- I s t i l l h a v e n 't re c e iv e d a c r e d i t t r a n s f e r e v a lu a tio n . I ' m n o t i m p r e s s e d w i t h my a d v i s o r s . 1 0 1 0 - O t h e r t h a n my h o u s i n g s i t u a t i o n , ( t h i n g s ) h a v e be en good. A cad em ically I f e e l f o r e ig n s tu d e n ts a re taken s e r i o u s l y and g i v e n a t t e n t i o n and h e l p ( i . e . TA p o s i t i o n s ) . W ell I could com plain about th e w a g e s ... 1 0 1 1 - MSU ha s messed up e v e r y t h i n g f o r me. I pa y i n - s t a t e , b u t e v e r y t e r m t h e y t r y t o c h a r g e me o u t - o f - s t a t e . N e a rly had t o t a k e E n g l i s h as a f o r e i g n l a n g a u g e t e s t . Have n o t r e c e i v e d c l a s s e s when ( I ) e a r l y e n r o l l ( e d ) . G iven th e r u n ­ a r o u n d when c a l l i n g A d m i n i s t r a t i o n . Long w a i t s e v e r y w h e r e . H o u s i n g Comments 1 0 0 4 - I ( h a v e ) a good f l o o r . I t i s s m a l l and t h e s t u d e n t s a r e my ag e ( 2 0 - 2 5 . ) T h i s i s a r e a s o n why I l i k e my dorm Mayo! Th e f o o d i s ba d - f a s t f o o d , no v a r i e t y , d i r t y dish es. B e f o r e I came t o USA, I d i d n ' t know t h a t t h e s t u d e n t s h e r e a r e so y o u n g . I f I knew t h i s , I w o u l d ( h a v e chosen) an o th er p la c e o ff-c a m p u s . 1 0 1 0 - O f t e n I f e e l t h a t t h e r e a r e r u l e s t h a t make me r e s p o n s i b l e f o r t h i n g s I s h o u l d h a v e no p a r t o f , i . e . r e s i d e n c e h a l l s damages. A l s o many o t h e r h o u s i n g r u l e s a r e rid ic u lo u s i . e . lo f t ru le s . S h a r i n g a room i s d i f f i c u l t b u t o t h e r o p t i o n s f o r l i v i n g ( a r e ) t o o e x p e n s i v e and r e q u i r e a car. C ell 11- L A T I N AMERICA- OTHER RESIDENCE HALLS U n i v e r s i t y Comments 1 1 0 2 - I t h i n k i t has b e e n a w o n d e r f u l e x p e r i e n c e a t MSU. I am s a t i s f i e d w i t h a l m o s t a l l t h e s e r v i c e s MSU o f f e r s t o s tu d en ts. 1 1 0 3 - P e o p l e i n MSU w e r e v e r y h e l p f u l t o my a d j u s t m e n t when I f i r s t got here. H e l p was a l w a y s g i v e n when I a s k e d f o r i t and many o p p o r t u n i t i e s f o r e n r o l l i n g i n d i f f e r e n t a c t i v i t i e s were o f f e r e d to o . 1 1 0 5 - My m a j o r c l a s s e s h a v e b e e n g o o d , b u t some g e n e r a l c o u r s e s h a v e n ' t g i v e n me much. Wh a t b o t h e r s me i s t h a t t u i t i o n k e e p s on g o i n g up w h i l e t h e q u a l i t y and q u a n t i t y o f c l a s s e s go es down. Sometimes I f e e l s t u d e n t s a r e n o t im p o rta n t h e re . I t seems t h i s i s a m o n e y - m a k i n g b u s i n e s s and n o t a ( n ) a c a d e m i c s c h o o l . 1 1 0 7 - F o r me t o l i v e i n t h e USA, i s a g r e a t e x p e r i e n c e . I have e x p e rie n c e d d i f f e r e n t s t y l e s o f l i f e , n o t j u s t from A m ericans b u t a ls o from p e o p le a l l o v e r t h e w o r ld . I th in k ( t h e ) USA i s an op en p l a c e t o l e a r n a l i t t l e ( b i t ) a b o u t e v e r y t h i n g , i n c l u d i n g MSU. H o u s i n g Comments 1 1 0 2 - H o w e v e r , e v e n t h o u g h I h a v e l i v e d f o u r y e a r s i n d o rm s . I f o u n d i t t o be e x t r e m e l y n o i s y , d i s r u p t i v e and t h e y do n o t encourage s tu d e n ts to c o n c e n tr a te o f t h e i r s t u d ie s . The 194 c o u n s e l i n g p e r s o n n e l p r e s e n t l y t h i s y e a r i n my dorm ( g r a d u a t e s t u d e n t s and RA) seemed t o be u n p r e p a r e d t o h a v e t h a t j o b r e s p o n s i b i l i t y ; and a l s o t h e y show ( a n ) u n w i l l i n g n e s s t o h e lp g r a d u a t in g s e n io r s l i v i n g in a d i s r u p t i v e , n o isy e n viro n m en t. 1 1 0 3 - Co ming t o MSU h a s b e e n a n i c e e x p e r i e n c e ( f o r ) me w i t h t h e e x c e p t i o n o f t h e fo o d q u a l i t y in t h e c a f e t e r i a s . 1 1 0 7 - My w o r s e e x p e r i e n c e i n h e r e i s t o s e e my roommate s l e e p i n g w i t h h e r b o y f r i e n d r i g h t i n f r o n t o f my f a c e . C e ll 12- SOUTH AND CENTRAL A S IA IN OTHER RESIDENCE HALLS U n i v e r s i t y Comments 1 2 0 1 - MSU ha s a g r e a t HR I p r o g r a m . I ' m r e a l l y g l a d t o be here. 1 2 0 2 - I demand b e t t e r o p p o r t u n i t i e s f o r t h e money I am p a y in g f o r each c r e d i t . MSU m u s t s pen d more money on ( t h e ) E n g i n e e r i n g D e p a rtm e n t t o im prove f a c i l i t i e s w i t h High te c h n o lo g y equipm ent. P l e a s e g i v e us s c h o l a r s h i p ( s ) on m e r i t o r GPA. Th e c o s t i s u n b e a r a b l e . 1 2 0 3 - Th e c o s t o f e d u c a t i o n i s t o o h i g h . Why ( d o e s n ' t ) t h e u n iv e r s it y g iv e s c h o la rs h ip s to th e fo re ig n students? You h a v e t o r e m e m be r we a r e p a y i n g t h r e e t i m e s m or e t h a n M ich ig an r e s i d e n t s . We n e e d f i n a n c i a l s u p p o r t o r s c h o l a r s h i p s f r o m MSU. P le a s e im prove ( t h e ) E n g i n e e r i n g d e p a r t m e n t w i t h m or e p r o f e s s o r s and a d v a n c e d l a b e q u i p m e n t . 1204-O v e ra ll e x p e rie n c e - p o s itiv e . H o u s i n g Comments 1 2 0 1 - Some o f t h e p e o p l e i n my p r e s e n t dorm ( C a m p b e l l ) a r e i n c o n s i d e r a t e and u n c o m m u n i c a t i v e . 1 2 0 2 - I t w o u l d be g r e a t l y a p p r e c i a t e d i f i n t e r n a t i o n a l s t u d e n t s l i v i n g in r e s i d e n c e h a l l s a r e a llo w e d t-' re m a in in t h e i r r e s p e c tiv e h a l l s d u rin g term b reaks. Thank you. C ell 13- SOUTHEAST A S I A IN OTHER RESIDENCE HALLS U n i v e r s i t y Comments 1 3 0 3 - W i s h t h e r e had b e e n m or e c o m p e t e n t a d v i s o r s when I had f i r s t a rriv e d . A ls o , t h i s system o f e d u c a tio n in t h i s c o u n t r y i s so d i f f e r e n t ( f r o m ) a n y t h i n g f o r e i g n s t u d e n t s have e x p e r i e n c e ( d ) . The U n i v e r s i t y r e a l l y s h o u ld have p e o p le e x p l a i n t h e b a s ic w o rk in g s o f t h e system - c r e d i t s , re q u ire d c la s s e s , course s c h e d u lin g , e tc . H o u s i n g Comments 1 3 0 3 - (We) n e e d c o o k i n g C ell 14- EAST A S IA fa c ilitie s . IN OTHER RESIDENCE HALLS U n i v e r s i t y Comments 1402- T h is u n i v e r s i t y doesn’ t h elp fo r e ig n I d i s l i k e T A 's . I t c o u l d be t h e r e a s o n t o t h is to (a n o th e r school) ( l i k e [a ] p r iv a te students a t a l l . t r a n s f e r from u n iv e rs ity .) 195 H o w e v e r , I l o v e M . S . U . g i v e n p r o b l e m ( s ) w i l l be s o l v e d , ( a n d ) i f my E n g l i s h a b i l i t y w o u l d be i m p r o v e d . 1 4 0 7 - E . L . C . a d v i s o r was i r r e s p o n s i b 1e , and some o f (m y ) a c a d e m i c d e p a r t m e n t n e e d m or e c o n s i d e r a t i o n t o t h e f o r e i g n s tu d e n t- a d m in is tra tio n o f f ic e too. 1 4 1 6 - B e f o r e l came t o MSU l ha d e x p e c t e d t w o t h i n g s ; on e i s t h a t I c o u l d h a v e a good t i m e w i t h my ro o m m a te and o t h e r A m e r i c a n s , t h e o t h e r i s t h a t I c o u l d t a k e some c l a s s e s i n t h e d e p a r t m e n t o f H o t e l , R e s t a u r a n t and I n s t i t u t i o n a l M a n a g e m e n t w h i c h i s r e l a t e d t o my m a j o r i n J a p a n . I am v e r y d i s a p p o i n t e d t h a t I c a n n o t t a k e th e m b e c a u s e t h e m a i n r e a s o n f o r h a v i n g c h o s e n MSU t o s t u d y E n g l i s h was t h a t I t h o u g h t I c o u ld t a k e them. H o u s i n g Comments 1 4 0 2 - As f o r me, my r e s i d e n c e h a l l m a i n t e n a n c e i s n o t good a t a l l l i k e Land on H a l l , M a y o, r e l a t i v e l y . I ' l l s ta y here ( u n t i l ) I g r a d u a t e , t h e n I hope i t w i l l be i m p r o v e d . P lease co n sid er about i t . 1 4 0 4 - I ’ m a g r a d u a t e , so i t m i g h t be b e t t e r f o r me t o l i v e i n Owen H a l l . But I d o n ' t l i k e t o l i v e t h e r e because o f i t s atm osphere. I l i k e to l i v e in th e u n d e rg ra d u a te h a l l b e t t e r , in s p i t e o f i t s n o i s ( e ) . 1 4 0 9 - I t h i n k a l l t h e dorms s h o u l d h a v e t h e i r own common k i t c h e n b e c a u s e I g e t so t i r e d o f c a f e t e r i a f o o d s o m e t i m e s . I w a n t t o be a b l e t o co ok some home f o o d . 1 4 1 6 - I t h i n k t h a t (room m ate) a r r a n g e m e n t(s ) ( f o r ) ho using f o r e ig n s tu d e n ts e s p e c i a lly those stu d y in g j u s t E n g lis h a t ELC s h o u l d be d i f f e r e n t . B e c a u s e I b e l i e v e t h e r o o m m a te s and ( t h e ) e n v i r o n m e n t a r o u n d t h e m h a v e g r e a t i n f l u e n c e s on im provin g t h e i r E n g lis h a b i l i t y , a t l e a s t , a t th e b e g in n in g o f th e s ta y in th e U . S . . A l o t o f t he m d o n ' t h a v e enough E n g l i s h a b i l i t y t o k e e p up w i t h A m e r i c a n s , so t h e y a r e s t u d y i n g E n g l i s h now. 1 4 1 7 - I f we c a n ' t s p e a k E n g l i s h w e l l , i t ' s p r e t t y h a r d t o make f r i e n d ( s ) w i t h A m e r i c a n s , b u t s t i l l , f o r f o r e i g n s t u d e n t s , h a v i n g A m e ric a n ro o m m a te (s ) i s v e r y good. 1 4 2 5 - l t ' s d i f f i c u l t t o ( g e t ) us ed t o A m e r i c a n s t u d e n t s e s p e c i a l l y ( i n ) my d o r m i t o r y ( H o l d e n H a l l ) . My c o u n t r y ' s c u l t u r e and ( t h e ) A m e r i c a n c u l t u r e a r e c o m p l e t e l y d i f f e r e n t . C ell 15- SUB SAHARAN AFRICA - OWEN HALL U n i v e r s i t y Comments 1 5 0 2 - MSU i s ( a ) good U n i v e r s i t y f o r c o l l e g e s t u d e n t ( s ) (u n d e rg ra d u a te ) but ( i t is ) not s u ita b le fo r graduate s t u d i e s e x c e p t ( i n ) some d e p a r t m e n t ( s ) l i k e A g r i c u l t u r e ( A g r i c u l t u r a l E n g i n e e r i n g , A g r i c u l t u r a l Econo m ics, Animal S c i e n c e ) ( i n ) t h e C o l l e g e o f A g r i c u l t u r e and N a t u r a l Resources. 196 C e ll 1 6 - MIDDLE EAST AND NORTH AFRICA - OWEN HALL U n i v e r s i t y Comments 1 6 0 5 - T h e r e i s a g r e a t l e v e l o f h y p o c r i s y and i n s e c u r i t y in v o lv e d in Am erican e v e r y d a y l i f e . T h i s c a n b o t h e r me and d i s g u s t me. H ow ev er i t ' s t h e o n l y m a j o r t h i n g I d o n ' t l i k e a b o u t A m e r i c a , o t h e r w i s e t h i s c o u l d be on e o f t h e m os t e x c i t i n g p l a c e s on e a r t h . H o u s i n g Comments 1 6 0 2 - H o u s i n g and f o o d i s p r e t t y much ( m o r e ) e x p e n s i v e t h a n i t shou ld be. P lus t h e s i t u a t i o n t h a t G ra d u a te A s s is t a n t s s t i l l h a v e t o pay t u i t i o n i s s o m e t h i n g w h i c h i s r e a l l y e n d a n g e r i n g t h e most i m p o r t a n t r e s o u r c e o f t h e u n i v e r s i t y , n a m e l y , q u a l i t y human r e s o u r c e ( s ) . One o f t h e m os t s i g n i f i c a n t t r e a s u r e ( s ) o f an i n s t i t u t i o n i s i t ' s p e r s o n n e l , ( in c l u d i n g ) G raduate A s s is ta n t s . C e ll 17- EUROPE, CANADA AND AUSTRALIA - OWEN HALL U n i v e r s i t y Comments 1 7 0 1 - I b e l i e v e t h a t t e a c h i n g a s s i s t a n t s h i p s and o r r e s e a r c h a s s i s t a n t s h i p s s h o u l d be o f f e r e d t o a l l g r a d u a t e s t u d e n t s and t h a t a maximum t i m e p e r i o d f o r e a c h a s s i s t a n t s h i p a s s i g n m e n t s h o u l d be s t r e s s e d on t h e c o n t r a c t ( i . e . q u a r t e r t i m e - maximum 10 ( h o u r s ) o f w o r k ) . By d o i n g so g r a d u a t e s t u d e n t s w i l l p l a c e m o r e e m p h a s i s on p e r s o n a l c o u r s e w o r k . 1 7 0 7 - I b e l i e v e t h a t d i s s a t i s f a c t i o n w o u l d o n l y be a s i g n o f i n s t a b i l i t y and i n s e c u r i t y . One c a n o n l y be g r a t e f u l t h a t so much i s done h e r e f o r s t u d e n t s ; w h e t h e r t h e y a r e f o r e i g n o r A m erican. Th e b e s t i s p r o v i d e d f o r t h e m . Anyway I can o n l y s p e a k o f my p e r s o n a l e x p e r i e n c e , w h i c h i s and has been g reat. I ' l l be h a p p y t o p r o v i d e m o r e i n f o r m a t i o n , s h o u l d you ne e d a n y . 1708- O r ie n t a t io n f o r th e in t e r n a t i o n a l s tu d e n ts in th e F a ll o f 1988 was t e r r i f i c . I t p r o v i d e d me w i t h many c l o s e f r i e n d s t o h e l p me i n my a d j u s t m e n t . I th a n k th e peop le in v o lv e d . 1 7 0 9 - I l i k e a l o t MSU as w e l l as a l l t h e s e r v i c e s o f f e r e d t o t h e (new) s t u d e n t s . 1 7 2 0 - Th e O f f i c e o f I n t e r n a t i o n a l S t u d e n t s , I f e l t , d i d an e x c e l l e n t job o f h o s tin g f o r e i g n s tu d e n ts d u rin g o r i e n t a t i o n F a l l , 1 9 8 8 - p a r t i c u l a r i l y s i n c e t h e r e was a c r i p p l i n g s trik e . T h e y o b v i o u s l y p u t i n many e x t r a h o u r s t o c o p e w i t h t h e many q u e s t i o n s / p r o b l e m s a s k e d o f t h e m . U n fo rtu n a te ly , my e x p e r i e n c e w i t h t h e A d m i s s i o n s O f f i c e was n o t so fa v o u ra b le . Th e v a r i o u s s t e p s o f p a p e r w o r k w e r e i n e v i t a b l y h e l d up and o v e r an a p p l i c a t i o n p e r i o d o f 6 m o n t h s ( f r o m A u s t r a l i a ) t h e f i n a l n o t e o f a c c e p t a n c e came o n l y 11 day s b e f o r e my s c h e d u l e d d e p a r t u r e . I r e a liz e the nature of c l e r i c a l h o l d u p s h o w e v e r t h i s was a l l du e t o a s i n g l e p r o b l e m - v e r i f i c a t i o n by MSU t h a t I s p o k e E n g l i s h f l u e n t l y . T h e u n f o r t u n a t e p a r t was t h a t i t t o o k o v e r $ 8 0 i n t e l e p h o n e c a l l s t o c l e a r i t up . 197 H o u s i n g Comments 1 7 0 5 - Th e f o o d s e r v i c e s s h o u l d be s u r v e y e d and p r i c e s . 1 7 0 7 - I am h i g h l y s a t i s f i e d w i t h my h o u s i n g and w i t h my e d u c a t i o n a l e x p e r i e n c e , as w e l l as w i t h my p e r s o n a l e x p e r i e n c e h e r e a t MSU, as my a n s w e r s show. 1 7 0 9 - I w o u l d recommend t h a t f o r e i g n s t u d e n t s who h a v e a ro o m m a te be p l a c e d w i t h an A m e r i c a n p e r s o n as i t h e l p s a l o t t o m e e t o t h e r A m e r i c a n s and t o u n d e r s t a n d t h e c u l t u r e . One l a s t t h i n g , why i s t h e f o o d so t e r r i b l e i n Owen? 1 7 1 4 - I t h i n k t h e q u a l i t y o f t h e f o o d c o u l d be i m p r o v e d and a l s o I w ould a p p r e c i a t e ( i t ) i f t h e q u a n t i t y o f fo o d matched t h e p r i c e we pay f o r i t . I t seems t o be t h a t you f o r g e t t h a t we a r e s t u d e n t s and t h e r e f o r e we do n o t make a w h o l e l o t o f m on ey . Th e f u r n i t u r e i n t h e room i s so o l d t h a t sometimes I wonder i f I l i v e in th e 8 0 ' s or in th e 6 0 ' s. I th in k th a t's i t . 1 7 1 9 - T h e o n l y r e a s o n I am s a t i s f i e d w i t h t h e h o u s i n g a t Owen H a l l i s t h a t I h a v e many good f r i e n d s t h e r e . O ther t h a n t h a t , i t i s o v e r l y e x p e n s i v e , b o t h f o r t h e room and for th e food. I n p a r t i c u l a r , I and a l l o t h e r s t h a t I know a r e d i s s a t i s f i e d w i t h t h e h i g h p r i c e o f f o o d s e r v e d i n such m is e rly p o rtio n s . T h i s t e n d s t o compound an o c c a s s i o n a l i m p r e s s i o n t h a t MSU i n g e n e r a l i s o v e r t l y i n t h e b u s i n e s s o f e x t r a c t i n g money f r o m s t u d e n t s . 1 7 20 - For a p o p u l a t i o n o f a p p r o x im a t e ly 7 5 0 /8 0 0 s t u d e n t s , p e r h a p s i t c o u l d be a f u t u r e g o a l t o e s t a b l i s h m ore c o o k i n g space f o r s t u d e n t s . T h e s i n g l e s t o v e , s i n k and t a b l e f o r tw o h a r d l y s e e m s - a d e q u a t e - p a r t i c u 1a r i 1y when t h e m a i n c a f e t e r i a is c lo sed over h o lid a y b re a k s . I h e s ita te a l i t t l e , t o c o n t i n u e , f o r I mean t h i s a l l as c o n s t r u c t i v e l y as p o s s i b l e ( o n t h e w h o l e I h a v e f o u n d t h e U n i v e r s i t y an e x c e l l e n t i n s t i t u t i o n a nd t h e s t a f f , v e r y f r i e n d l y ) . I am a w a r e t h e c a f e t e r i a comes i n f o r a good d e a l o f c r i t i c i s m by r e s i d e n t s a t Owen- I i m a g i n e t h a t t r y i n g t o s a t i s f y t h e c u l i n a r y t a s t e s o f a m u l t i t u d e o f c o u n t r i e s m u s t be an u n en viab le ta s k . However, th e r a t h e r e x c e s s iv e c o s ts f o r m i n i m a l s e r v i n g s o f c a n n e d / p r e - p r e p a r e d f r o z e n f o o d seems odd. S o m e t im e s t h e f o o d i s o b v i o u s l y r e - s e r v e d a s e c o n d n i g h t i f unused ( p a r t i a l l y h e a t e d f o o d ) w h ic h i s f i n e , h o w e v e r t h e same p r i c e i s c h a r g e d . T h e r e a p p e a r s an i n e f f i c i e n c y s om ew her e a l o n g t h e l i n e h e r e . Many s t u d e n t s o f a l l a g e s "make l i g h t o f t h e c a f ' , h e r e h o w e v e r , I am s u r e a l l t h e y a r e s e e k i n g i s a s q u a r e m e al f o r a f a i r p r i c e . H o p i n g t h e s e comments may be a s s i s t a n c e . C ell 18- L A T I N AMERICA - OWEN HALL U n i v e r s i t y Comments 1 8 0 7 - I h a v e a l s o o b s e r v e d t h a t MSU ne e d s t o d e v e l o p a f a c u l t y d e v e l o p m e n t p r o g r a m t o h e l p f a c u l t y become b e t t e r in s tru c to rs . L o t s o f p r o f e s s o r s i n t h i s i n s t i t u t i o n do n o t know how t o t e a c h . I h a v e do ne r e s e a r c h on t h i s . 198 H o u s i n g Comments 1 8 0 1 - The t w o b e s t t h i n g s ( a b o u t ) t h e p l a c e w h e r e I l i v e a r e t h e l o c a t i o n and t h e e x c e l l e n t o p p o r t u n i t y t o m e e t p e o p l e f r o m many p l a c e s . Th e w o r s t t h i n g i s t h e f o o d . It's e x p e n s i v e and ( h a s ) t e r r i b l e f l a v o r . 1 8 0 6 - I l i v e i n Owen H a l l , and I h a v e e n j o y e d l i v i n g t h e r e , but I c o n sid er t h a t th e a d v is o ry s t a f f , in c lu d in g R esident D i r e c t o r and G r a d u a t e R e s i d e n t A d v i s o r , s h o u l d be s e l e c t e d m ore c a r e f u l l y , among p e o p l e w i t h h i g h i d e a l s and m o r a l v a l u e s who c o u l d a d v i s e much b e t t e r , and do a b e t t e r j o b i n a h a l l w h ere most o f t h e p e o p l e a r e g r a d u a t e s t u d e n t s , even though I h a v e n ' t used t h e i r s e r v i c e s ( a d v i s i n g ) , t h e i r b e h a v i o r ( g e n e r a l l y s p e a k i n g ) i s n o t one t h a t c o r r e s p o n d s t o (high id e a l s ) . ( T h e r e a r e a few e x c e p t i o n s ) . 1 8 0 7 - I b e l i e v e t h a t s t u d e n t s l i v i n g in r e s i d e n c e h a l l s , e s p e c i a l l y i n Owen H a l l ( a d u l t s t u d e n t s ) s h o u l d h a v e b e t t e r f a c i l i t i e s i n t h e h a l l t o cook t h e i r own f o o d , i f t h e y d e s i r e so. C e ll 19- SOUTH AND CENTRAL A S IA - OWEN HALL U n i v e r s i t y Comments 1 9 0 2 - A t S t a t e , I ' m e s p e c i a l l y p l e a s e d w i t h my d e p a r t m e n t . T h e y a r e v e r y f r i e n d l y ( i n ) n a t u r e , and r e s p o n s i v e t o t h e needs o f f o r e i g n s t u d e n t s . O v e r a l l , i t seems t h a t f r i e n d l i n e s s i n s t u d e n t s , s t a f f , f a c u l t y b e s t e x p l a i n MSU. H o u s i n g Comments 1 9 0 2 - Th e f o o d f a c i l i t i e s a t Owen H a l l a r e e s p e c i a l l y e x p e n s i v e ( a n d ) seem t o c a t e r m o r e t o o u t s i d e r s r a t h e r t h e s t u d e n t s - a sha me. 1 9 0 4 - Th e f o o d i s n o t go od and t o o e x p e n s i v e . I th in k s h o u l d l o w e r t h e l a t e r and o f f e r s p e c i a l f o o d a t l e a s t Sunda y w i t h f r e e d e s s e r t . C e ll 20- SOUTHEAST A S I A - than they on OWEN HALL U n i v e r s i t y Comments 2 0 0 1 - The f a c u l t y members a r e t h e same as i n my c o u n t r y . They a r e b o r i n g , ( a n d ) u n i n t e r e s t i n g . 2 0 0 2 - I d o n ' t u n d e r s t a n d a b o u t how t h e ELC s y s t e m w o r k s t o e v alu a te in te r n a tio n a l students. 2 0 0 5 - P e r s o n a l l y , I w a n t t o make new f r i e n d s h i p ( s ) w i t h t h e p e o p le I (m e e t) in th e c l a s s , in t h e p r e s e n t h o u s in g , b u t t h e p ro b le m is t o s t a r t t a l k i n g w i t h them. Sometimes I d o n ' t know w h a t t o s a y i n o r d e r t o b e g i n o u r f r i e n d s h i p . B e c a u s e o f t h i s , some p e o p l e t h i n k t h a t we ( o r i e n t a l p e o p l e ) are e g o i s t i c /in d iv id u a 1i s t i c . 2 0 1 0 - ( I do) not a g re e w ith th e te a c h in g re q u ire m e n t f o r ( a ) m a s te r's c a n d id a te . 2 0 1 4 - T h e r e h a v e b e e n ups and downs w i t h downs n o r m a l l y t a k i n g t h e f o r m o f d e r o g a t o r y r e m a r k s made a b o u t my e th n ic ity , etc. 199 2 0 1 5 - I w i s h some A m e r i c a n s t u d e n t s w o u l d n o t t r e a t me as I was an o d d i t y who ha s come f r o m a n o t h e r p l a n e t ! They s h o u l d h a v e mo r e i n i t i a t i v e i n t r y i n g t o b e f r i e n d t h e foreign ers, etc. if H o u s i n g Comment s 2 0 0 1 - H o u s i n g M a n a g e me n t i s n o t s e n s i t i v e t o s t u d e n t occupant problems ( e . g . fo o d ) . 2002- (Problems a r e ) in c o m p a tib le in foods p re s en ted at c a f e t e r i a s w i t h i n t h e MSU c a mpus ; a l o t o f r u l e s ( a b o u t ) dorm l i f e ; t h e number o f e l e v a t o r s a r e n o t enou gh a nd t o o f a r ( f r o m ) r e s i d e n t s who a r e l i v i n g a t t h e end o f t h e b u i l d i n g ; the costs o f rooms/foods are expensive fo r s t u d e n t ’ s p o c k e t s ; sometimes i n c o m p a t i b i l i t y with other residents because o f m is u n d ers ta n d in g or s e l f i s h ( n e s s ) . 2 0 0 8 - The p l a c e f o r p a r k i n g - ne e d m o r e n e a r Owen H a l l . 2 0 1 0 - Renew f u r n i t u r e ; mo r e f a c i l i t i e s f o r c o o k i n g ; w o u l d be g re a t i f th e re (were) a i r c o n d itio n e rs o p t i o n a l l y provided d u r i n g t h e summer . 2 0 1 4 - I t w o u l d be n i c e i f Owen o f f e r e d a me a l p l a n l i k e t h a t o f o t h e r h a l l s - s a ve s money. 2015- I wish t h e r e (w ere) cooking f a c i l i t i e s (b e s id e s a c a f e t e r i a ) f o r p e o p l e on e v e r y f l o o r so i t w o u l d be c o n v e n i e n t f o r r e s i d e n t s t o cook i f t h e y do n o t f e e l l i k e e a tin g c a f e t e r i a food. Cell 21- EAST A S I A - OWEN HALL U n i v e r s i t y Comments 2113- I t ’ s hard to understand A m e r ic a n ( s ) . They a r e n o n c h a 1a n t . 2 1 1 5 - P e r s o n a l l y , I am s a t i s f i e d w i t h t h e e n v i r o n m e n t a t MSU, s i n c e i t i s b e a u t i f u l and p e a c e f u l . I h o p e I can p u r s u e ( a ) P h . D . d e g r e e i n t h e f u t u r e a t MSU. 2 1 2 8 - To be a g r a d u a t e s t u d e n t ( h a s ) b e e n an a g o n y mo s t o f the tim e. J o e C o u s i n s o f OI S S f a v o r ( s ) " w h i t e " mo r e t h a n "orien tal." S t e r e o t y p i c a l v i e w s a r e s t r o n g among p e o p l e w o r k i n g i n OI SS b e c a u s e t h e y know you a r e a f o r e i g n e r . O v e r a l l , m i n g l i n g w i t h t h e g e n e r a l s o c i e t y i s n a t u r a l t o me. MSU i s d e f i n a t e l y d i f f e r e n t f r o m H a r v a r d c u l t u r a l l y . 2 1 4 0 - Some o f t h e s y s t e m s o p e r a t e d i n t h e S t a t e s a r e d i f f e r e n t f r o m t h e on e s o p e r a t e d i n my c o u n t r y . ( T h e y ) h a v e c o n f u s e d me i n b o t h e d u c a t i o n and l i v i n g . Some p e o p l e d o n ' t l i k e people from East A sia (because o f ) ra cism a n d /o r economic c o m p e t i t i o n . ( T h i s ) h a s made us e m b a r r a s s e d i n c l a s s a nd i n s o c i a l a c t i v i t i e s . 2 1 4 4 - A f t e r a r r i v i n g ( t o ) MSU, I ( e x p e r i e n c e d ) some d i s c r i m i n a t i o n f r o m some member s o f ( t h e ) f a c u l t y and American p e o p le j u s t because I c o u l d n ' t speak w e l l , or ( b e c a u s e ) I am f o r e i g n e r . B u t I a l s o ( r e c e i v e d ) some f r i e n d s h i p from t h e program ( a t t h e ) I n t e r n a t i o n a l C e n t e r . I a p p r e c i a t e d t h a t v e r y much. 2 1 4 6 - Th e c o s t o f s t u d y i n g a t MSU, e s p e c i a l l y f o r f o r e i g n 200 s t u d e n t s , i s e x t r e m e l y u n r e a s o n a b l e c o mp a r e d t o ( t h e ) i n ­ state fee. The s e r v i c e s o f 01 i n H e a l t h C e n t e r ( a r e ) v e r y poor. H o u s i n g Comments 2 1 0 2 - My room i s so s m a l l t h a t ( i t ) s o m e t i m e s f r u s t r a t e ( s ) my l i f e . I t h i n k t h a t my r oom s h o u l d be b i g g e r . ( I ) ne e d mor e s p a c e . G e n e r a l l y , I am s a t i s f ( i e d w i t h ) my l i f e now. 2 1 0 4 - The p r i c e o f Owen C a f e t e r i a i s t o o e x p e n s i v e and i s u n r e a s o n a b 1e . 2 1 0 6 - T h e c o s t i n Owen H a l l ( d o e s ) n o t m a t c h t h e s e r v i c e s i t gi ves. 2 1 1 1 - Owen H a l l i s t o o e x p e n s i v e . I d o n ' t need ( t h e ) c l e a n ( i n g ) l a d y ' s s e r v i c e , b u t I d o n ' t have ( t h e ) chance t o s a v e some money f r o m ( n o t h a v i n g ) t h a t . 2 1 1 2 - O v e r a l l , i t ' s OK. I n o t h e r w o r d s , i t ' s s o r t o f c o n v e n i e n t t o l i v e i n Owen, b u t s o m e t i m e s I f e e l l i k e I h a v e less p r iv a c y than I should. 2 1 1 8 - Th e e x p e n s e o f t h e h o u s i n g i s t o o h i g h and t h e meal p o l i c y i n Owen i s u n r e a s o n a b l e . 2 1 2 4 - I l o v e l i v i n g i n Owen H a l l e x c e p t t h e f o o d t h e y o f f e r . The p r i c e and t h e p o r t i o n a r e t h e b i g c o m p l a i n ( t ) f r o m 90% (of the) r e s i d e n t s . B u t t h e r e ' s no s i g n ( o f ) i m p r o v e m e n t ) , sadly. The g r e a t e s t a d v a n t a g e we c a n g e t ( i n c l u d e ( i n g ) A m e r i c a s t u d e n t s ) f r o m l i v i n g i n Owen i s we c a n l e a r n so many d i f f e r e n t c u l t u r e s f r o m d i f f e r e n t p e o p l e . N e v e r t h e l e s s , v e r y f e w u n d e r s t a n d i t and t a k e a d v a n t a g e o f i t . 2 1 2 5 - My n e i g h b o r ' s s m o k i n g b o t h e r ( s ) me a l o t . Some p e o p l e a r e v e r y n o i s y i n t h e i r r o o m. G r a d u a t e c e n t e r i s supposed t o be a q u i e t p l a c e t o s t u d y . However, some p e o p l e ( a r e ) not c o n c e r n (e d ) about o t h e r s . I do n o t l i k e p e o p l e who l i k e t o make n o i s e s i n t h e i r r o o m . T h is r u in s the environment of my h o u s i n g . 2 1 2 8 - The h o u s i n g i s a l l r i g h t . 2 1 2 9 - ( T h e ) f o o d i n Owen C a f e i s e x p e n s i v e . W a l l s i n Owen (a r e ) too t h i n . You c a n l i s t e n t o y o u r n e i g h b o r t a l k i n g . E l e v a t o r s i n Owen ( w e s t w i n g ) ( a r e ) o u t o f o r d e r v e r y o f t e n . ( T h e y ) n e e d a new o n e . 2 1 3 1 - I t h i n k Owen H a l l i s t h e b e s t dorm c o m p a r e d t o o t h e r halls. I l i v e d i n S n y d e r a nd M c D o n e l . Bu t i f you ne e d mor e s o c ia l c o n ta c t w ith American s t u d e n t s , I t h i n k Y a k e l y H a l l is the best choice ( f o r only female students, though). Cell 22- SUB SAHARAN A F R I C A - U N I V E R S I T Y APARTMENTS U n i v e r s i t y Comments 2 2 0 5 - MSU has become u n j u s t i f i a b l y e x p e n s i v e . Th e q u a l i t y o f academic i n s t r u c t i o n is d ism a l a t t h e g r a d u a t e l e v e l . We c o u l d u s e mor e p r o f e s s o r s w i t h c o s m o p o l i t a n o u t l o o k s i n s t e a d o f t h e c u r r e n t o n e s who a r e m o s t l y c o n t e n t t o a p p r e c i a t e and g r a d e s t u d e n t s b a s e d on t h e s t e r e o t y p e s t h a t t h i s s o c i e t y fosters. On a p o s i t i v e n o t e , I m e t some s t u d e n t s and p r o f e s s o r s who a r e l e a r n e d i n t h e t r u e m e a n i n g o f t h e w o r d . 201 2212- T u i t i o n in c r e a s e (s ) y e a r ly w i l l scare people w ith lim ite d funds. ( T h e ) p a r k i n g p r o b l e m a t MSU n e e d ( s ) t o be addressed im m ediately to m in im iz e stu d e n t f r u s t r a t i o n . Bus s e r v i c e s d u r i n g summer n e e d t o be a d d r e s s e d s i n c e f o r e i g n number s c o n t i n u e t o r i s e . 2 2 2 7 - The o n l y p l a c e s w h e r e I f e e l c o m f o r t a b l e a r e my a p a r t m e n t a nd my o f f i c e b e c a u s e I f e e l t h e campus i s r a c i s t not because o f p e o p le a r e r a c i s t but because t h e atmosphere ha s t o o much t e n s i o n i n i t , so t h a t e v e r y a c t i o n i s r a c i a l l y suspect. W h e n e v e r I w a l k on t h i s campus I f e e l my difference. P e o p l e a r e a f r a i d t o t a l k t o each o t h e r . This i s d i f f e r e n t f r o m o t h e r p l a c e s I have been i n t h e U . S . 2 2 3 6 - 1 w i s h MSU ha d m o r e g r a d u a t e a s s i s t a n t s h i p s t o h e l p graduate s tu d e n ts ( f o r e i g n ) w it h f i n a n c i a l problems. 2 2 3 8 - Th e A m e r i c a n s t u d e n t s ' i n d i f f e r e n c e t o f o r e i g n s t u d e n t s s t i l l b a f f l e s me. 2240- (The) q u a r t e r system is too s h o r t . I p r e fe r the semester system. 2 2 4 4 - On t h e w h o l e , I w o u l d n o t t r a d e my s t a y h e r e i n MSU w i t h any o t h e r u n i v e r s i t y . 2 2 4 9 - I t h i n k some o f t h e c o u r s e s o f f e r e d a t t h e u n d e g r a d u a t e l e v e l a r e r e p e t i t i v e and ( a ) w a s t e o f mone y . H o u s i n g Comments 2 2 1 2 - ( We) n e e d a i r c o n d i t i o n i n g i n h o u s e s s i n c e summers a r e very hot. 2 2 1 3 - S h a r i n g a o n e b e d r o o m a p a r t m e n t w i t h someone b o t h e r s me a l o t e s p e c i a l l y c o n s i d e r i n g s h a r i n g w i t h someone who i s from a d i f f e r e n t c o u n try w it h a t o t a l l y d i f f e r e n t c u l t u r e and d i e t a r y h a b i t s . T h e r e i s no p r i v a c y a t a l l . A t wo be dr oo m a p a r t m e n t w o u l d be b e t t e r f o r t w o p e o p l e . I f one be dr oo m a p a r t m e n t s w e r e c h e a p e r , I w o u l d s t a y on my own. 2220- I t is u n f o r t u n a t e t h a t th e housing department did not consider the closeness of the apartments to the r a i l l i n e . I had a s e r i o u s d i f f i c u l t y a d j u s t i n g t o t h i s s i t u a t i o n . 2 2 2 2 - F r a n k l y s p e a k i n g , I wi sh t h e Housing D e p a r t m e n t would l i s t e n t o th e concerns of th e t e n a n t s . L i t t l e e f f o r t is t a k e n t o p r o v i d e s t o r a g e w h i c h many o f u s , s t u d e n t s w i t h c h i l d r e n , ask f o r . The U n i v e r s i t y c o n t i n u e s b u i l d i n g f a c i l i t i e s f o r s p o r t s e t c . , and n o t t h e m o s t n e e d e d s p a c e fo r housing. A b i g h a l l c o u l d be b u i l t o n l y f o r s t o r a g e . I h a v e v o i c e d t h i s so many t i m e s t o t h e e x t e n t o f b e i n g a n g r y ! 2 2 2 5 - Th e U n i v e r s i t y H o u s i n g s h o u l d be mo r e humane a nd t r e a t us as human b e i n g s . We a r e t r e a t e d as s e r v a n t s o r s l a v e s o f U n iv e r s i t y Apartment s t a f f . I f t h e y can c o n s i d e r us as human b e i n g s i t w i l l be v e r y a c c e p t a b l e . 2 2 2 6 - I am u n s a t i s f i e d i n t h i s h o u s i n g s i n c e i t i s a s i n g l e be d r o o m s h a r ( e d ) a p a r t m e n t . Th e c u r r e n t c h a r g e i s h i g h when you c o n s i d e r t h e f a c t t h e a p a r t m e n t s ( a r e ) s u p p o s e d t o be carpeted. However, th e charge is not (com parable) to o f f campus a p a r t m e n t s , I w o u l d g u e s s , s i n c e I h a v e n o t made such a survey. 2 2 3 7 - R e p a i r s t o a p a r t m e n t and f u r n i s h i n g s t a k e r e p e a t e d r e p o r t s b e f o r e being responded t o . 202 2 2 3 8 - S p a r t a n V i l l a g e ( i s ) t o o n o i s y due t o t r a i n t r a f f i c . T h i s s o m e t i m e s i s so ba d t h a t I s o m e t i m e s wa k e up f e e l i n g e x h a u s t e d due t o i n t e r r u p t i o n s o f s l e e p . This a f f e c t s performance (s tu d y in g t i m e . ) 2 2 4 9 - Th e r e n t f o r t w o s m a l l b e d r o o m a p a r t m e n t i s unbearable. I h a v e n e v e r s e e n w h e r e someone w o u l d pa y r e n t ( a n d ) a t t h e same t i m e pay f o r p a r k i n g s p a c e . 2 2 5 5 - E v e r y t h i n g i n t h e a p a r t m e n t i s v e r y o l d and b r o k e n . ( T h e r e i s ) no p r i v a c y . I h e a r e v e r y t h i n g t h a t goes on i n t h e n e x t r o o m , e v e n w h a t c o u p l e s do a t n i g h t . Too b a d . C e l l 2 3 - MI DDLE EAST AND NORTH AFRI CA APARTMENTS UNIVERSITY U n i v e r s i t y Comment s 2302- There is a l o t of d i s c r i m i n a t i o n in our department w h i c h i s c r e a t i n g a v e r y bad i m p r e s s i o n on t h e f o r e i g n students. T h i s m a t t e r s h o u l d be l o o k e d a t . P l e a s e h e l p our department. Please. 2 3 0 3 - ( T h e ) h e a l t h i n s u r a n c e p o l i c y i s t o o t o u g h a nd i t s p r e m i u m is. t o o much. R e n t and h e a l t h i n s u r a n c e c o n s t i t u t e t h e m a j o r two c o s t it em s f o r f o r e i g n s t u d e n t s . 2 3 1 6 - A c a d e m i c a l l y , I e x p e r i e n c e d some p o o r a nd bad e d u c a t i o n f r o m p r o f e s s o r s i n my d e p a r t m e n t a nd o t h e r d e p a r t m e n t s , t o o , b u t t h e s e t o t a l up t o a b o u t 20%. A l s o , my department lacks a d i v e r s i t y o f f i e l d s o f f e r e d in Engineering. 2 3 1 7 - Th e S t a t e News a nd t h e g e n e r a l p o l i c y and p o l i t i c a l atmosphere o f the u n i v e r s i t y is biased a g a in s t Muslim p e o p 1e . 2 3 1 8 - I w o u l d l i k e t o i m p r o v e my E n g l i s h l a n g u a g e , b u t I d o n ' t know how. I f y ou h a v e any w a y , p l e a s e l e t me know. 2322- T u it io n (and) f e e ( s ) fo r c r e d i t (a r e ) too high. F o r e i g n g r a d u a t e s t u d e n t s n e e d mor e a s s i s t a n t s h i p s a v a i 1a b 1e . 2 3 2 9 - E n g l i s h Language C e n t e r s t i l l u s e ( s ) t r a d i t i o n a l t e a c h i n g methods a n d / o r f a c i l i t i e s . 2 3 3 2 - S t u d y i n g and l i v i n g i n MSU i s a g r e a t e x p e r i e n c e f o r me and my f a m i l y . I f e e l I am i n v o l v e d and t h e r e i s a l w a y s a p o s s i b i l i t y o f being in vo lved. 2333- During cla s s es , e s p e c ia lly at (t h e ) Graduate l e v e l, i n s t r u c t o r s s h o u l d n ' t t r y t o f i n i s h c ourse c o n t e n t because of the time l i m i t . T h e y s h o u l d s p e n d mo r e t i m e on h a v i n g a d is c u s s io n model. H o u s i n g Comment s 2 3 0 3 - Th e c o s t o f h o u s i n g i s t o o much. 2 3 0 4 - I t w i l l be mo r e c o n v e n i e n t i f t h e U n i v e r s i t y A p a r t m e n t s ha d a i r c o n d i t i o n e r s and s o m e t h i n g t o d i v e r t t h e c o o k i n g s m e l 1. 2 3 0 5 - I t h i n k t h e r e n t i s g e t t i n g h i g h e r a nd h i g h e r f r o m one year to another. The m a i n t e n a n c e c r e w n e e d a l o t o f c a l l s t o come t o y o u r p l a c e . 203 2 3 0 9 - T h ere a r e a l o t o f "unmoveable c a r s " p a r k i n g in t h e parking lo ts . S o m e t i m e s t h e r e i s no p l a c e f o r p a r k i n g o u r c a r s ( s e e 91 6 C h e r r y L a n e ) . 2 3 1 6 - H o u s i n g c a n be b e t t e r , i . e . , I would p r e fe r apartments w i t h b a l c o n i e s and w i t h l a r g e r k i t c h e n s and b e d r o o m s . The n e i g h b o r s i n my c o m m u n i t y a r e a l w a y s s e l f i s h and i ne on s i d e r a t e . 23 21 - I t h i n k t h e p e o p le in t h e Housing D ep a rtm e nt were e x t r e m e l y u n c o o p e r a t i v e a nd u n r e a s o n a b l e , p l u s t h e s e a p a r t m e n t s r e a l l y do n e e d some r e m o d e l i n g . I l i v e in S p a r t a n V i l l a g e . Th e k i t c h e n c a b i n e t s a r e so o l d , rusted, and no m a t t e r how many t i m e s I ' v e c a l l e d , Ic o u l d n ' t h a v e them changed i n t h e p a s t f o u r t o f i v e y e a r s . 2 3 2 2 - A p a r t m e n ts must have a i r c o n d i t i o n e r s . H e a t d r i v e s a r e crazy. E l e c t r i c a l c o o k i n g / c l e a n i n g a p p l i c a n c e s mu s t be perm itted. F a c u l t y a p a r t m e n t s must have two s m a l l i s o l a t e d r ooms f o r w o r k / s t u d y . P e r s o n a l b e l o n g s i n b a s e m e n t m u s t be in i s o l a t e d cages. T a k e some r e n t f e e s ( . 5 0 - $ 1 ) and buy some vacuum c l e a n e r s . 2 3 2 8 - H o u s i n g n e e d s a i r c o n d i t i o n e r s and f i r e a l a r m s . Charge r e s i d e n t s f o r e l e c t r i c i t y . Th e p a r k i n g s i t u a t i o n i s n o t good. You c a n ' t h a v e mo r e t h a n on e f r i e n d o v e r a t a t i m e , and i f you h a v e a s t i c k e r you c a n ' t p a r k on c a mpus . 2 3 2 9 - T h e r e i s no v e n t i l a t i o n t o r e m o v e f u me s and v a p o r s r e s u l t i n g from c o o k in g . I t j u s t pumps h e a t a nd i s t o t a l l y unhealthy. O l d f u r n i t u r e i s c o n s i d e r e d no e x c u s e t o exchange i t . ( T h e r e ) i s a c h a r g e on m a i n t e n a n c e s e r v i c e s w h i c h a r e s u p p o s e d t o be f r e e . 2 3 3 2 - I t w i l l be mo r e t h a n a p p r o p r i a t e t o p r o v i d e s t o r a g e p l a c e ( s ) e s p e c i a l l y i f someone i s m a r r i e d a nd ha s k i d s . E l e m e n t a r y s c h o o l s l o c a t i o n s a r e v e r y good. 2 3 3 3 - ( I n ) t h e U n i v e r s i t y A p a r t m e n t s a nd g e n e r a l l y a t MSU, mo r e e f f o r t s s h o u l d be s p e n t on s o c i a l a c t i v i t i e s i n o r d e r t o improve t h e i n t e g r a t i o n o f f o r e i g n s t u d e n t s t o American life. 2 3 3 4 - C o n s i d e r i n g t h e h o u s i n g c o s t s , i t i s t o o much f o r such a small place a t s t a t e or u n iv e r s it y - o w n e d housing. The Housing a d m i n i s t r a t i o n u s u a l l y c o m p l a i n ( s ) ( a b o u t ) t h e high costs of maintenance. I t h i n k th e problem l i e s in the adm inistration/management. T h e y c a n ma na ge t h e h o u s i n g w i t h mo r e e f f i c i e n t ways a nd r e d u c e t h e l e v e l and c o s t s o f bureacracy. 2 3 4 0 - L i f e i n S p a r t a n V i l l a g e c o u l d be m o r e c o m f o r t a b l e i f n e ig h b o rs were less n o i s y , apartm ents were b e t t e r f u r n i s h e d , ( a n d ) b a t h r o o m s had v e n t i l a t o r f a n s . Cell 24- EUROPE, CANADA AND AUSTRALI A U n i v e r s i t y Comments 2 4 0 1 - Th e O f f i c e o f A d m i s s i o n s was u n h e l p f u l i n r e g a r d t o v i s a p r o b l e m s b u t t h e OI SS was v e r y h e l p f u l ( D a v i d H o r n e r ) . ( T h e r e i s ) p o o r c o m m u n i c a t i o n ( f r o m ) OOA t o O I S S . 204 2402I n f o r m a t i o n a b o u t a c a d e m i c p r o g r a m s a t MSU ( i s ) i n s u f f i c i e n t in France, p a r t i c u l a r i l y ( t h e ) Franco-American C o m mi s s i o n f o r E d u c a t i o n a l E x c h a n g e s i n P a r i s . 2 4 0 3 - ( I h a v e ) f r u s t r a t i o n o v e r ( t h e ) number o f MSU F e l l o w s h i p s a v a i l a b l e o n l y t o A m e r i c a n s . T h i s does n o t h e l p c o m p e t i t i o n on a f a i r b a s i s . 2 4 0 6 - ( T h e r e i s ) v e r y bad h e a l t h i n s u r a n c e . Mo r e s o c i a l a c t i v i t i e s ( a r e n e e d e d ) , a nd b e t t e r c l e a n i n g s e r v i c e a r o u n d campus. 2 4 1 4 - T h e l e t t e r s f r o m t h e Romance L a n g u a g e s D e p a r t m e n t t o Foreign T . A . s f a i l to e x p l a i n c l e a r l y t h a t a T .A . cannot t e a c h i n o n e d e p a r t m e n t w h i l e m a j o r i n g i n a n o t h e r . ( Many come t o t h e USA t h i n k i n g t h a t t h e y w i l l be a b l e t o wo r k toward a M asters or Ph.D. degree in E n g lis h w h ile they are t e a c h i n g S p a n i s h o r F r e n c h , a nd t h e y f i n d o u t t h a t t h i s i s i m p o s s i b l e , o n l y t h e y a r e a l r e a d y i n t h e USA). H o u s i n g Comment s 2 4 0 1 - I was c o n c e r n e d t h a t no a p a r t m e n t had b e e n r e s e r v e d f o r us e v e n t h o u g h we ha d a p p l i e d s i x m o n t h s b e f o r e o u r arrival. ( T h e ) a p a r t m e n t s h a v e no d i r e c t a c c e s s t o p l a y a r e a ( a p a r t m e n t s f a c e o u t f r o m r a t h e r t h a n on t o t h e p l a y area.) (The) bathroom ( i s ) o n ly a c c e s s ib l e through ( t h e ) m a i n b e d r o o m - a wk wa r d f o r v i s i t o r s . (We had a ) t w e l v e mont h w a i t f o r p la c e a t S partan V i l l a g e Nursery School. 2 4 0 3 - Che a p h o u s i n g n e e d n o t l o o k u g l y . 2406- Reconsider ( t h e ) housing p h ilo s o p h y , l o c a t i o n , f e e s . 2407- G e n e r a lly speaking l i v i n g in S partan V i l l a g e is q u i t e good, b u t t h e r e a r e two ma in d i s a d v a n t a g e s ; l a c k o f v e n t i l a t i o n i n t h e k i t c h e n , and l a c k o f a i r c o n d i t i o n i n g , ( w h i c h ) i s n o t a l l o w e d , ( a n d ) w h i c h makes l i v i n g i n ( t h e ) summer u n c o m f o r t a b l e . 2 4 1 8 - I n C h e r r y L a n e A p a r t m e n t s , t h e l i v i n g room i s t o o d a r k because o f ( t h e ) u p s t a i r s b a l c o n y . 2 4 1 9 - T h e r e mu s t be d i f f e r e n t b e d r o o ms f o r p e o p l e o v e r a c e r t a i n age. Cell 25- L A T I N AMERI CA- U N I V E R S I T Y APARTMENTS U n i v e r s i t y Comment s 2 5 0 1 - I ' m e n t i r e l y s a t i s f i e d a t MSU. 2 5 0 3 - T h e U n i v e r s i t y s h o u l d make a b e t t e r s e l e c t i o n o f t h e i n s u r a n c e company f o r f o r i e g n s t u d e n t s . Blue C ro ss -B lu e S h i e l d is n o t v e r y good. G M - U n d e r w r i t e r s was b e t t e r . 2 5 0 7 - I had mo r e p r o b l e m s a d j u s t i n g t o t h e f a s t p a c e o f t h e t e r m s y s t e m r a t h e r t h a n w a n t i n g t o go home b e c a u s e o f homesickness. 2 5 1 7 - MSU l e f t me a s t o n i s h e d when I came h e r e . I never in my l i f e knew such a g r e a t u n i v e r s i t y . Th e U n i v e r s i t y w h e r e I d i d my s t u d i e s i n my c o u n t r y e a s i l y c o u l d be i n j u s t one of the b u ild in g s of t h is u n iv e r s it y . A l l t h i s even t h o u g h , b e f o r e I came h e r e I was a t t h e U n i v e r s i t y o f S o u t h C a r o l i n a studying English. I t h i n k t h a t because o f t h i s b ig s i z e , t h i n g s a r e b e c o m i n g a l i t t l e b i t d i f f i c u l t t o us e and 20 5 adjustment (goes) s lo w ly . B e f o r e I came h e r e I had 15 y e a r s o f p r o f e s s i o n a l p r a c t i c e i n my c a r e e r w i t h o u t any con n ec tio n s w i t h ( a ) u n i v e r s i t y or academic p e rform a n ce . I t h i n k you s h o u l d t a k e t h i s i n t o a c c o u n t i n y o u r o r i e n t a t i o n programs. 2 5 2 3 - I t h i n k t h a t G r a d u a t e A s s i s t a n t s s h o u l d n ' t pa y f o r t u i t i o n and f e e s s i n c e t h e y w o r k f o r t h e U n i v e r s i t y , and t h e cost o f l i v i n g is h ig h . 2 5 2 4 - ( T h e ) i n s u r a n c e o f f e r e d by MSU i s u n r e s p o n s i v e t o my needs. (The) In t e r n a t i o n a l Center O f f i c e (shou ld) avoid recommend(ing) G M - U n d e r w r i t e r s wh i ch works w i t h B l u e Shield. These companies a r e conce rne d ab ou t p r o f i t s , not the s t u d e n ts ' needs. ( T h e ) MSU C l i n i c a l C e n t e r ( i s ) i d e n t i f i e d w i t h i n s u r a n c e c o m p a n i e s and ( i s ) n o t s e n s i t i v e to students' concerns. A l s o i t s ' q u a l i t y i s l o w. H o u s i n g Comment s 2 5 0 1 - My h o u s i n g p r o b l e m i s t h a t I h a v e t h r e e c h i l d r e n and my a p a r t m e n t i s t o o s m a l l f o r my f a m i l y . But be ca us e o f f i n a n c i a l b u d g e t I c a n n o t a f f o r d t o l i v e o u t o f campus. O t h e r w i s e I w o u l d n ' t ha ve any p r o b l e m s . 2 5 0 4 - We w i l l pa y e x t r a f o r a i r c o n d i t i o n i n g . The bed i s u n c o m f o r t a b 1e . 2 5 0 8 - F o r f a m i l i e s w i t h c h i l d r e n a b o v e 10 y e a r s o f a g e , t h e F a c u l t y A p a r t m e n t s a r e mo r e a p p r o p r i a t e . P l e a s e c o n s i d e r . 2 5 0 9 - I t w o u l d be i d e a l i f c o u n s e l i n g w o u l d be o f f e r e d t o p a r e n t s on d a y - c a r e s e r v i c e s f o r c h i l d r e n o f a l l a g e s . 2 5 2 4 - H o u s i n g p o l i c i e s do n o t a l l o w r o o mma t e s ( S p a r t a n V i l l a g e ) . This p o l i c y is r i d i c u l o u s . ( T h i s ) housing p o lic y v i o l a t e s c o n s t i t u t i o n and has no r e a s o n t o e x i s t . We a r e with very lim ite d resources. U n i v e r s i t y A p a r t m e n t s mus t adapt to s tu d e n ts ' p o s s i b i l i t i e s . Cell 26- SOUTH AND CENTRAL A S I A - U N I V E R S I T Y APARTMENTS U n i v e r s i t y Comment s 2601- P e r s o n a l l y , I f i n d l i f e very lo n e ly h e re , but f o r the f a c t t h a t a b e t t e r e d u c a t i o n w o u l d h e l p me t o p r o v i d e f o r m y s e l f as w e l l as be o f u s e i n my own c o u n t r y , I w o u l d n o t be h e r e . My f e w a c a d e m i c a c c o m p l i s h m e n t s h e l p me m a i n t a i n my s a n i t y d u r i n g v e r y s t r e n u o u s mo me n t s . Th e l a c k o f p e o p l e who r e a l l y c a r e as a r e s u l t o f l a c k o f t i m e t o s o c i a l i z e has been som ething I c a n n o t a c c e p t . As much as I h a t e i t h e r e , I mu s t go on and g e t a P h . D . S o m e t i m e s I wo n d e r w h e t h e r i t s r e a l l y w o r t h a l l t h e t r o u b l e , b u t I know I m u s t go o n . 2 6 0 3 - MSU p r o v i d e s a g o o d , f r i e n d l y e n v i r o n m e n t f o r f o r e i g n students. I do n o t t h i n k t h e r e s h o u l d be any p r o b l e m s i n a d ju s tin g to t h i s environment. 2 6 0 6 - I e n j o y my h o u s i n g f a c i l i t i e s , e d u c a t i o n and my e x p e r i e n c e s a t MSU. 2608- T u it io n is very high fo r i n t e r n a t io n a l students. It is very hard to a f f o r d . 2 6 1 1 - I h a v e b e e n r a t h e r d i s t r e s s e d by t h e h i g h m e d i c a l insurance costs. W i th t h e proposed i n c r e a s e o f F a l l 1989, a 206 s t u d e n t and s p o u s e a r e t o pa y $ 1 2 0 0 f o r i n s u r a n c e . This is t o o much f o r o n e p e r s o n ' s a s s i s t a n t s h i p t o b e a r . 2 6 1 6 - The bus s y s t e m i s n o t a d e q u a t e and ( I ) h a v e e x p e r i e n c e d a w a s t e o f t i m e c a t c h i n g t h e b u s s e s t o ca mpus . I am n o t s a t i s f i e d , w i t h t h e l e v e l o f i n s t r u c t i o n and t e a c h i n g a t MSU. Some o f t h e t e a c h e r s a r e r e a l l y l o u s y . 2 6 19 - I would l i k e t h e U n i v e r s i t y t o g i v e t u i t i o n w a iv e r f o r s t u d e n t s w i t h a s s i s t a n t s h i p s l i k e many u n i v e r s i t i e s do. 2 6 2 0 - Some o f t h e n e g a t i v e e x p e r i e n c e s I r e c a l l a r e f i n d i n g a p a r t - t i m e j o b w i t h i n c a mpus . A l t h o u g h I w o r k on campus now, f o r n e a r l y a y e a r I c o u l d n ' t f i n d any j o b . U s u a l l y my a p p l i c a t i o n s w e r e t u r n e d down a r b i t r a r i l y i n s p i t e o f my l a n g u a g e f l u e n c y and o t h e r s k i l l s t o p e r f o r m w e l l on j o b s . 2 6 2 3 - R e s e a r c h f a c i l i t i e s s h o u l d be i m p r o v e d . Departments s h o u l d be f i n a n c i a l l y s e c u r e t o s u p p o r t a l l g r a d u a t e s t u d e n t s , w h i c h w i l l a t t r a c t b r i g h t s t u d e n t s and h e n c e ( a ) b e t t e r r a n k i n g and q u a l i t a t i v e r e s e a r c h . 2 6 2 8 - I l i k e MSU i n a l l r e s p e c t s . 2 6 3 0 - (MSU i s ) v e r y , v e r y e x p e n s i v e ( I t i s ) much mor e b u r e a c r a tic r a th e r than c o o p e ra tiv e , (and) very form al. Foreign students are not prop erly recognized. Student r a t i n g is not f a i r in c la s s . (The) I n t e r n a t i o n a l Center s ho uld u n d e r t a k e a v a r i e t y o f programs t o m o t i v a t e t h e foreign student. T h e i r s e r v i c e i s p o o r l y managed. ( T h e ) S t u d e n t S e r v i c e O f f i c e f a i l s t o p r o v i d e s u f f i c i e n t and accurate in fo rm a tio n to the students. (The) r e c e p t i o n i s t mu s t know who i s w h a t a nd how wo r k i s d o n e . 2 6 32 - T h is i s a g r e a t u n i v e r s i t y , m a i n t a i n i n g high academic standards. T h e s t a f f i s k n o w l e d g e a b l e and h e l p f u l and p e o p l e a r e g e n e r a l l y f r i e n d l y and c o o p e r a t i v e . The t e r m s y s t e m on w h i c h t h e U n i v e r s i t y ' s a c a d e m i c c a l e n d e r i s b a s e d sometimes r e s u l t s in s a c r i f i c i n g depth in o r d e r t o c o v e r a broad range o f c o u rs e s. When b o t h t h e " d e p t h and b r e a d t h " a r e s o u g h t t h e s t u d e n t becomes a v i c t i m . (The) semester s y s t e m i s ( a ) mo r e e f f i c i e n t way o f d i s s e m i n a t i n g k n o w l e d g e . 2634- G e n e r a l l y , t h e r e is hidden d i s c r i m i n a t i o n f o r f o r e i g n s t u d e n t s o f M u s l i m c o u n t r i e s , and a t t h e same t i m e an undue f a v o r i s g i v e n t o K o r e a n , J a p a n e s e , T a i w a n e s e and J e w ( i s h ) students fo r g ran tin g te a ch in g /res e a rc h a s s is ta n ts h ip s . 2 6 3 6 - T r a n s p o r t a t i o n on a nd o f f campus i s a l s o p o o r f o r those w ith o u t cars. Note ( t h a t ) the U n i v e r s i t y discourages cars. OI SS i s e x c e l l e n t i n t h e s e r v i c e s o f f e r e d . U n f o r t u n a t e l y t h e y h a v e no d i r e c t c o n t r o l o v e r ( t h e ) p o l i c y towards f o r e i g n s tu d e n ts in o t h e r departm ents. Some o f t h e p u r e s c i e n c e d e p a r t m e n t s a r e e x c e l l e n t and I w o u l d h a v e no h e s i t a t i o n in encouraging people to apply. 2 6 4 2 - The p r o f e s s o r s p a y mo r e a t t e n t i o n t o r e s e a r c h r a t h e r than s tu d ie s . H o u s i n g Comments 2 6 0 7 - Th e H o u s i n g D e p a r t m e n t does n o t l i s t e n t o c o m p l a i n t s . We h a v e b e e n l i v i n g i n t h i s a p a r t m e n t f o r f o u r y e a r s . No p a i n t i n g ha s b e e n d o n e . K it c h e n cupboards a r e in t e r r i b l e s h a p e , b u t n o t h i n g h a s b e e n done t i l l now i n s p i t e o f my 207 r e p o r t i n g i t a lm o s t f o u r y e a r s ago. F u r n i t u r e and m a t t r e s s e s go o u t o f o r d e r and a r e q u e s t i s made w i t h housing which is never taken care o f . (The) Housing D e p a r t m e n t do e s m i n o r r e p a i r s and r e d e c o r a t e ( s ) a s m a l l p a r t o f t h e u n i v e r s i t y h o u s i n g c o m p l e x and p u f f s u p , w h i l e completely n eg lectin g other areas. 2 6 0 9 - T h e r e s h o u l d be a p o l i c y f r o m ( t h e ) H o u s i n g O f f i c e t h a t whenever a t e n a n t wants t o v a c a t e t h e a p a r tm e n t a t l e a s t t w o we e k s b e f o r e he o r she l e a v e s t h e a p a r t m e n t , t h e m a i n t e n a n c e s t a f f / s u p e r v i s o r s h o u l d come t o t h e a p a r t m e n t and c h e c k t h e a p a r t m e n t and l e t t h e t e n a n t know w h a t r e p a i r s n e e d t o be done b e f o r e h e / s h e w i l l l e a v e t h e a p a r t m e n t , o r o t h e r w i s e he w i l l be b i l l e d f o r t h o s e r e p a i r s . 2 6 1 2 - The O f f i c e o f A d m i s s i o n s / H o u s i n g O f f i c e n e v e r d i s c l o s e ( s ) t o th e newly a d m itte d s i n g l e s t u d e n ts th e f a c t t h a t t h e y can s t a y a t U n i v e r s i t y A p a r t m e n t s . Th ese a r e n o t reserved fo r m arried students only. No p r i o r i t y i s g i v e n t o the fo re ig n T .A .s w h ile a l l o t t i n g U n iv e r s ity Apartments. No p r i o r i t y i s g i v e n t o t h e s i n g l e s t u d e n t s h a r i n g an a p a r t m e n t w i t h a r o o mma t e f o r t h e d o u b l e be dr oo m a p a r t m e n t s . 2 6 1 3 - ( T h e ) c o o l i n g s y s t e m s h o u l d be p r o v i d e d i n t h e apartment. To g r a d u a t e s t u d e n t t wo r oom a p a r t m e n t s s h o u l d be a l l o t e d , so t h a t ( t h e y h a v e a ) s i n g l e r oom p e r person/student. ( T h e r e i s ) t o o much n o i s e due t o ( t h e ) t r a i n p a s s i n g v e r y n e a r t o S p a r t a n V i l l a g e a p a r t m e n t s . (A.) soun d p r o o f s y s t e m i s n e e d e d . F u r n i t u r e improvement is needed. 2 6 1 4 - T h e r e s h o u l d be some s t o r a g e s p a c e p r o v i d e d i n t h e U n iv e r s i t y Apartments. S o m e t i m e s t h e a p a r t m e n t s l o o k so d i r t y t h a t i t ' s embarrassing to i n v i t e guests. 2 6 1 5 - ( T h e ) A p a r t m e n t s o f f i c e can be mo r e r e s p o n s i v e t o t h e needs o f i n t e r n a t i o n a l s t u d e n t s . A s e n s e o f communi on i s m is s ing in U n i v e r s i t y Apartments. Normally (a person) h a r d l y g e t s t o know h i s / h e r n e i g h b o r s u n l e s s he i s p l a y i n g the s t e r e o too loud. 2 6 1 7 - My o n l y g r i e v a n c e a g a i n s t h o u s i n g i s t h a t t h e y s h o u l d p r o v i d e f o r mo r e t w o be d r o o m a p a r t m e n t s . 2 6 1 9 - I would l i k e U n i v e r s i t y Apa rtments t o p r o v i d e a i r c o n d i t i o n i n g d u r i n g summer . S to r a g e space f o r r e s i d e n t s of U n i v e r s i t y A p a r t m e n t s i s a good i d e a . 2 6 2 0 - O v e r a l l I ' d be s a t i s f i e d w i t h a ny r o o m m a t e . Th e m a j o r p r o b le m I have is he r b o y f r i e n d a l m o s t l i v i n g w i t h us. I n i t i a l l y , he s p e n t t h e e n t i r e da y ( o v e r n i g h t ) i n o u r apartment. A f t e r I o b j e c t e d he moved o u t ( b u t s t i l l s p e n d s e v e r y s i n g l e n i g h t h e r e w h i c h makes me e x t r e m e l y uncomfortable). H e r e x p l a n a t i o n i s s he d o e s n ' t g e t t o s e e h i m o f t e n enough and s i n c e he s t a y s i n h e r r oom i t s h o u l d n o t c o n c e r n me. N e i g h b o r s a r o u n d a r e e x t r e m e l y n o i s y and inconsiderate. They o f t e n p a r t y a f t e r m i d n i g h t , ho nk , o r scream w i t h t h e i r doors open. We a r e b a s i c a l l y a f r a i d t o comp l a i n . 2 6 2 3 - D o u b l e b e d r o o m a p a r t m e n t s s h o u l d be p r o v i d e d t o graduate students. 208 2 6 2 7 - The d e l a y i n a t t e n d i n g t o s t u d e n t s ' r e q u i r e m e n t s i n U n i v e r s i t y Apartments is i n t o l e r a b l y annoying. Sometimes we e k s p a s s b e f o r e a p i e c e o f f a u l t y f u r n i t u r e i s r e p l a c e d . My k i t c h e n c a b i n e t s w h i c h n e e d e d a t t e n t i o n i n 1 9 85 when I f i r s t o c c u p i e d t h e a p a r t m e n t a r e s t i l l t h e s ame. This is a te rrib le situatio n. 2 6 28 - Housing f a c i l i t i e s a r e a p p r e c i a b l e . I would l i k e to draw a t t e n t i o n to w ar ds t h e p a r k i n g c h a r ge s r e c o v e r e d from the re sid e n ts of apartments. (The) parking f a c i l i t y a v a i l a b l e i n f r o n t o f r e s p e c t i v e a p a r t m e n t s s h o u l d be p r o v i d e d f r e e as r e a s o n a b l e r e n t i s r e c o v e r e d f r o m t h e res i d e n ts . 2 6 3 4 - New wooden c a b i n e t s i n k i t c h e n a r e v e r y u n s a f e f o r c h i l d r e n ( n o l o c k i n g s y s t e m ) . ( T h e r e a r e ) no t u b e l i g h t s i n (th e ) apartment. 2635- I fe e l t h a t the r e n t fo r m arried students apartments i s v e r y h i g h f o r f o r e i g n s t u d e n t s l i k e me w i t h nu me r ous financial r e s tric tio n s . T h a t s i t u a t i o n k e e p s me away f r o m my f a m i l y . T h a t a f f e c t s b a d l y on s t u d i e s . 2 6 3 6 - H o u s i n g o p t i o n s f o r g r a d s on campus a r e v e r y p o o r . Owen i s c r a m p e d . Spartan V i l l a g e is s l u m - l i k e . Having t h i r t y - s i x t r a i n s r u n by e v e r y t w e n t y - f o u r h o u r s do e s n o t help. My bed s h a k e s w i t h e v e r y t r a i n . I th in k the U n iv e rs ity is p a r t i c u l a r i l y in s e n s itiv e to s in g le student housing needs. The c u r r e n t p o l i c y o f n o t a s s i g n i n g t wo bedroom a p a r t m e n t s t o s i n g l e s t u d e n t s i s p r o o f o f t h i s . It is unreasonable to expect the average f o r e i g n grad to l i v e i n t h e c r a mp e d and e x p e n s i v e q u a r t e r s o f Owen H a l l . I t is e q u a l l y u n r e a s o n a b l e t o e x p e c t t o p a y $ 3 0 0 a mo n t h f o r p r i v a c y b u t l i t t l e o r no e x t r a s . ( L o o k a t t h e f u r n i t u r e and the f a c i l i t i e s . ) A ls o , n o n - f o r e i g n e r s in Spartan V i l l a g e a r e p r i m a r i l y u n d e r g r a d s and h a v e o f t e n c o n f l i c t i n g l i f e s t y l e s ( i . e . they are in s e n s it iv e to study needs). A l t e r n a t i v e o n - c a m p u s h o u s i n g f o r t h e g r a d i s an i s s u e t h a t n e e d s t o be a d d r e s s e d . 2 6 3 7 - Th e f u r n i t u r e i n t h e a p a r t m e n t s i s u g l y . ( I ) wish the n e i g h b o r s were f r i e n d l i e r . The w i n t e r s c a n be e x t r e m e l y dreary. T h e campus i s b e a u t i f u l t h o u g h . 2 6 3 9 - O v e r a l l , I am s a t i s f i e d w i t h t h e MSU H o u s i n g s e r v i c e s as i t m e e t s my b a s i c n e e d s . Bu t t h e h o u s i n g q u a l i t y does n o t meet t h e s t a n d a r d a v a i l a b l e in o t h e r u n i v e r s i t i e s . For t h e p r i c e , I am p a y i n g , i t i s OK. 2 6 4 0 - How a b o u t p r o v i d i n g a i r c o n d i t i o n i n g i n S p a r t a n V i l l a g e apartments? You c o u l d i n c r e a s e t h e r e n t by a r e a s o n a b l e amount t o c o v e r t h i s . 2 6 4 2 - Th e be d r o o m i s v e r y s m a l l . Very( l i t t l e ) space ( i s ) a v a ila b le for storage. ( T h e r e a r e ) no e x h a u s t f a c i l i t i e s f o r k i t c h e n c o o k i n g and r e s t r oom. Th e b l o c k a g e o f ( t h e ) r o a d due t o t h e r a i l w a y c r o s s i n g i s h i g h l y o b n o x i o u s . I t is h i g h t i m e t h e S p a r t a n V i l l a g e r e s i d e n t s w e r e p r o v i d e d an o v e r h e a d b r i d g e a t t h e r a i l r o a d c r o s s i n g a t H a r r i s o n Ro a d . 2 6 4 3 - ( T h e ) t e n u r e o f C o mmu n i t y A i d e s s h o u l d be l i m i t e d t o one y e a r f o r B a c h e l o r and M . S . s t u d e n t s and t o t wo y e a r s f o r 20 9 Ph.D. s tu d e n ts . T h i s way mo r e p e o p l e w i l l h a v e chance t o l e a r n some l e a d e r s h i p s k i l l s . 2 6 4 5 - When I came, I ha d g r e a t d i f f i c u l t y i n f i n d i n g a p l a c e to liv e . T h e U n i v e r s i t y A p a r t m e n t s O f f i c e d i d n o t i n f o r m me t h a t apartments (on-campus) (w ere) a v a i l a b l e to s i n g l e s t u d e n t s as w e l l . I n i t i a l l y I w e n t o f f - c a m p u s , w h e r e I had some p r o b l e m s w i t h r o o m m a t e s . I ha d t o j ump t h e l e a s e and lo se $500 o r so. B e t t e r c a r e o u g h t t o be t a k e n t o p r o v i d e apartments to fo re ig n students. 2 6 4 8 - Th e c o o k i n g f a c i l i t y i n U n i v e r s i t y h o u s i n g i s n o t su fficien t. T h e r e i s no s p a c e i n k i t c h e n t o k e e p a l l t h i n g s necessary fo r cooking. Range i s v e r y s m a l l . You c a n ' t us e a l l t h e b u r n e r s a t a t i m e b e c a u s e t h e r e i s no s p a c e b e t w e e n burners. Cell 27- SOUTHEAST A S I A - U N I V E R S I T Y APARTMENTS U n i v e r s i t y Concerns 2 7 0 5 - So f a r I ' v e had a v e r y i n t e r e s t i n g s t a y h e r e . H o w e v e r , I am c o n c e r n e d a b o u t t h e s t a n d a r d o f e d u c a t i o n and o f c o m p e t e n c e o f some f a c u l t y , and mo s t u n d e r g r a d u a t e students I teach. 2 7 0 9 - I l i k e s t u d y i n g a t MSU. A l l t h e p r o f e s s o r s i n my department are very n ic e to f o r e ig n students always. 2712- I experienced t h a t American s tu d e n ts d o n 't r e a l l y w e l c o me f o r e i g n s t u d e n t s . I ' l l be mo r e c o m f o r t a b l e i f t h e r e ( a r e ) o t h e r f o r e i g n s t u d e n t ( s ) i n my c l a s s . 2 7 1 4 - The t e r m s y s t e m and s h o r t b r e a k g i v e no o p p o r t u n i t y f o r t h e f o r e i g n s t u d e n t t o g e t i n v o l v e ( d ) w i t h American culture. Th e U n i o n b u i l d i n g s h o u l d be t h e p l a c e f o r student(s) extra a c t iv it ie s . I t ' s l o c a t i o n is not c e n tralize (d ). ( I ) n e e d t wo b u s s e s ( MSU) t o r e a c h f r o m Spartan ( V i l l a g e ) t o th e Union. I admire th e p ro fe s s o rs h e r e as t h e y a r e m o s t l y c o m m i t t e d a nd d e d i c a t e d . 2 7 1 5 - T u i t i o n f e e s a r e so h i g h . MSU s h o u l d be a b l e t o d e v i s e a way t o g i v e a r e c e i p t s t a t i n g w h a t you p a i d f o r when you r e g i s t e r e d . I c a n ' t i m a g i n e w h a t ( I w o u l d ) do i f one o f t h o s e b o x e s o f c o m p u t e r c a r d s w h i c h l i s t s t h e p a p e r s I r e g i s t e r e d f o r got m is p la c e d , l o s t or m a n ip u la te d w i t h . I t ' s l i k e p a y i n g f o r s o m e t h i n g and n o t k n o w i n g i f you a r e g o i n g t o g e t i t , w h i l e you v e r i f y i t w i t h y o u r c o u r s e superv i s o r . 2 7 2 0 - F a c u l t y and S t a f f s h o u l d be mo r e h e l p f u l t o w a r d foreign students. I ha d some p r o b l e m ( s ) i n r e g i s t r a t i o n . I n s t e a d o f m a k i n g a p h o n e c a l l t o c l e a r t h i n g s up w i t h t h e re s p e c tiv e department, t h e person in c h arge would s e n t t h e s t u d e n t s w a l k i n g f r o m o n e end o f campus t o t h e o t h e r j u s t t o g e t a l e t t e r , s a y ( i n g ) OK. We c o u l d be mo r e p r o d u c t i v e by s p e e d i n g t h i n g s up. T h a t i s why t e c h n o l o g y ha s i m p r o v e d , t o h e l p us w i t h c o m m u n i c a t i o n s y s t e m . 2 7 2 4 - A t ( t h e ) E n g l i s h L a n g u a g e C e n t e r - ( w e ) ne e d E n g l i s h language t e a c h e r s ; not only n a t i v e . 2727I d o n ' t l i k e t h e f a c u l t y o f my d e p a r t m e n t . Most o f t h e m a r e bad p r o f e s s o r s , h o w e v e r , I l i k e my a d v i s o r v e r y 210 much. I d o n ' t l i k e t o h a v e bad p r o f e s s o r s s i n c e i t j e o p a r d i z e ( s ) my g r a d e s . B u t l h a v e no c h o i c e . I think most o f t h e s t a t i s t i c s p r o f e s s o r s a r e bad. 2 7 2 9 - I f o u n d t h a t o v e r a l l , MSU i s a good p l a c e t o s t u d y . MSU has many good f a c i l i t i e s and a c a d e m i c p r o g r a m s . I t also h a s a good p r o g r a m i n t h e h o u s i n g as w e l l . However, what s t i l l k e e p s b o t h e r i n g me i s t h e f a c t t h a t MSU seems t o be u n a b l e t o keep t h e t u i t i o n h i k e s under c o n t r o l . Since I came h e r e , I h a v e a l r e a d y e x p e r i e n c e d t wo t o t h r e e t i m e s t u i t i o n h i k e s w h i c h c o s t me a l o t . I r e a l l y ho pe some c h a n g e s ( w i l l ) be ma de . 2 7 4 2 - T h e t u i t i o n i s way t o o h i g h . 2 7 4 4 - MSU ha s i t s good and b a d . ,At f i r s t , i t was h a r d , b u t I'm b e g in in g t o t r y a nd u n d e r s t a n d t h e p l a c e and make m y s e l f c h a n g e ( b u t s t i l l k e e p my c u l t u r e ) a p p r o p r i a t e 1y w i t h t h e ways o f A m e r i c a n s . I t w i l l t a k e t im e , but t o the Americans, I g u e s s I am s t i l l an " a l i e n . " 2 7 4 9 - ( We ) s h o u l d h a v e a p r o g r a m w h e r e new s t u d e n t s can s o c i a l i z e w it h American s t u d e n t s . Fr om my e x p e r i e n c e , i t i s d i f f i c u l t f o r new s t u d e n t s t o g e t t o know A m e r i c a n s t u d e n t s because o f our c u l t u r a l d i f f e r e n c e s , e t c . 2 7 5 0 - I am n o t s a t i s f i e d w i t h t h e bus s e r v i c e s i n MSU. They h a v e ( a ) ba d s c h e d u l e and some d r i v e r s h a v e be e n v e r y r u d e . Some d r i v e r s a r e a l s o n o t good enough i n d r i v i n g . 2 7 5 4 - Th e t u i t i o n f e e i n c r e a s e s t o o much e v e r y y e a r . It seems o n l y r i c h s t u d e n t s c a n come t o MSU. 2 7 5 6 - I would l i k e t o see t h e s t a f f o f t h e I n t e r n a t i o n a l S t u d e n t s C e n t e r become mor e a c t i v e , h e l p f u l and c o m m i t t e d . 2 7 6 1 - S t u d e n t s a t MSU a r e v e r y h e l p f u l . When I f i r s t a r r i v e d , I f e l t MSU was hu ge and d i d n ' t know w h e r e some b u i l d i n g s were l o c a t e d . Th e s t u d e n t s showed me t h e wa y . A f e w w h i t e A m e r i c a n s seem n o t t o o f r i e n d l y w i t h f o r e i g n e r s . I w a s n ' t u s e d t o t h e q u a r t e r s y s t e m and ( i t ) a l m o s t made me d ie. Housing Concerns 2 7 0 2 - I s t r o n g l y recommend i n s t a l l a t i o n o f a i r - c o n d i t i o n s i n t h e a p a r t m e n t s , t h a t i s , a t l e a s t f o r t h e summer. V e n t i l a t i o n s h o u l d be i m p r o v e d i n t h e k i t c h e n . 2 7 0 7 - MSU ha s r e a s o n a b l e l i v i n g c o s t ( s ) and ( a ) good a t t i t u d e on s t u d y i n g . 2 7 0 9 - I am l i v i n g i n S p a r t a n V i l l a g e . Th e o n l y t h i n g t h a t I d o n ' t l i k e i s my n e i g h b o r s . T h e y a r e a l l A m e r i c a n and a l w a y s make n o i s e . I t b o t h e r s me and s o m e t i m e s f r i g h t e n e d me a l s o . 2 7 1 4 - ( I t i s ) n o i s y w i t h h i g h w a y s and t r a i n . 2 7 1 5 - My son e n j o y s g o i n g t o S p a r t a n V i l l a g e S c h o o l . The c o s t o f l i v i n g i s c o m p a r i t i v e 1y much h i g h e r t h a n my home c o u n t r y and o r i e n t a l f o o d p r o d u c t s a r e a v a i l a b l e i n l i m i t e d places. P u b l i c t r a n s p o r t a t i o n ( CATA) does n o t r u n on S u n d a y s and o n e i s n o t a b l e t o v i s i t some o f y o u r t o u r i s t spots in Lansing. T h i s i s p a r t i c u l a r i l y so as my son and I a t t e n d s c h o o l s on w e e k d a y s . 211 2 7 2 4 - What a b o u t k i t c h e n v e n t i l a t i o n ? Cooking our o r i e n t a l f o o d w i l l make o u r a p a r t m e n t and c l o t h e s s m e l l b a d , e s p e c ia lly during W inter. 2727- L i v i n g in U n i v e r s i t y Apartments is n ic e except in the Summer t e r m . 2735- E v e ry th in g is small in th e U n i v e r s i t y a p a rtm e n ts . I wish f o r b i g g e r , w ider space. 2 7 3 8 - I t h i n k t h a t t h e U n i v e r s i t y Housing should p r o v i d e a b e tte r , fa s te r service to students. F o re ig n s tu d e n ts should be g i v e n a p r i o r i t y f o r i n - c a m p u s h o u s i n g , s i n c e t h e y know very l i t t l e about th e housing, e s p e c i a l l y the freshman. 2 7 4 2 - Th e c o s t o f l i v i n g i n a d o r m i t o r y i s a b i t t o o h i g h . P a r k i n g space is l i m i t e d . 2 7 4 3 - Th e r e n t f o r on e be d r o o m and t wo be d r o o m a p a r t m e n t s f o r s i n g l e s t u d e n t s a r e t h e same and I f e e l t h i s i s v e r y unfair. I n my o p i n i o n t h e r e n t f o r one be d r o o m a p a r t m e n t ( s ) s h o u l d be r e a s o n a b l y l o w e r t h a n ( f o r ) t h e t wo be d r o o m apartm ent(s). A l s o , I f i n d i t v e r y d i f f i c u l t t o s h a r e an a p a r t m e n t w i t h on e b e d r o o m w i t h a n o t h e r s t u d e n t b e c a u s e b o t h o f us l a c k t h e p r i v a c y t h a t we n e e d a t c e r t a i n t i m e s . This becomes mo r e d i f f i c u l t as we come f r o m d i f f e r e n t c u l t u r e s and h o l d d i f f e r e n t b e l i e f s , and on e i s a g r a d s t u d e n t w h i l e t h e o t h e r i s an u n d e r g r a d . Another f r u s t r a t i n g experience i s t o have t h e a p a r t m e n t b u i l t be h i n d t h e r a i l w a y t r a c k s ! ! 2 7 5 0 - I am l i v i n g i n an o l d a p a r t m e n t w i t h a r o o m m a t e . This a p a r t m e n t was q u i t e d i r t y and messy b e f o r e I moved i n . I s u g g es t t h a t ( t h e ) hous ing s e r v i c e sh ou ld have a p e r i o d i c a l i n s p e c t i o n o f h o u s i n g c o n d i t i o n s and e n f o r c e t h e o c c u p a n t s t o c l e a n t h e a p a r t m e n t , i f p o s s i b l e , f r o m t i m e t o t i m e so t h a t t h e new o c c u p a n t s w i l l n o t h a v e any p r o b l e m s a b o u t bad housing c o n d i t i o n s . 2 7 5 2 - I n g e n e r a l , I e n j o y l i v i n g and s t u d y i n g a t MSU. 2 7 5 4 - F o r h o u s i n g , I w o u l d l i k e t o h a v e a hood t o s u c t i o n c o o k i n g smoke i n an a p a r t m e n t . Some i n t e r n a t i o n a l s t u d e n t s are a f r a id of t e l l i n g t h e ir opinion. I t may be a t r i c k on them. O v e r a l l , I am s a t i s f i e d w i t h t h e a p a r t m e n t . 2 7 5 5 - I e x p e c t t h e U n i v e r s i t y Housing A partm ent O f f i c e w i l l i mpo s e s t r i c t r u l e s on b o x e s i n s t a l l e d a l o n g t h e b a l c o n y o f apartments. I t a dds h a z a r d s t o k i d s . Paying the p a r k in g s p a c e ( $ 2 7 ) b o t h e r s me a l o t . 2 7 5 6 - Th e H o u s i n g M a i n t e n a n c e s e r v i c e s ca n be i m p r o v e d and be mo r e e f f i c i e n t , d e d i c a t e d and c o m m i t t e d , t o o ! 2 7 5 9 - The l a y o u t o f U n i v e r s i t y A p a r t m e n t s where I l i v e ( S p a r t a n V i l l a g e ) i s n o t p r o p e r l y d e s i g n e d ( a c c o r d i n g t o my need). A t t i c s ( s t o r a g e ) a r e needed. 2 7 6 7 - T h e s t u d y l amps p r o v i d e d i n S p a r t a n V i l l a g e a r e f a s h i o n a b l e and c o s t U n i v e r s i t y H o u s i n g a b o u t $ 8 0 . Serious s t u d e n t s w o u l d p r e f e r a c h e a p e r , mor e u t i l i t a r i a n a n g l e p o i s e l a mp . A l a r g e r s t u d y t a b l e w o u l d a l s o be h e l p f u l . T h e w a l l l amp i n t h e s t u d y c o r n e r c o n s t r u c t e d does n o t s u i t t h e p u r p o s e s as t h e a n g l e o f l i g h t t h r o w n c a u s e s t o o much glare. T h e s t a r d a r d p r a c t i c e a l l o w s f o r a l amp f i x e d h i g h and s l i g h t l y b e h i n d t h e p e r s o n , s h i f t e d l e f t o r r i g h t 212 d e p e n d i n g on w h e t h e r t h e p e r s o n i s l e f t o r r i g h t h a n d e d . S t i l l something is b e t t e r than n o th in g . 2 7 7 1 - A l l o w a i r c o n d i t i o n i n g i n a p a r t m e n t . You can c h a r g e more. For ex am ple, ( a t t h e ) U n i v e r s i t y o f M i n n e s o t a , t h e y charge a pa rtm e n t(s ) w i t h a i r c o n d i t i o n i n g $5 mo r e t h a n o t h e r ( a p a r t m e n t s ) e a c h m o n t h , and ( t h e ) a i r c o n d i t i o n e r i s owned by t e n a n t s . Cell 28- EAST A S I A - U N I V E R S I T Y APARTMENTS U n i v e r s i t y Concerns 2810( I am h a v i n g ) a w o n d e r f u l e x p e r i e n c e a t MSU. 2815I n g e n e r a l we a r e s a t i s f i e d w i t h MSU. 2 8 1 8 - I l i k e MSU v e r y much! 2 8 2 5 - A t a s t a t e u n i v e r s i t y , t u i t i o n i s r e a l l y h i g h and g e t t i n g (more) expensive every te rm , in comparison to o th e r state un iversities. 2 8 3 4 - My p e r s o n a l f e e l i n g i s t h a t t h i s i n s t i t u t i o n i s n o t w o r k i n g on a c a d e m i c r e s e a r c h b u t w o r k i n g on how t o c o l l e c t money f r o m s t u d e n t s p a r t i c u l a r i l y f o r e i g n s t u d e n t s . MSU and ( t h e ) Food S c i e n c e D e p a r t m e n t d o n ' t t h i n k a c a d e m i c performance of a student is im po rta n t. Th e o n l y t h i n g t h e y ( a r e ) c o n c e r n ( e d a b o u t ) i s , ( i f y o u ) a r e ( a ) US c i t i z e n . 2 8 4 1 - T h i s s c h o o l demands t o o much money f r o m s t u d e n t s and g i v e s o u t l e s s . Many g r a d u a t e s c h o o l s w i t h mo r e o r l e s s t h e same q u a l i t y as MSU p r o v i d e t h e i r p o t e n t i a l g r a d u a t e students w ith a f u l l t u i t i o n w aiver in a d d it io n to a stipend. T h i s school o n l y g i v e s o u t o u t - o f - s t a t e t u i t i o n wai v e r . 2 8 5 4 - We h a v e ( h a d ) a l o t o f f r u s t r a t i o n s i n c e we a r r i v e d MSU. MSU i s n o t w h a t I h a v e d r e a m e d . 2 8 5 8 - My s t r o n g d i s c o m f o r t w i t h MSU i s i t s t o o l i m i t e d fin a n c ia l assistance. They say t h e U n i v e r s i t y i s g e t t i n g poorer. T h a t ' s why I c a n n o t r ecommend MSU t o my f r i e n d s , w h i l e I am g e n e r a l l y s a t i s f i e d w i t h i t ' s a c a d e m i c atmosphere. Why does MSU n o t t r y t o o f f e r mor e o p p o r t u n i t i e s f o r f o r e i g n s tu d e n ts to get jobs? 2 8 6 1 - Some p r o f e s s o r s ( d e m o n s t r a t e ) r a c i a l d i s c r i m i n a t i o n , e s p e c i a l l y t h e European or o t h e r c o u n t r y p r o f e s s o r s t e a c h i n g i n MSU. 2 8 6 6 - I t h i n k ( t h e ) E n g l i s h L a n g u a g e C e n t e r b o t h e r s my education r a th e r than h e l p ( s ) . T h e y t o o k my money b u t ( g a v e ) no h e l p i n i m p r o v i n g my E n g l i s h a b i l i t y . I hope someday t h e y can r e d e s i g n t h e i r c l a s s p r o g r a m and p o l i c y . 2 8 7 2 - S i n c e t h i s i s my f i r s t e x p e r i e n c e o f o v e r s e a e d u c a t i o n and o u t - h o m e l i v i n g , t h e r e i s no c o m p a r i s o n f o r me, e x c e p t my own c o u n t r y ' s e d u c a t i o n and my home l i v i n g e x p e r i e n c e s . Maybe i t i s n o t f a i r f o r MSU b u t I t r u l y hope MSU can p r o v i d e mo r e c o n v e n i e n t and e c o n o m i c e d u c a t i o n , h o u s i n g and f a c i l i t i e s for in te rn a tio n a l students. Housing Concerns 2 8 0 9 - I would l i k e t o com pla in provides ( th e ) n o -c h ild fa m ily that only the (a) apartment o f f i c e s i n g l e be dr oo m 213 house. B e c a u s e b o t h p e r s o n s ( h u s b a n d and w i f e ) a r e s t u d y i n g , t h e y need more s pa c e t o a v o i d t i m e s c h e d u l e c o n f l i c t ( o n e i s s l e e p i n g , one i s s t u d y i n g a t n i g h t ) . 2828- D on't r a i s e the cost of housing. 2 8 2 9 - ( T h e ) w a t e r q u a l i t y i s n o t good. 2 8 3 2 - U n i v e r s i t y A p a r t m e n t s ha s no p r i v a c y . 2 8 3 6 - Th e t r a n s f e r t o o t h e r f a c i l i t i e s i s so d i f f i c u l t . To move t o on e b e d r o o m , I s h o u l d w a i t f o r t h r e e m o n t h s . I t is unreasonable. D e s p i t e h a v i n g ( m a n y ) on e be dr oo m ( a p a r t m e n t s ) , t h e y ( h o u s i n g o f f i c e ) s a i d a l w a y s t h e y h a v e no on e be d r o o m a p a r t m e n t s . Is i t i l l e g a l ? I am v e r y s o r r y about t h a t . 2 8 3 9 - I l i v e i n C h e r r y L a n e A p a r t m e n t s , b u t we h a v e a l o t o f d i f f i c u l t i e s i n p a r k i n g o u r c a r i n f r o n t o f my a p a r t m e n t b e c a u s e t h e number o f s p a c e s i s n o t e n o u g h . I t h i n k t h i s is a very s e r i o u s problem t o us, e s p e c i a l l y in th e W i n t e r tim e i t i s v e r y h a r d t o w a l k f r o m C h e r r y Lane L au n dr y t o ou r apartment. S o m e t i m e s I h a v e t o p a r k my c a r i n f r o n t o f t h e C h e r r y Lane L a u n d r y . I t t a k e s about 5 m inu tes. Think about this. Walking 5 m inutes in W in te r tim e a t n ig h t is very t e r r i b 1e . 2 8 4 1 - T h e r e a r e r o a c h e s i n my a p a r t m e n t . Could th e housing o f f i c e r e a l l y do s o m e t h i n g a b o u t i t t o t o t a l l y g e t r i d o f t hem? 2 8 4 5 - The b a t h r o o m s h o u l d h a v e a i r - d r y e q u i p m e n t . ( T h e ) K i t c h e n s h o u l d h a v e some a i r e q u i p m e n t t o a b s o r b t h e smoke. 2 8 5 3 - ( T h e m a j o r ) h o u s i n g p r o b l e m i s t o o (many) cockroach(es). 2 8 5 4 - When we a r r i v e d a t MSU we d i d n ' t h a v e ( t h e ) c h a n c e t o choose ( a n ) a p a r t m e n t . T h e a p a r t m e n t we l i v e d ( i n ) was v e r y d i r t y and o l d . We a r g u e d , b u t ( i t w a s ) u s e l e s s . We l i v e d (th ere) for h a lf a year. We d o n ' t h a v e s t r o n g ( d e s i r e ) t o move b e f o r e we l e a v e MSU, b u t n o t b e c a u s e we t h i n k t h i s a p a r t m e n t i s c o m f o r t a b l e , j u s t b e c a u s e we d o n ' t h a v e ( t h e ) t i m e and e n e r g y t o p a c k s t u f f , mov e , and c l e a n e v e r y t h i n g . ( T h e ) h o u s i n g d e p a r t m e n t r e a l l y g i v e s me a v e r y , v e r y bad image. 2 8 5 5 - I t h i n k we n e e d mo r e l amps f o r s t u d y i n g . 2 8 5 6 - (We n e e d ) mo r e d o u b l e b e d r o o m a p a r t m e n t s a v a i l a b l e t o single students, i f possible. 2 8 6 3 - I w i s h I ( h a d ) a i r c o n d i t i o n i n g f a c i l i t y f o r summer, updated f u r n i t u r e , a nd k i t c h e n a i r f a c i l i t y . 2 8 7 5 - H o u s i n g m a i n t e n a n c e o f f i c e s h o u l d be mo r e r e s p o n s i b l e to tenants request of r e p a ir in g f a c i l i t i e s . Please provide n e c e s s a r y s e r v i c e s a nd r e p a i r . 2 8 7 7 - A m e r i c a n s t a f f s i n ( t h e ) H o u s i n g O f f i c e and A d m in i s t r a t io n B u il d in g a re not n ic e a t a l l to i n t e r n a t i o n a l students. We h a v e a l o t o f t h i n g s we d o n ' t u n d e r s t a n d ( a t ) MSU. P l e a s e be p a t i e n t w i t h u s . I am s a t i s f i e d w i t h S p a r t a n V i l l a g e e x c e p t ( f o r t h e ) s t u f f e d b a t h r o o m and d i r t y dishes. I w a n t t h e U n i v e r s i t y A p a r t m e n t s r e s i d e n t s , n o t MSU s t a f f s , t o c l e a n t h e a p a r t m e n t s and u s e t h e m n e a t l y . 2 14 Cell 29- SUB SAHARAN A F R I C A - OFF CAMPUS U n i v e r s i t y Comment s 2 9 0 3 - I am g l a d I am h e r e . I am g a i n i n g k n o w l e d g e and experience. I t is a wonderful school. 2 9 0 4 - I c o u l d n o t be h a p p i e r w i t h t h e h o u s i n g p r o v i d e d as w e l l as t h e e d u c a t i o n a l f a c i l i t i e s f o r my m a s t e r s p r o g r a m i n Nursing. I am e a g e r l y l o o k i n g f o r w a r d t o g e t t i n g b a c k home in o r d e r t o s h a r e t h e w o n d e r f u l knowledge I w i l l have amassed h e r e a nd w h i c h w i l l d e f i n a t e l y h e l p t o s o l v e t h e g i g a n t i c h e a l t h p r o b l e m s d r a i n i n g my b l a c k p e o p l e . 2 9 0 7 - MSU n e e d s t o o p e n l y a d m i t r a c i s m e x i s t s on c ampus. T h e e r a c i s m i s p e r p e t r a t e d by t e a c h e r s and s t a f f and s t u d e n t s , b u t i t i s hushed up. A l s o MSU n e e d s t o s e e i t i s u n t r u t h f u l t o s a y i t s c o m m i t t e d t o E q u a l O p p o r t u n i t y and A f f i r m a t i v e A c t i o n when MSU p o s i t i o n s a r e n o t f i l l e d by m ino rities. D e p a r t m e n t s a l s o need t o a d d r e s s r a c i s m i n t h e i r departments. Cell 3 0 - MI DDLE EAST AND NORTH A F R I C A - OFF CAMPUS U n i v e r s i t y Comment s 3 0 1 0 - T h e r e s h o u l d be m o r e s e r v i c e s o f f e r e d t o i n t e r n a t i o n a l s t u d e n t s by MSU. 3 0 1 1 - I am v e r y h a p p y w i t h my c h o i c e t o come t o MSU f o r my doctorate. I lik e t h is place a lo t. 3 0 1 6 - Th e U n i v e r s i t y t u i t i o n k e e p ( s ) g o i n g up and I d o n ' t t h a t t h a t i s a good i d e a . I f e e l l i k e t h e U n i v e r s i t y does n o t g i v e us e d u c a t i o n , i t j u s t t r i e s t o s e l l US e d u c a t i o n a t a h i g h c o s t . L o a n s and s c h o l a r s h i p s s h o u l d be a w a r d e d t o i n t e r n a t i o n a l s tu d e n ts t o o , not o n ly t o American s tu d e n ts . H o u s i n g Comment s 3 0 0 2 - U n i v e r s i t y A p a r t m e n t s s h o u l d ( h a v e ) t h r e e r ooms f o r fa m ilie s with larger kids. 3 0 1 1 - I am l o o k i n g f o r w a r d t o m o v i n g t o U n i v e r s i t y Apartments n e x t y e a r . 3 0 1 3 - I g u e s s t h e m o s t d i f f i c u l t e x p e r i e n c e upon a r r i v a l i s t o f i n d an a p a r t m e n t ( f o r t h o s e who d o n ' t h a v e o n - c a m p u s housing). I wish th e U n i v e r s i t y ( I n t e r n a t i o n a l C en ter or S t u d e n t S e r v i c e s ) p r o v i d e d mo r e h e l p w i t h t h a t . Apartment l i s t i n g s are v a lu a b le but not s u f f i c i e n t . (T ra n s p o rta tio n to s e e t h e d i f f e r e n t a p a r t m e n t s , a d v i c e as t o l o c a t i o n , r e n t c o n t r a c t , e t c . w o u l d be h e l p f u l ) . 3 0 1 4 - I f i n d m o r e p r i v a t e h o u s i n g s h o u l d be o f f e r e d t o graduate students at a ffo rd a b le p ric e s . Spartan V i l l a g e fo r s i n g l e s t u d e n t s s h o u l d be l e s s t h a t $ 2 9 8 . 3016- I t h i n k r e s id e n c e h a l l housing is too expensive to live there. I t i s s o m e t h i n g l i k e $ 3 0 0 a mont h f o r on e be d r o o m a p a r t m e n t . 215 Cell 31- EUROPE, CANADA AND AUSTRALI A - OFF CAMPUS U n i v e r s i t y Comments 3 1 0 1 - I h a v e f o u n d t h a t a t many u n i v e r s i t i e s , e s p e c i a l l y i n Canada, g r a d u a te s t u d e n t s a r e accorded c e r t a i n p r i v i l e g e s , e . g . t h e y do n o t h a v e t o r e g i s t e r w i t h h o a r d s o f undergraduates. MSU s h o u l d be a s ha me d o f t h e way t h e y t r e a t g r a d u a t e s t u d e n t s , a nd t h e i r b l a t a n t e x t o r t i o n o f m o n i e s , e s p e c ia lly of fo re ig n students is shameful. 3 1 1 2 - I t h i n k MSU i s t o o b i g . 3 1 1 8 - T h e r e i s r e a l l y n o t much i n t h e way o f c u l t u r a l e v e n t s f o r s uc h a b i g u n i v e r s i t y . Though t h e c e l e b r i t y l e c t u r e s a r e an a t t e m p t t o make t h e p l a c e a l i t t l e mo r e l i v e l y . 3 1 2 1 - T h e r e ' s t o o l i t t l e space h e r e because t h e r e a r e l o t s of things to t e l l . I f you a r e i n t e r e s t e d i n t h e o l d l o n g w i n d e d s t o r y o f a d i s i l l u s i o n e d Ger man s t u d e n t a t MSU, p l e a s e c a l l me a t 3 5 1 - 8 5 4 3 . 3 1 2 3 - The E n g l i s h L a n g u a g e C e n t e r s h o u l d n o t t e s t C a n a d i a n s f o r E n g lis h language a b i l i t y . I t is a waste of tim e. C a n a d i a n s t u d e n t s n e e d f o r e i g n T . A o r i e n t a t i o n a b o u t as much as C a l i f o r n i a n s t u d e n t s . 3126- I t is tough sometimes. T h i s i s a s m a l l t o w n , and I ' m used t o l i v i n g in c i t i e s . P eople have a v e r y l i m i t e d view o f e v e r y t h i n g around them. 3 1 2 8 - I t h i n k t h e O f f i c e f o r I n t e r n a t i o n a l S t u d e n t s gave a good o r i e n t a t i o n and w e l c o m e . A f o l l o w - u p w o u l d p r o b a b l y be u s e f u l t h o u g h t o s e e how p o e p l e a r e d o i n g . I e n j o y t h e MSU e n v i r o n m e n t and a c t i v i t i e s , b u t I am d i s a p p o i n t e d w i t h my department. I t i s v e r y s m a l l and was n o t r e a l l y p r e p a r e d f o r any o f t h e d i f f i c u l t i e s o f e m p l o y i n g a p e r s o n f r o m another country. H o u s i n g Comments 3 1 0 1 - I l i v e d one y e a r i n Owen G r a d u a t e C e n t e r . I think t h i s r e s i d e n c e i s an i n s u l t t o g r a d u a t e s t u d e n t s , and a v e r y unhealthy place fo r people to l i v e . The f o o d i s d i s g u s t i n g . The r ooms a r e i n h u m a n e l y s m a l l , and t h e " s t a f f " i s ridicu lou s. 3 1 0 2 - I s u s p e c t my e x p e r i e n c e a t MSU r . e . h o u s i n g i s b e t t e r , f r o m many o t h e r f o r e i g n s t u d e n t s b e c a u s e I ' m f r o m an E n g l i s h s p e a k i n g , W e s t e r n - c u l t u r e c o u n t r y a nd my h u s b a n d and I a r e p a i d s u f f i c i e n t l y w e l l f o r money n o t t o be a m a j o r p r o b l e m . 3 1 0 3 - L i v i n g i n S p a r t a n V i l l a g e f o r f o u r y e a r s was n o t a p le a s a n t e x p e rie n c e , d e s p ite the r e n t being cheap. Th e a p a r t m e n t s a r e i n v a d e d by r o a c h e s a nd my m a i n c o n c e r n was t h e n o i s e ( d a y and n i g h t ) made by o t h e r t e n a n t s w h i c h made i t h a r d t o s t u d y a t home a nd s o m e t i m e s i m p o s s i b l e t o s l e e p a t n i g h t , t h e r f o r e d i f f i c u l t t o c o n c e n t r a t e in e a r l y morning classes. I wish h o u s in g would have a p o l i c y r e g a r d i n g n o i s e , e . g . , no n o i s e b e t w e e n 10 p . m . and 8 a . m . R e l y i n g on t e n a n t s c o u r t e s y i s c e r t a i n l y n o t enough. 3 1 1 1 - Why do P o s t - D o c s g e t a p a r t m e n t s a t C h e r r y L a n e / U n i v e r s i t y V i l l a g e and s i n g l e g r a d u a t e s t u d e n t s do n o t . I f g r a d u a t e s t u d e n t s want t o l i v e in a l i t t l e c o m f o r t t h e y 216 have t o use t h e more e x p e n s i v e o f f - c a m p u s - h o u s i n g a l t h o u g h t h e y e a r n l e s s money a nd p a y t u i t i o n . A l s o , why c a n ' t u n m a r r i e d c o u p l e s move i n ? 3 1 1 4 - I d i d l i v e f o r a b o u t o n e m o n t h i n Owen H a l l u n t i l I r e c e i v e d a l e t t e r t h a t s t a t e d t h a t I had t o e v a c u a t e my room by t h e n e x t m o r n i n g . T h a t r e a l l y p i s s e d me o f f . F o r t u n a t e l y i t was s t i l l t h e Summer, so I c o u l d f i n d something e ls e e a s i l y . I s t i l l g e t s i c k when I h e a r t h e wo r d s "Owen H a l l " - no p r i v a c y , no k i t c h e n , a v e r y s m a l l r oom, e t c . , e t c , . A p r i s o n i n t h e N e t h e r l a n d s i s mo r e c o m f o r t a b l e and much c h e a p e r . A c t u a l l y , i t i s a shame t h a t Owen H a l l d a r e s t o a s k so much money f o r so l i t t l e , w h i l e t h e y know t h a t g r a d u a t e s t u d e n t s a r e m a k i n g $ 8 0 0 a mont h w i t h w o r k i n g 80 h o u r s a w e e k , and t u i t i o n i s a l s o much t o o high. I would c a l l t h i s n e o - s l a v e r y . 3 1 2 2 - A f t e r my a r r i v a l I f o u n d i t a l m o s t i m p o s s i b l e t o g e t i n t o S p a r t a n v i l l a g e . ( I had a p p l i e d f r o m my home c o u n t r y ) . F i n a l l y I g o t i n when I c a l l e d on e d a y , and someone had moved o u t . 3 1 2 3 - U n i v e r s i t y m a r r i e d h o u s i n g i s t o o o l d and t o o s m a l l ( S p a r t a n V i l l a g e ) . O f f campus h o u s i n g o f f e r s a b e t t e r d e a l f o r your d o l l a r . We l i v e d i n S p a r t a n V i l l a g e 6 m o n t h s . 3 1 2 5 - My f i r s t h o u s i n g was an o f f - c a m p u s a p a r t m e n t . I was liv in g alone. I t h o u g h t I would e n jo y t h e lu x u r y o ver a t t h e dor m. I t was a m i s t a k e . I t i s v e r y i m p o r t a n t n o t t o be l o n e l y f o r t h e f i r s t 6 months t o a y e a r . I would s t r o n g l y r ecommend t o a n y o n e t o s h a r e an a p a r t m e n t t h e i r f i r s t y e a r . H a l l l i f e i s n o t a p p e a l i n g ( i f y ou a r e ) p a s t 25 y e a r s o l d . I t w o u l d h a v e b e e n n i c e i f t h e OI SS c o u l d h a v e m a t c h e d i n t e r n a t i o n a l s tu d e n ts f o r appartm ents a t S partan V i l l a g e or elsewhere. F i n d i n g a r o o m m a t e f r o m f a r away i s i m p o s s i b l e . Cell 32- L A T I N AMERI CA - OFF CAMPUS U n i v e r s i t y Comments 3 2 0 3 - I am d i s a p p o i n t e d w i t h my d e p a r t m e n t f o r t h e f o l l o w i n g r e a s o n s : d e s p i t e i t ' s b e i n g an E x t e n s i o n D e p a r t m e n t , j u s t i n the la s t year they h ire d a professor fo r Extension. During my p r o g r a m I h a v e t a k e n c l a s s e s r e l a t e d t o E x t e n s i o n b e c a u s e o f t h e u n a v a i l a b i l i t y o f ( c l a s s e s i n my d e p a r t m e n t ) . 3 2 0 5 - I have p e r c e i v e d a l a c k o f e d u c a t i o n a l r e s o u r c e s a v a ila b le to students. The most c l e a r e x a mp l e i s t h e l a c k o f microcomputers. The c u r r e n t s u p p l y i s j u s t n o t enough. The r e g i s t r a t i o n p r o c e d u r e s a r e v e r y i n e f f i c i e n t . You h a v e t o s pe nd much t i m e a nd t h e " c a r d s " s y s t e m i s o b s o l e t e . 3 2 1 0 - Th e b i g g e s t p r o b l e m I ' v e had s t u d y i n g h e r e was h a v i n g t o dea l w i t h p e o p l e ( A m e r i c a n p e o p l e in g e n e r a l ) (who) a r e so i n f l u e n c e d by t h e p r o f e s s i o n a l c o m p e t i t i v e s y s t e m o f t h i s society th a t they (have) lo st t h e i r s e n s i t i v i t y to i n t e r ­ human r e l a t i o n s h i p s . Although, a t a s u p e r f i c i a l l e v e l, they may seem v e r y e x p a n s i v e , and r e c e p t i v e , p e o p l e h e r e k e e p a l w a y s a v e r y c o l d d i s t a n c e ( p r o b a b l y i n f l u e n c e d by t h e M i c h i g a n w e a t h e r ) e v e n among t h e i r own f r i e n d s . ( N o t e t h a t t h i s is not a case o f c u l t u r a l i s o l a t i o n ) . 217 Cell 33- SOUTH AND CENTRAL ASI A - OFF CAMPUS U n i v e r s i t y Comment s 3304- I t is a very n ice p lace. People are f r i e n d l y . ( I t is ) a v e r y good e x p e r i e n c e . 3 3 0 8 - So f a r I h a v e e n j o y e d my s t a y i n MSU, t h a n k s t o my A m e r i c a n r o o m m a t e s and my f r i e n d s i n t h e d e p a r t m e n t . The one a nd o n l y m a j o r p r o b l e m i s t r a n s p o r t . As I s t a y o f f c a mp us , S a t u r d a y and S un da y I am t o t a l l y c u t o f f f r o m ca mpus . We e k e n d s a r e t h e mo s t d e p r e s s i n g a nd t h a t i s t h e t i m e I am m o s t h o m e s i c k . 3 3 1 1 - T h e f a c t t h a t I h a v e n o t r e c e i v e d any f o r m o f f i n a n c i a l a i d f r o m my d e p a r t m e n t i s , I f e e l , r e s p o n s i b l e f o r some o f my r e s p o n s e s . Hence, w h i l e e v a l u a t i n g t h e answers t h i s p e r h a p s s h o u l d be t a k e n i n t o c o n s i d e r a t i o n as t h e a n s w e r s w o u l d h a v e b e e n d i f f e r e n t had I ( r e c e i v e d ) f i n a n c i a l aid . 3 3 1 2 - ( T h e ) Computer S c i e n c e program is q u i t e t h e o r e t i c a l . (There is a lack o f p r a c t i c e ) . H o u s i n g Comments 3 3 0 2 - I d e c id e d no t t o l i v e in U n i v e r s i t y housin g because Owen G r a d u a t e H a l l i s t o o e x p e n s i v e and i t a l s o r e m i n d e d me of a prison. I t seemed i m p e r s o n a l . I decided not to l i v e i n S p a r t a n V i l l a g e b e c a u s e i t was t o o f a r f r o m campus and s i n c e I d i d n ' t h a v e a c a r , I w o u l d h a v e had t o r e l y on t h e b u s , e v e n a t n i g h t , and I d i d n ' t l i k e t h a t o p t i o n . 3 3 0 7 - A l l f o r e i g n s t u d e n t s s h o u l d be w e l l i n f o r m e d o f u n i v e r s i t y h o u s i n g and s h o u l d be p r o v i d e d u n i v e r s i t y hous i n g . 3 3 0 9 - H o u s i n g on campus i s i n s u f f i c i e n t , c o m p e l l i n g a newcomer t o s i g n a l e a s e o f f campus f o r t w e l v e m o n t h s . I am on a 9 m o n t h t e a c h i n g a s s i s t a n t s h i p and c a n n o t s u b l e t my a p a r t m e n t and d o n ’ t know w h e r e I ' m g o i n g t o g e t t h e money t o pay t h e summer r e n t . B e s i d e s I n e v e r p l a n n e d on s t a y i n g h e r e f o r summer . I t ' s c h e a p e r t o go home. Itried two c o ­ ops when I f i r s t a r r i v e d , b u t was r e j e c t e d by b o t h . On t h e w h o l e i t ' s b e e n an u n p l e a s a n t e x p e r i e n c e f o r me, and t h e w o r s t ( s u m m e r ) i s s t i l l t o come. 3 3 1 0 - H o u s i n g ha s b e e n s a t i s f a c t o r y . F i n a n c e is tough though c h a l l e n g i n g . ( I ) l i k e th e p l a c e not t h e w e a t h e r . ( I ) h a v e a d a p t e d t o t h e p e o p l e and s u r r o u n d i n g s . 3 3 1 2 - I u s e d t o l i v e i n Owen H a l l b e f o r e . I ( w a s ) s a t i s f i e d w i t h e v e r y t h i n g e x c e p t t h e p r i c e w h i c h i s so h i g h . E v e r y t h i n g a t Owen H a l l i s n e a r l y p e r f e c t e x c e p t ( t h e ) p r i c e of food. Cell 34- SOUTHEAST A S I A - OFF CAMPUS U n i v e r s i t y Comment s 3 4 0 2 - O v e r a l l MSU q u a l i t y i s e x c e l l e n t , b u t i t i s h a r d t o s a y when c o m p a r e d t o some o t h e r u n i v e r s i t i e s b e c a u s e I h a v e le s s o r l i m i t e d knowledge o f what o t h e r u n i v e r s i t i e s o f f e r . 218 3 4 0 8 - O v e r a l l , I am ha p p y w i t h t h e q u a l i t y o f e d u c a t i o n a t MSU. 3 4 1 7 - ( T h e r e i s ) e x t r e m e l y poor e f f i c i e n c y in ( t h e ) Admissions O f f i c e (w hich) discourages overseas a p p l i c a t i o n s . ( T h e r e i s ) no c o n c e r n f o r h e l p ( i n g ) i n t e r n a t i o n a l s t u d e n t s o r i n c r e a s i n g t h e number. 3 4 1 9 - Most A m e r i c an s a r e a f r a i d t o a p p r o a c h f o r e i g n s t u d e n t s u n l e s s t h e f o r e i g n s t u d e n t s a p p r o a c h them f i r s t . 3 4 2 3 - Keep t u i t i o n down. H o u s i n g Comments 3 4 0 9 - My p e r s o n a l r e l a t i o n s h i p w i t h my h u s b a n d became so s t r a i n e d ( h e i s n o t an MSU s t u d e n t ) t h a t he w e n t t o t h e e x t e n t o f a p p l y i n g f o r a d i v o r c e . I t c a u s e d so much s t r a i n on me b e c a u s e o f w o r r y w h i c h was e c o n o m i c , l i k e how w i l l I s u p p o r t my t w o c h i l d r e n ? F o r h i s own r e a s o n s , and f o r m i n e , we d e c i d e d n o t go t o on w i t h t h e d i v o r c e , b u t t h e r e ' s so much t e n s i o n l i v i n g t o g e t h e r , w h i c h i s n o t h e l p e d by my m o t h e r - i n - l a w l i v i n g w i t h us. Th e o n l y t h i n g w h i c h k e e p s me ( g o i n g ) i s my g o a l t o f i n i s h a MS, d e s p i t e my p e r s o n a l p r o b 1e ms . 3 4 1 5 - I was w o n d e r i n g how come S p a r t a n V i l l a g e has b e e n s e t a s i d e f o r f o r e i g n s t u d e n t s , e s p e c i a l l y t h o s e who a r e m a r r i e d and w i t h c h i l d r e n , and a l s o f o r g r a d u a t e s t u d e n t s , w h i c h means t h e a p a r t m e n t s t h e r e s h o u l d be c l o s e t o f u l l y o c c u p i e d ( n o v a c a n c i e s ) b u t f r o m w h a t I know t h e r e a r e s t i l l many e mpt y a p a r t m e n t s ( e i t h e r o n e o r t w o b e d r o o m s ) t h a t h a v e b e e n l e f t un oc s u p- i e d f o r so l o n g ? 3 4 1 9 - F o r e i g n s t u d e n t s have d i f f i c u l t y in g e t t i n g U n i v e r s i t y Apartments. T h e r e s h o u l d be c e r t a i n q u o t a s s e t f o r f o r e i g n students. Cell 35- EAST A S I A - OFF-CAMPUS U n i v e r s i t y Comments 3 5 0 2 - I w o u l d l i k e MSU t o i n c r e a s e p a r k i n g s p a c e ( s ) f o r students. 3 5 0 3 - I t h i n k i t i s v e r y h e l p f u l ( f o r a man t o be a r e a l man) t o l i v e i n o t h e r c u l t u r a l g r o u p s , e s p e c i a l l y a b r o a d . I ' v e me t w i t h many d i f f e r e n t s o r t s o f s t u d e n t s , r i c h o r p o o r , American or f o r e i g n , male o r f e m a l e , i n t e l l i g e n t or experienced. Th e y a l l show a g r e a t p e r s o n a l i t y and e x t e n s i v e b e a u t y as l o n g as t h e y u n d e r s t a n d how t o r e s p e c t e a c h o t h e r on t h e c u l t u r a l b a s i s . The o n l y k i n d o f s t u p i d p e o p l e a r e t h o s e A m e r i c a n s ( i n c l u d e some f a c u l t y me mb e r s ) who t h i n k t h e y know, o c c u p y , c o n t r o l E V E R V t h i n g , b u t a c t u a l l y ( K ) N O ( W) n o t h i n g . 3 5 1 0 - Some a d m i n i s t r a t i v e d e p a r t m e n t s i n MSU a r e v e r y i n e f f i c i e n t , n a m e l y t h e A d m i s s i o n s D e p a r t m e n t and t h e T r a n s c r ip t Department. M y s e l f , a nd a t l e a s t t h r e e o f my f r i e n d s ( a t ) d i f f e r e n t tim es could not r e c e i v e our I -2 0 f o r m s on t i m e . We a l m o s t c o u l d n o t come t o MSU. (We had t o ) i n t e r v e n e and c o m p l a i n . B u reacracy is a big problem here. I t seems t h e r e i s c l e a r d i v i s i o n o f l a b o r among 219 d e p a r t m e n t s , b u t when p r o b l e m c ome, s o m e t i m e s e v e r y b o d y claim s i t is not t h e i r r e s p o n s i b i T t y . H o w e v e r , i f you h a v e a f r i e n d t h e r e , y o u r p r o b l e m s w i l l be s o l v e d e a s i l y . 3 5 1 9 - P a r k i n g p l a c e ( s ) ( a r e ) t o o s m a l l , and e x p e n s i v e . P l e a s e make ( a ) f r e e p a r k i n g l o t i n MSU. 3 5 2 0 - ( T h e ) E n g l i s h L a n g u a g e C e n t e r i s a p l a c e w h e r e makes f o r e i g n s t u d e n t s w a s t e t h e i r money and t i m e . Language is a t o o l f o r communication, not f o r being l i k e Americans. If on e c a n c o m m u n i c a t e , l i s t e n , a nd do a c a d e m i c w o r k , why does he h a v e t o s t a y i n t h e ELC o r o t h e r l a n g u a g e p r o g r a m ? I t is t o o bad t o be i n t h e ELC. H o u s i n g Comments 3 5 0 5 - My a p a r t m e n t i s OK, b u t e x p e n s i v e . When I a r r i v e d a t MSU t h e r e w e r e no s i n g l e r ooms a v a i l a b l e a t Owen H a l l and I t h o u g h t Owen H a l l was v e r y e x p e n s i v e f o r t h o s e s m a l l r o o ms . T h e n I d e c i d e d t o move i n t o ( a n ) o f f - c a m p u s a p a r t m e n t . 3 5 0 6 - The U n i v e r s i t y H o u s i n g O f f i c e can n o t f u l f i l l t h e ne e d of students, e s p e c ia lly s in g le students. There are a lo t of u n f a i r r e g u l a t i o n s which ( a r e ) o b s t a c le s f o r s i n g l e s t u d e n t s ' a c c e s s t o U n i v e r s i t y A p a r t m e n t s ( a l t h o u g h I am aware t h a t t h e U n i v e r s i t y A p a rtm e n ts ( w e r e ) i n i t i a l l y designated fo r m arried students. 3 5 1 2 - I l i v e d i n S p a r t a n V i l l a g e a b o u t on e y e a r and s i x months. I and my w i f e r e a l l y e n j o y ( e d ) t h e l i v i n g environment of Spartan V i l l a g e . I thought th e housing f a c i l i t i e s o f MSU ( a r e ) o n e o f t h e b e s t i n t h e U n i t e d States. I (would) l i k e to g ive s p e c ia l thanks to the A s s i s t a n t Manager o f t h e H o u s i n g D e p a r t m e n t . Through h i s h e l p , my f a t h e r v i s i t e d us t h e n c o u l d s t a y o n e - h a l f y e a r . R i g h t now I am l i v i n g i n an o f f - c a m p u s h o u s e . 3 5 1 7 - B a s i c a l l y , I am q u i t e s a t i s f ( i e d ) w i t h t h e e n v i r o n m e n t o f my p r e s e n t h o u s i n g i n Okemos. My r o o m m a t e , a l s o t h e ho u s e o w n e r , i s t h e s o r t o f p e r s o n who does n o t r e a d , c a r e about i n t e r n a t i o n a l a f f a i r s , or is i n t e r e s t e d in d i f f e r e n t cultures. T h i s makes ( i t ) n o t e a s y t o c o m m u n i c a t e i n some sense. I s t i l l c o n s i d e r ( m o v i n g ) t o a campus a p a r t m e n t . 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