Candidate: Apollos Bitrus Goyol

Degree of: Doctor of Philosophy

Department: Educational Studies, Educational Leadership

Title: Adjustment Problems of African Students at Western Michigan University

Date: Wednesday, May 22, 2002; 10:30 a.m. - 12:30 p.m., 3208 Sangren Hall

Committee:
Dr. Charles Warfield, Chair
Dr. Brooks Applegate, Chair
Dr. Gary Wegenke
Dr. Carl Woloszyk

Abstract:
There are more international students enrolled in colleges and universities in the U.S. than in any other country as reported by the Institute of International Education. In the 2000/01 school year, the institute estimated that 547,867 international students were studying in the U.S., and most of these students, 302,058 or 55% came from countries in Asia, 80,584 or 14.7% from Europe, Latin America had 63,634 or 11.6%, followed by the Middle East with 36,858 or 6.7%, Africa with 34,217 or 6.2%, North America with 25,888 or 4.7%, Oceania with 4,624 or .8%, and there were 10 students that were Stateless. As a response to the high number of international students, an increasing amount of literature has addressed the specific needs, unique experiences, and acculturation patterns of these students (Essandoh, 1995, Hayes & Lin, 1994; Pedersen, 1991; Sandhu, 1995).

Adjustment/Acculturation research on international students has revealed that variables such as perceived discrimination, less use of the English language, finances, and shorter time spent in the U.S. contribute to lower levels of adjustment. The impact of major of studies, length of stay, marital status, age, and  gender  in  the  adjustment  process  has  also  been  addressed  in  several studies, reveal conflicting results. The purpose of the present study is to examine if and how the above five stated variables contributes to the adjustment processes, by using Michigan International Student Inventory Problems (MISPI) checklist. 130 African students enrolled at Western Michigan University for 2000/01 academic were surveyed to find out their perceptions of their adjustment and acculturation processes to the U.S. The major findings of the study were: African students at Western Michigan University identified financial aids and English language areas as the most concerned and least concerned. In summary, this study clearly indicates that an accurate understanding of international student adjustment/acculturation problems requires identifying variables that might influence their American educational sojourn. Secondly, these variables need to be further identified through personalized follow-up interviews with international students. The study concludes with suggestions for further study and possible applications for practitioners working with international students.

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