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Evaluating cross-cultural acculturation experiences influencing international black African students' academic success in a United States university
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Evaluating cross-cultural acculturation experiences influencing international black African students' academic success in a United States university
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Content
CROSS-CULTURAL ACCULTURATION EXPERIENCES
EVALUATING CROSS-CULTURAL ACCULTURATION EXPERIENCES
INFLUENCING INTERNATIONAL BLACK AFRICAN STUDENTS’ ACADEMIC
SUCCESS IN A UNITED STATES UNIVERSITY
By
Josephine Macharia-Lowe
A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF
EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2017
Copyright 2017 Josephine Macharia-Lowe
CROSS-CULTURAL ACCULTURATION EXPERIENCES
Table of Contents
Abstract 2
CHAPTER ONE - INTRODUCTION 4
Introduction to the Problem of Practice 4
Background of the Problem 5
Importance of Addressing the Problem 5
Organizational Context and Mission 7
Organizational Goal 8
Related Literature 9
Importance of the Evaluation 9
Description of Stakeholder Groups 10
Stakeholder Group for the Study 12
Purpose of the Project and Questions 13
Conceptual and Methodological Framework 13
Definitions 14
Organization of the Project 14
CHAPTER TWO - REVIEW OF THE LITERATURE 16
Cross-Cultural Acculturation of IBAS in US Higher Education 16
Acculturation 16
Critiques of Acculturation 17
Clark and Estes’ Gap Analysis Framework 20
Barriers to and Facilitators of IBAS Acculturation for Academic Success 21
Clark and Estes’ Framework 28
Stakeholder Knowledge, Motivation, and Organizational Factors 29
Knowledge Types 29
IBAS’ Knowledge Influences 30
Motivation Influencers 31
Organizational Influences 36
Organization Model: Institutional Services 36
Conclusion 42
CHAPTER THREE - METHODOLOGY 43
Purpose of the Project and Questions 43
CROSS-CULTURAL ACCULTURATION EXPERIENCES
Conceptual and Methodological Framework 43
IBAS ACADEMIC SUCCESS INFLUENCERS AND FACILITATORS 44
Assessment of Performance Influences 45
KMO Influences Summary 45
Knowledge and Skills 45
Motivation 45
Organization 46
KMO Assessments 47
Knowledge Assessment 47
Motivation Assessment 49
Organizational Factor Assessment 51
Participating Stakeholders 53
Data Collection Procedures 53
Collection Tool 1: Survey 54
Collection Tool 2: Interviews 55
Collection Tool 3: Document Analysis 56
Recruitment 58
Surveys 58
Interviews 58
Document Analysis 58
Data Analysis 59
Credibility and Trustworthiness 59
Role of the Investigator 60
Ethics 62
Limitations and Delimitations 63
CHAPTER FOUR - RESULTS AND FINDINGS 65
Introduction 65
Validating the Data 66
Results and Findings for Knowledge Causes 66
Factual Knowledge - Assumed Influence 1: IBAS do Not Have the English
Language Proficiency to Succeed in College. 67
Conceptual Knowledge - Assumed Knowledge Influence 2: IBAS Do Not Know
What Resources Are Provided by the OIS and University. 68
Procedural Knowledge - Assumed knowledge influence 3: IBAS Do Not Know
CROSS-CULTURAL ACCULTURATION EXPERIENCES
How to Network within the University Community to Meet Their Needs. 70
Metacognitive Knowledge - Assumed Knowledge Influence 4: IBAS Do Not
Understand that Their Behavior Contributes to Their Acculturation Stressors
Affecting Academic Performance. 71
Synthesis of Results and Findings for Knowledge Causes 72
Results and Findings for Motivation Causes 73
Assumed Motivation Influence 1: IBAS Are Not Confident in Their Ability to
Speak and Write in English. 74
Assumed Motivation Influence 2: IBAS Do Not Value the Effort Needed to Seek
Out Resources to Do Well Academically. 75
Assumed Motivation Influence 3: IBAS are Not Confident in their
Communication to Proactively Seek Faculty and Staff Support for Their
Acculturation Stressors to Succeed Academically. 76
Personal Factors: Assumed Motivation Influence 4: IBAS Feel Isolated and
Unvalued by the Community. 77
In summary, the survey results align with the findings from interviews. The
results did not validate the assumed motivation cause. Thus, IBAS students do
not feel isolated and unvalued by the community. Personal Factors: Assumed
Motivation Influence 4: IBAS Do Not Believe that Accessing University
Resources Will Help Improve Their Skills. 80
Synthesis of Results and Findings for Motivation Causes 81
Results and Findings for Organization Causes 83
Organization Factors: Assumed Organization Influence 1: IBAS Students Do Not
Have Access to Adequate Financial Resources to Support Their College
Attendance. 83
Resource Factors: Assumed Organization Influence 2: There Are Inadequate
University Resources to Support IBAS. 85
Cultural Factors: IBAS Experience Discrimination on Campus and in the
Community. 87
Cultural Factors: IBAS See Little Evidence of an Understanding or Respect by the
University Community of the Cultural Diversity the IBAS Students Represent. 90
Context Factors: IBAS Believe the University is Unresponsive to Their Needs,
Including Needs for Psychological Safety. 91
Synthesis of Results and Findings for Organization Causes 93
Summary 95
CHAPTER FIVE - SOLUTIONS, IMPLEMENTATION AND EVALUATION 97
Recommendations for Practice 97
Knowledge Recommendations 98
CROSS-CULTURAL ACCULTURATION EXPERIENCES
Factual/Declarative knowledge influence solutions or description of needs or assets. 101
Metacognitive knowledge influence solutions or description of needs or assets. 102
Recommendation for Validated Knowledge influence 103
Motivation influences solutions or description of needs or assets 104
Organizational Recommendations 109
Cultural setting. 113
Recommendations for Validated Organization influences 113
Cultural setting. 113
Institutional responsiveness. 114
Cultural models. 114
Implementation Plan 116
Organizational Purpose, Need and Expectations 119
Reactions and motivation 119
Level 4: Results and Leading Indicators. 119
Outcomes, Metrics, and Methods for External and Internal Outcomes 120
Transfer 121
Level 3: Behavior. 121
Learning and performance 126
Level 2: Learning. 126
One stop-shop Networking Program. 127
Evaluating the program 133
Level 1: Reaction. 133
Strengths and Weaknesses of the Approach 136
Limitations 136
Recommendation for Further Inquiry 137
Conclusion 139
REFERENCES 143
APPENDIX A. Survey Items 178
APPENDIX B. Interview Protocol 180
APPENDIX C. Informed Consent/Information Sheet 181
APPENDIX D. Recruitment Letter 183
APPENDIX E. Networking Program Social-cultural Connections for IBAS 184
APPENDIX F. Level 1 and Level 2 Evaluation Instrument 186
CROSS-CULTURAL ACCULTURATION EXPERIENCES
APPENDIX G. Levels 1, 2, 3, and 4 Evaluation Instrument 189
APPENDIX H. The Results of the Survey 192
CROSS-CULTURAL ACCULTURATION EXPERIENCES
LIST OF TABLES
Table 1.1 Stakeholder Performance Goals- Organizational Mission, Global Goal and Stakeholder
Performance Goals………………………………………………………………….....................11
Table 2.1 Summary of International Black African Students Knowledge, Motivational, and
Organizational Influences………………………………………………………………………..40
Table 3. 1 Summary of Assumed Causes for Knowledge, Motivation, and Organizational Issues
....................................................................................................................................................... 46
Table 3.2 Summary of Assumed Knowledge Causes and How Each Will Be Assessed…..........47
Table 3.3 Summary of Assumed Motivation Causes and Validation…………………………....50
Table 3.4 Summary of Assumed Organization Causes and Validation……………………….....52
Table 4. 1 Summary of Results and Findings for Assumed Knowledge Causes………………...72
Table 4.2 Summary of Assumed Motivation Causes and Validation……………………............82
Table 4.3 Summary of Assumed Organization Causes and Validation……………………….....94
Table 5.1 Summary of Knowledge Influences and Recommendations ...................................... ..99
Table 5.2 Summary of Motivation Influences and Recommendations…………………………106
Table 5.3 Summary of Organization Influences and Recommendations………………………110
Table 5.4 Outcomes, Metrics, and Methods for External and Internal Outcomes……………...120
Table 5.5 Critical Behaviors, Metrics, Methods, and Timing for Evaluation………………….122
Table 5.6 Required Drivers to Support Critical Behaviors……………………………………..123
Table 5.7 Components of Learning for the Program…………………………………………...132
Table 5.8 Components to Measure Reactions to the Program………………………………….134
CROSS-CULTURAL ACCULTURATION EXPERIENCES
List of Figures
Figure 3. 1.Cross-cultural Acculturation experiences influencing undergraduate and graduate
IBAS academic success at Private Research University. .............................................................. 44
Figure 4.1. Question 1 ................................................................................................................... 68
Figure 4.2 Question 2 .................................................................................................................... 75
Figure 4.3. Question 5 ................................................................................................................... 78
Figure 4.4. Question 6 ................................................................................................................... 79
Figure 4.5 Question 7 .................................................................................................................... 84
Figure 4.6 Question 3 .................................................................................................................... 86
Figure 4.7. Question 8 ................................................................................................................... 88
Figure 4.8. Question 9 ................................................................................................................... 92
Figure 4.9. Question 10 ................................................................................................................. 92
Figure 5.1. Mock-up of Infographic for Formative Level 1 & 2 Data ........................................ 135
CROSS-CULTURAL ACCULTURATION EXPERIENCES
ACKNOWLEDGEMENTS
First, I would like to give God the glory for sustaining me through this journey
and empowering me to complete this dissertation. Jeremiah 29:11 my favorite verse
and his promise... “He knows my plans to give me a hope and a future...”
I am indebted to the faculty members who served on my dissertation committee.
Firstly, my advisor, mentor and chair of my committee Dr. Melora Sundt who believed
in me and continued to support, guide and encourage me to complete my study. Thank
you, Dr. Sundt for your guidance, expert advice, and continued support throughout this
academic journey. My heartfelt appreciation to Dr. Jenifer Crawford, for her
unwavering support and providing me with her insightful feedback throughout my
dissertation writing process. My special thanks to Dr. Tony Tambascia for your support
and inspiring insights on international Black African students. My gratitude also goes to
Dr. Ding-Jo Currie who believed in me, supported me and was committed to ensuring
that I finish what I began to achieve my personal goal of achieving a doctorate. I am
grateful to all the international black African students at USC who dedicated time out of
their busy schedules to ensure that I finish my interviews for this study.
Special thanks to Dr. Annette Letcher for her unconditional support and Carissa
Dawson for her brilliant editorial prowess of my dissertation chapters. I would not have
been able to complete this dissertation without the support of my fellow OCL inaugural
cohort members whom we shared valuable time attending classes and sharing their
experiences and knowledge with me. It was truly honor to seat under the brilliant
instruction of many great professors the likes of Dr. Kimberly Ferrario, Dr. Kenneth
CROSS-CULTURAL ACCULTURATION EXPERIENCES
Yates, Dr. Helena Seli and Dr. Jenifer Crawford, whose guidance and interest of this
study encouraged me in a special way.
As a young lady growing up in a village in Kenya, I dreamt, hoped and believed
that I would achieve the highest level of education possible and several years later I did
it! My best academic experiences have been at two universities Biola and USC. I salute
Dr. Sundt, Dr. Crawford, Dr. Tambascia and Dr. Ding-Jo for being authentic advocates
for higher education.
Finally, I want to express my deepest appreciation to my family. A special
thanks to my two wonderful sons, Joshua Macharia Lowe and Jonathan Macharia
Lowe, for your unwavering support and unconditional love, we did it, boys! To my
loving dad, Rev. Samuel Macharia Muchuga, thanks for being the greatest dad, you
instilled in me the importance of working hard, you believed in me even when I
sometimes wanted to quit and most important you prayed and supported me to be the
best version of myself. To my loving mom, Salome Karegi Macharia, you are a symbol
of joy and tenacity; you shared so many jokes to ease my mind from the stress of
writing -- what a great example of strength you are. To my American parents, Rev. Bill
and Christy Flanagan, thank you so much for your undying love and support, we know
you continue to watch over us from heaven, thank you so much. To my American
Sister, Julie Marie Flanagan, I sincerely thank you because you have been the most
kind, generous and supportive family member I have this side of the globe. To my
siblings, John Muchuga, Faith Wanjiku, Peter Gitari, Dan Munyiri, Mary Wambui and
Eva Gathambi, thank you for always loving and supporting me. To my Kenyan
CROSS-CULTURAL ACCULTURATION EXPERIENCES
relatives and friends who took time to pray and support me through this process of
studies in the US Mungu awabariki nyote!
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
DEDICATION
The following document is dedicated to:
My God and Savior Jesus Christ,
My Sons: Joshua Macharia Lowe
Jonathan Macharia Lowe
My Mom and Dad:
Rev. Samuel Macharia
Muchuga
Mrs. Salome Macharia
My brothers and sisters
Relatives and friends in US
and Kenya.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Abstract
In 2013-2014, about 25,000 the International Black African Student (IBAS) were enrolled in
colleges and universities in the United States. It represents an increase of five percent. There is
inadequate research on the Participants were at least 18 years of age and holders of F-1
(academic visa) and/or J-1 (exchange visitors) visas. To validate the assumed knowledge,
motivation and organizational influences, the researcher utilized a mixed methods approach
including: an online survey, interviews and document analysis. The purpose of the study was to
evaluate the knowledge, skills, motivational influences and organizational resources pertinent to
IBAS academic success at the research university in the United States. The study seeks to
evaluate research studies which state that the national graduation rate of IBAS is 59%; in
contrast, to 67% domestic students graduate rate in the nation (Andrade & Evans, 2009). The
research University south west of the US in this study has a 92% domestic graduation rate.
The study used the Clark and Estes’ (2008) Gap analysis conceptual framework. Participants for
the study were affluent, English proficient undergraduate and graduate IBAS, which is not
representative of all Black African student attending college and universities in the US. The
data did not validate most of the assumed knowledge causes. However, the data validated the
assumed knowledge cause that IBAS do not know how to network within the university
community to meet their needs. The data did not validate the assumed motivation causes. The
data did not validate the assumed organization cause that IBAS do not have access to adequate
financial resources to support their college attendance. However, data validated the assumed
causes 1) that there are inadequate university resources to support IBAS students, 2) that IBAS
experience discrimination on campus and in the community, and 3) that IBAS see little evidence
of an understanding or respect by the university community of the cultural diversity the IBAS
3
CROSS-CULTURAL ACCULTURATION EXPERIENCES
students represent. The researcher was unable to validate the assumption that IBAS believe the
university is unresponsive to their needs, including needs for psychological safety. Solutions for
the validated knowledge and organizational causes were presented as well as recommendations
for future studies in the concluding chapter.
4
CROSS-CULTURAL ACCULTURATION EXPERIENCES
CHAPTER ONE:
INTRODUCTION
Introduction to the Problem of Practice
The United States is the top destination for international students seeking higher
education abroad (Institute of International Education, 2014). In 2013–2014, colleges and
universities in the United States enrolled a record-breaking 886,052 undergraduates and
graduates in the international student population (Institute of International Education, 2014).
International students come to the United States because they appreciate the wide range of
academic programs, the excellent quality of education, and the United States’ reputation for
welcoming foreigners (Andrade, 2006).
In 2013–2014, the international Black African student (IBAS) population increased by
5%, and about 25,000 such students enrolled in colleges and universities in the United States
(Open Doors, 2014). While the IBAS population has consistently increased in this country,
however, the academic success of these students has not improved. IBAS continue to experience
acculturation issues due to their low socioeconomic status, lack of English proficiency, and
sociocultural adjustment issues, which affect their academic success (Constantine & Berkel,
2005). Research studies note that the national graduation rate of IBAS who graduate from
colleges and universities in the United States is 59%; in contrast, domestic students graduate at a
rate of 67% in the US (Andrade & Evans, 2009). In addition, of the over 800,000 international
students who came to the United States for education between 2011 and 2014, over 300,000 did
not graduate (Open Doors, 2014).
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Background of the Problem
International students tend to experience some level of adjustment and transition to the
US higher education system in general and their host institution and locale (Al-Sharideh & Goe,
1998). IBAS experience specific academic challenges pertinent to them due to low
socioeconomic status, lack of English language proficiency, sociocultural adjustment issues, and
racial discrimination (Constantine & Berkel, 2005). English language proficiency is the single
most important factor that affects international students’ academic coping ability in colleges and
universities in the United States.
Students whose first language is not English experience greater academic challenges than
those who are proficient in English (Xu, 1991). Undergraduate and graduate IBAS may undergo
acculturative experiences that influence them academically and socio-culturally while studying
in universities and colleges in the United States (Irungu, 2013). For example, in addition to
dealing with English language fluency, IBAS are likely to experience additional challenges, such
as financial problems and racial discrimination, which ultimately affect their acculturation
process and academic success (Constantine, Anderson, Berkel, Caldwell, & Utsey, 2005).
Importance of Addressing the Problem
This study evaluates the knowledge, skills, motivational factors, and organizational
resources that IBAS currently have or may still need according to the research literature. The
study considers IBAS at a large private research university in the western United States, which
the researcher will refer to as Private Research University, as opposed to a community college or
state university. While the findings from this study may vary from those focusing on other types
institutions, they will allow stakeholders to gain a clearer understanding of the acculturation
stressors IBAS face and develop recurring academic and personal support for the successful
6
CROSS-CULTURAL ACCULTURATION EXPERIENCES
completion of their academic programs (Poyrazli, Kavanaugh, Baker, & Al ‐Timimi, 2004). If
research does not explore the acculturation issues that IBAS experience while attending colleges
and universities in the United States, there may continue to be unmet needs and outcomes that
will prevent the organization from meeting its goal for all international students to match the
graduation rate of Private Research University’s undergraduate domestic students.
Consequently, without this study, the organization will continue to have a limited understanding
of the knowledge, motivational, and organizational barriers and facilitators of successful
acculturation (Andrade, 2006; Chen 1999; Mori, 2000).
While there is adequate research on the acculturation experiences of international
students as a group, there remains limited literature on the specific acculturative experiences that
affect IBAS and what role these play in their overall academic success. This study explores
IBAS’ experiences while attending Private Research University and the knowledge, skills, and
motivational and organizational factors that may help in addressing barriers that interfere with
their academic success (Constantine et al., 2005).
International students originate from culturally diverse backgrounds and may experience
unique acculturative problems due to cultural differences, language constraints, and social
behaviors (Olivas & Lee, 2006; Ward, Bochner, & Furnham, 2008). However, research by
Andrade and Evans (2009) revealed that acculturation experiences negatively affect IBAS’
national graduation rate, which sits at 59%, lower than the 67% rate for domestic students in US
universities (Andrade & Evans, 2009). In addition, Constantine et al. (2005) noted that there are
acculturation influences unique to undergraduate IBAS experiences; these problems comprise
financial, sociocultural, academic, and psychological safety issues related to studying in colleges
and universities in the United States (Andrade, 2006).
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Multiple studies have been conducted on international students in the United States as a
homogenous group; however, specific research on the acculturative influences experienced by
undergraduate IBAS could contribute to understanding their acculturation and what role—
whether positive or negative—their experiences play in their level of academic success
(Constantine et al., 2005). Identifying IBAS influences, such as self-efficacy and academic
performance, may promote ways to assist students and organizations in identifying issues and
devising facilitators to support their overall academic success in the United States (Constantine
et al., 2005). Research that distinctly focuses on the cross-cultural acculturation influences that
IBAS experience will illuminate the effects on their academic success and identify facilitators
that can support their socio-academic acculturation experiences for successful graduation from
colleges and universities in the United States (Poyrazli et al., 2004).
Organizational Context and Mission
The study focuses on a large, established private research university in the western
United States, with specific emphasis on its Office of International Service (OIS). The university
is located in an urban environment where local and international students learn and have global
opportunities for research and study. The university was founded as a private, nonprofit,
nonsectarian research university, and it has 10,900 international students representing over 115
countries.
The university’s student body consists of 19,000 undergraduates and 24,000 graduate and
professional students. Fifty-three percent of the students are female, and 47% are male. In terms
of demographics, the student population consists of 18% Asian, 5% Black/African American,
12% Latino, 33% White/Caucasian, and 9% international and other students.
The university’s mission is as follows: “To develop human beings and society by
8
CROSS-CULTURAL ACCULTURATION EXPERIENCES
cultivating and enriching the human mind.” Private Research University is a global institution
attracting more international students over the years than any other American university, and it
supports them through teaching, research, artistic creation, professional practice, and selected
forms of public service. The university leads in the field of innovation and collaborative
solutions, resulting in progressive education outcomes in field-based experience and classroom
and online environments that reflect diverse perspectives and experiences.
The mission of the OIS at Private Research University is to support international students
and scholars as they strive to achieve their educational, professional, and personal objectives.
The OIS is a resource center that provides academic advising, organization information, and
opportunities for involvement to help members of the university’s international community make
the most of their college experience. Recognizing, the many benefits of international educational
exchange, the OIS advocates for these benefits on campus, locally, and nationally (OIS, 2015).
Organizational Goal
Regarding international student success, the goal for the Private Research University
through the OIS is that by 2018, the graduation rate of all international students will match that
of the university’s domestic students. More specifically, by spring of that year, the university is
seeking to support the IBAS match the 92% graduation success rate of the domestic
undergraduate and graduate students. The achievement of the goal for the Private Research
University through the OIS was measured by examining the knowledge and skills, as well as
motivational and organizational barriers and facilitators concerning successful acculturation that
IBAS face.
9
CROSS-CULTURAL ACCULTURATION EXPERIENCES
Related Literature
International students bring academic prestige and financial benefits to colleges and
universities in the United States. In 2014, international students contributed almost $27 billion to
higher education institutions and the US economy. Moreover, international students help to
support the diversity and internationalization of higher learning in the communities where they
live while studying in the United States (Wu, Garza, & Guzman, 2015). International Black
African students contribute to campus diversity, and consequently, they increase other students’
cultural exposure and sensitivity to international cultures (Andrade, 2006). As such, researchers
argue that institutions of higher education in the United States must embrace and support IBAS
because they promote academic status, cultural exchange, and financial profits, thereby
positively affecting US higher education institutions at many levels (Irungu, 2013).
Acculturation is defined as the cultural modification of an individual, group, or people by
adapting to or borrowing traits from another culture, as well as a merging of cultures because of
prolonged contact (Merriam-Webster, 2006). Identifying and addressing the acculturation
influences that undergraduate and graduate IBAS face while studying at universities in the
United States is important for a variety of reasons. The acculturation problems undergraduate
and graduate IBAS experience manifest in academic, financial, psychological safety and
sociocultural challenges that extend to and sometimes curtail their higher education pursuits and
overall academic success in US higher education institutions (Andrade, 2006).
Importance of the Evaluation
It is important to discover which KMOs, if any, are impacting the students, keeping them
from graduating, or helping them graduate for a variety of reasons. If the Private Research
10
CROSS-CULTURAL ACCULTURATION EXPERIENCES
University’s current performance were not evaluated, it would risk losing funding. Funding
assures that the Private Research University can support IBAS. Additionally, Poyrazli et al.’s
(2004) research suggests that identifying the different acculturation influences that IBAS face
may provide a better understanding of problems and support services to promote successful
academic achievement and completion for them.
IBAS experience problems in the areas of limited English language proficiency, limited
financial resources for tuition and living expenses, and cross –cultural adjustment in a new social
and academic environment (Constantine et al., 2005). Left unaddressed, these problems will
result in IBAS’ inferior career expectations, poor academic performance, and partial or delayed
academic completion among them (Boafo-Arthur, 2014). Researchers note that university
stakeholders in the United States require a better understanding of the acculturation experiences
of specific international student groups, rather than identifying and addressing these issues as a
homogeneous group.
Description of Stakeholder Groups
A stakeholder group is a group of individuals who directly contribute to and benefit from
the achievement of the organization’s goal. The three stakeholder groups contributing to the
achievement of the Private Research University’s performance goal are IBAS, the OIS, and
college faculty members, whose goal is to support college students by creating learning
facilitators, academic resources, and support services to enhance students’ academic success.
The main stakeholder group of the study is comprised of undergraduate and graduate
IBAS, who are identified as natives of predominantly Black African nations (Kenya, Nigeria,
Ghana, Zimbabwe, South Africa, Tanzania, Cameroon, and Ethiopia) and are foreign students
who are pursuing higher education in colleges and universities in the United States. The OIS is
11
CROSS-CULTURAL ACCULTURATION EXPERIENCES
the next stakeholder group; its role is to offer advising services to international students at
Private Research University through an assortment of programs and initiatives. The OIS also
assists international students in accomplishing their academic, individual, and professional goals
while making the most of the extensive private research university experience. The third
stakeholder group is the Private Research University faculty, whose role is to support the
learning of all students through a spectrum of skill sets that may be called on, such as teaching,
scholarly and creative activities, service, and administration. All stakeholders are partners that
support the organizational goals, both by performing the core missions of research and teaching
and in through a collective effort to manage the academic enterprise at Private Research
University.
Table 1.1
Stakeholder Performance Goals- Organizational Mission, Global Goal and Stakeholder
Performance Goals
Organizational Mission
Private Research University’s Office of International Students (OIS) mission is
to support international students and scholars in the achievement of their academic,
personal, and professional goals, while making the most of their university experience.
Organizational Performance Goal
By Spring 2018, International Black African Students’ graduation rate will
match the current graduation rate of undergraduate domestic students at Private
Research University.
1
Stakeholder Goal
By Spring 2018, International Black African Students will have acquired the
1. This is not a formal goal for the office but rather is aspirational
1
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
language, socio-cultural, and financial resources to facilitate their successful 100%
graduation at Private Research University.
International Black African
Students (IBAS)
Office of International
Students (OIS)
College Stakeholders
By Spring 2018,
International Black
African Students’
(IBAS) will engage in
the behaviors
necessary to increase
their graduation rate to
match the university’s
92% graduation
success rate of the
domestic
undergraduate and
graduate students.
By 2018, the OIS will
identify acculturation
experiences that affect
IBAS academic success
and create support services
to support their successful
graduation.
By 2018, college
stakeholders will
support IBAS
successful academic
experiences by
creating facilitators,
resources, and
supportive services
to support student
academic success.
Stakeholder Group for the Study
While there are, numerous stakeholders involved in the academic success of IBAS, the
stakeholder group of focus for the study is undergraduate and graduate IBAS because 1) the
researcher is interested in them, and 2) they are important to achieve the organization’s mission
and its performance goal. The stakeholder goal supported by OIS is that by spring 2018, the
IBAS' graduation rate will match that of Private Research University’s undergraduate domestic
students. Eventual focus on all the stakeholders involved in achieving the goal (e.g., faculty
and staff) is needed. However, first identifying IBAS needs, knowledge or lack thereof,
barriers faced, and needed resources will aid in the initial phases of the goal achievement.
Failure to accomplish this goal would mean nonequivalent graduation rates between IBAS and
domestic students, which would cause a loss in funding, which would negatively affect the
organization’s capability to provide institutional supports to IBAS.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Purpose of the Project and Questions
The purpose of the project was to evaluate the degree to which the organization is
meeting its goal of equivalent graduation rates between IBAS and domestic students. The
analysis focused on the knowledge, motivational, and organizational elements related to
achieving the organizational goals. While a complete performance evaluation would focus on
all stakeholders, for practical purposes the stakeholder group to be focused on in this analysis
was undergraduate and graduate IBAS. The questions addressed by this evaluation study
were:
1. To what extent are the IBAS meeting the goal of engaging in the behaviors known from
the literature to support successful graduation, such that the graduation rate increases?
2. What are the knowledge, motivational, and organizational influences related to achieving
the goal?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Conceptual and Methodological Framework
This project employed a mixed method data gathering strategy to discover the
knowledge, motivational, and organizational influences related to achieving the organizational
goal. The stakeholder’s current performance was assessed by using surveys, document
analysis, and interviews. Research-based solutions were recommended and evaluated in a
comprehensive manner.
Clark and Estes’ (2008) gap analysis was implemented. Clark and Estes’ (2008) gap
analysis is a systematic, analytical method that helps to clarify organizational goals and
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identify the gap between the actual performance level and the preferred performance level
within an organization. Assumed interfering elements were generated based on personal
knowledge and related literature.
Definitions
Acculturation: 1. Acculturation is defined as the cultural modification of an individual, group, or
people by adapting to or borrowing traits from another culture; also: a merging of cultures
because of prolonged contact. 2. The process by which a human being acquires the culture of a
society (Merriam-Webster, 2006)
Adaptation: The process by which a person from a different culture combines his or her values
and manners with people of a new culture (Farver, Narang, & Bhadha, 2002).
Adjustment: Ability for non-natives to cope with and live in a new culture (Rendon, Jalomo, &
Nora, 2000; Tierney, 1993).
Culture: Culture represents the immense organization of behaviors, ideas, attitudes, value habits,
beliefs, customs, language, rituals, ceremonies, and practices "atypical" to a group of people
(Isaacs & Benjamin, 1991).
Discrimination: Discrimination is the denial of institutional access because of ethnic or racial
identity (Cornell & Hartmann, 1998).
International Black African Students: Foreign students who are natives of predominantly Black
African nations (Kenya, Nigeria, Ghana, Zimbabwe, South Africa, Burkina Faso, Tanzania,
Cameroon and Ethiopia) pursuing higher education in colleges and Universities in the United
States (IIE, 2014). These students enter the country on F-1 or J-1 visas.
Organization of the Project
Five chapters are used to organize the study. Chapter One provided the reader with the key
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concepts and terminology commonly found in a discussion about the cross-cultural adjustment
problems that International Black African Students face in universities and colleges in the
United States. The researcher introduced the organization’s mission, goals, and stakeholders as
well as the initial concepts of gap analysis. Chapter Two will provide a review of current
literature surrounding the scope of the study. Chapter Two will address academic and socio-
cultural problems affecting International Black African Students' expectations, academic
performance and duration to graduation while studying in the United States. In Chapter Three
the researcher details the assumed interfering knowledge, motivation and organizational
elements, as well as methodology when it comes to choice of participants, data collection, and
analysis. In Chapter Four, the researcher collected data utilizing surveys, interviews and
document analysis and analyzed the data to validate the assumed knowledge, motivation, and
organization (KMO) influences. In Chapter Five, the recommendations were organized by the
categories of validated influences (i.e. knowledge, motivation, and organization). The new
Kirkpatrick and Kirkpatrick approach was used to integrate the recommendations and evaluate
the results for practice.
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CHAPTER TWO
REVIEW OF THE LITERATURE
Cross-Cultural Acculturation of IBAS in US Higher Education
This literature review examines IBAS’ acculturation experiences and influences on their
academic success in colleges and universities in the United States. The review presents an in-
depth discussion of Tinto’s (1975) departure theory and Tierney’s (1993) challenge and the
differing views of the role of students in their academic success during the acculturation. This is
followed by an overview of Clark and Estes’ (2008) knowledge, motivation and organization
conceptual framework to understand IBAS acculturation influences. An in-depth literature
overview of the acculturation facilitators and barriers experienced by IBAS and an interpretation
of barriers and facilitators in KMO terms is reviewed. The chapter ends with an evaluation of
gap analysis of successful acculturation as a critical component pertinent to the academic success
of IBAS, from the lens of Clark and Estes’ (2008) knowledge, motivation and organization
(KMO) conceptual framework.
Acculturation
In this section, acculturation will be addressed. Merriam-Webster’s (2006) definition of
acculturation will be included. Berry’s (1980) acculturation stressors will be described.
As noted in chapter 1, acculturation is defined as the cultural modification of an
individual, group, or people by adapting to or borrowing traits from another culture; also: a
merging of cultures as a result of prolonged contact. In addition, acculturation is defined as the
process by which a human being acquires the culture of a particular society (Merriam-Webster,
2006). Additionally, acculturation is defined as the process by which a human being acquires the
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culture of a particular society (Merriam-Webster, 2006).
Berry (1980) describes acculturation stressors occurring “when greater levels of conflict
are experienced, and the experiences are judged to be problematic, but controllable and
somewhat surmountable” (p. 19). According to Berry (2004), acculturation in students is a two-
fold development of cultural and psychological transformation that occurs as a result of
interaction between the international student group and the host university domestic student
population (Berry, 1992). International students’ acculturation process involves a long-term
progression of acceptance between the international and host university population (Redfield,
Linton, & Herskovits, 1936). The process continues as long as there are culturally diverse
student groups which come into contact with domestic student groups for longer periods of time,
resulting in adaptation (Berry, 1992). Acculturation experiences for diverse cultural groups are
prevalent when they acclimate to new living conditions, acquire new language, share different
foods, and adapt to social interactions with other groups (Berry, 1992).
There are two fundamental perspectives regarding international students’ acculturation
process of assimilation and adaptation (Berry, 1992). The process of adaptation occurs when a
person from a different culture combines his or her values and manners with people of a new
culture (Farver et al., 2002). Assimilation occurs when people from different cultures come into
contact with each other, resulting in subsequent changes in the original cultural patterns and
cultural change begins when international students, who are culturally independent, interact with
domestic students, faculty, and staff (Social Science Research Council, 1954).
Critiques of Acculturation
Student attrition can be considered the consequence of “failed acculturation.” According
to Tinto (1975), one of the early researchers on student attrition, the consequence of “failed
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acculturation,” created a conceptual framework about attrition arguing that the process of
acculturating to a university depended on the individual student’s ability to participate, engage,
adapt to, and persist in college (Carini, Kuh, & Klein, 2006). Tinto’s (1975) “Theory of
Departure” states that for students to succeed academically and socially in college, they must
integrate individually; the degree to which they integrate determines how they engage, persist
and become successful (Tinto, 2005). Tinto’s (1975) theory asserts that students integrate into
the college environment through faculty-student interaction, peer group interaction, and
extracurricular involvement. Faculty-student interaction, peer group interaction, and
extracurricular involvement will shape students’ progression towards graduation. The IBAS’
inability to adapt may result in their dropping out or being unsuccessful in college (Tinto, 1973).
Tinto (1973) developed this theoretical model using a comprehensive perspective as
opposed to an individualistic one, citing the works of Emile Durkheim and Arnold Van Gennep
(Tierney, 1993). Emile Durkheim and Arnold Van Gennep asserted that if individuals are
socially integrated into their institutions, they experience less anomie, with the implication being
that they bear the responsibility for integrating successfully into their colleges (Tierney, 2012).
Tinto (1983) asserts that social integration is a necessary step, or “rite of passage,” for all
students regardless of their race, class or gender. It is important to note that, Tinto’s (1983) work
has influenced much of higher education and is the most cited piece of research in the
acculturation literature (Tierney, 1993).
Researchers have since argued that the assumption in Tinto’s (1975) framework that
students are the only ones needing to acculturate is flawed (Tierney, 1992). Several researchers
argue that minority students, like the rest of the larger student population, need specific
supportive campus communities and an inclusive university environment to assist with their
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acculturative process (Ogbu, 1978; Rendon et al., 2000; Tierney 1993). Theorist Kurt Lewin
(1936) offered a basis for understanding the impact of the environment on international students'
academic pursuit by noting that if they do not adapt positive individual behavior through positive
interaction with domestic students and the college community as a whole, then they experience
social-cultural problems and suffer academic problems, which curtail or delay their college
graduation. Tierney (1993) criticized Tinto's (1975) theory as a theoretical construct with
practical implications that are potentially harmful for racial and ethnic minorities. Tierney’s
(1993) social constructivist view advocates for organizational responsibility as opposed to
Tinto’s (1975) view that students’ individual efforts are the primary means for their success
(Rendon, Jalomo, & Nora 2000; Tierney, 1993).
Another critique of Tinto’s (1983) theory is the suggestion that colleges and universities
which by nature are multicultural, directly link college drop-out rates to students’ low economic
status (Tinto, 2005). This idea is contrary to multiple researchers who suggest that when
students experience discrimination and racial bias, their acculturation process is hindered,
resulting in their dropping out of college (Tierney, 1993). Researchers note that universities can
integrate uniform institutional values, goals, and attitudes while embracing students' racial,
ethnic, and cultural differences in order to ensure that they acculturate and persist in college
(Ogbu, 1978; Tierney, 1993).
Benally (1994) and Huntingford, Wright, and Tierney (1994) challenge the "departure
theory's" perspective that students have a sole, individual responsibility to integrate socially and
academically in college. Tierney (1993) argues that when students attend college, they form
cultural groups to support their academic progress and also seek instructional support to become
successful in college (Olneck, 1995). Consequently, Tierney (2000) agrees that it takes
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concerted effort from all stakeholders within higher education institutions to support college
students' academic success.
In summary, Tierney (2000) asserts that students' individual efforts alone are not
sufficient to ensure their academic success. The recipe for students’ academic success in college
is collective, and requires the provision of institutional support services coupled with student
self-efficacy, motivation, and effort. While Tinto's (1983) departure theory supports that college
students' individual effort is a prerequisite for success, Tierney (2000) notes that when higher
institutions create organizational programs and services to support their academic progress, they
are likely to persist and eventually graduate. Multiple researchers identify examples of
institutional support programs and services that support students’ success in college such as
college academic advising, mentorship programs, academic buddy programs, basic skill courses,
work study programs, faculty instruction, and tutoring services (Fordham & Ogbu, 1986; Jacobs
& Kirton, 1990; Trueba & Zou, 1994). For the purpose of the study, the concept of acculturation
is meant to include a broader array of stakeholders and services, as Tierney (2000) suggests,
rather than the student-only model that Tinto (1975) suggests.
Clark and Estes’ Gap Analysis Framework
This literature review explores the knowledge, motivational, and organizational
influences unique to the acculturation influences experienced by IBAS and how they affect
IBAS’ academic success. Barriers to and facilitators of IBAS acculturation will be described
including student-centered factors, English language proficiency, tuition and living expenses,
racial bias and discrimination, stereotype threat, racial microaggressions, and cultural and social
adjustment problems. Clark and Estes’ (2008) gap analysis is a systematic conceptual
framework that identifies factors that help stakeholders to achieve or prevent them from
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achieving the goal, including their knowledge, motivation to achieve the performance goal and
organizational barriers.
Barriers to and Facilitators of IBAS Acculturation for Academic Success
Student-centered factors. Verbik and Lasanowski (2007) report, that pursuing higher
education in a foreign country can be very intimidating. Ashwill and Oanh (2009) notes that
when IBAS first arrive at higher education institutions, most of them attempt to adjust to their
new surroundings by adopting the values, beliefs, culture, and behaviors of the host culture
(Smith & Khawaja, 2011). Wang (2004) asserts that international students, despite their
acculturation barriers, persevere academically because of their determination and their cultural
values. While international students come to the United States to pursue further education, the
challenges they face may derail their academic goals. However, with organizational support,
motivation, and effort, they march on to accomplish their academic dreams.
English language proficiency. English language proficiency is the single most important
factor that affects international students’ academic coping ability in colleges and universities in
the United States (Xu, 1991). International students who are not proficient in the English
language experience problems in the areas of reading, writing, speaking and listening.
Eventually, international students end up either dropping out or delaying their graduation (Xu,
1991). Limited English language proficiency skill experienced by international students creates
an academic disadvantage compared to domestic students due to their inability to understand
lectures, take notes, participate in group discussions, and write college-level papers (Huntley,
2006).
Weak English language proficiency creates communication problems such as the inability
to express oneself verbally and difficulty understanding American English slang, accents,
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idioms, and jokes, which could limit one’s ability to converse or participate in classroom
discussions (Kuo, 2014). Belcher (1994) suggests that colleges and universities create
inconsistent expectations of the level of English proficiency required for incoming international
students. Colleges often “low ball” proficiency requirements to attract students, resulting in
English language proficiency problems that affect their academics once in the United States
(Huntley, 2006). To add to this issue, colleges and universities have differing assessments that
do not always accurately capture the level of English proficiency o required to successfully
pursue and complete their academic requirements (Kuo, 2014).
Constantine, Warren, and Miville (2005) noted that the creation of “individual, different
and enmeshment” facilitators geared towards promoting English language proficiency will
support and ensure academic success for all international students (p. 217). Multiple researchers
(Brown, 2005; Constantine et al., 2005; Crosson & Lesaux, 2010; Mwaura, 2008; Roberts, 2010;
Wu et al., 2014) suggest a variety of strategies that can promote English language proficiency
within organizations for international students’ academic success, such as:
1. Student Orientation on English language proficiency requirements
2. Academic advising and education plan programs
3. English language tutoring
4. Native English-speaking support buddies
5. English language learning communities
6. International student open communication forums
Tuition and living expenses. IBAS encounter acculturation problems due to financial
needs triggered by their tuition and living costs while studying in the United States (Andrade,
2006). These financial problems disrupt IBAS’ academic pursuit and can result in partial
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attainment and an unforeseen lengthening of time to obtain a degree, resulting in even greater
costs (Njeru, 2006). Compared to other international student groups studying in the United
States, IBAS face severe financial problems that manifest as acculturative stress (Njeru, 2006).
The Institute of International Education (IIE) (2014) specified that financial resources for the
majority of the international student population are derived from self-finance, overseas
government scholarships, foreign university subsidy, and employer backing. Most IBAS are
funded through partial scholarships from their particular US University, enrollment in work
study programs, and part time, off-campus jobs (Blake, 2006).
Several researchers have observed that the extreme financial problems faced by IBAS
produce academic and cultural survival tactics that result in isolation from the mainstream
student community (Constantine et al., 2005). For example, students often work excessively to
pay for college tuition and living expenses, resulting in isolation from the college community
and in acculturative stress (Constantine et al., 2005). Consequently, IBAS rarely benefit from
assimilation and adaptation into US college culture due to financial hardships coupled with
acculturative issues (Andrade, 2006). Multiple researchers suggest that to support the tuition and
living expenses of IBAS, organizations can provide financial services in a variety of forms such
as financial support, work study programs, on and off campus jobs, host family living and board
support, and equal education opportunities (Andrade, 2006; Bauman, 2005; Bensimon, 2004;
Bensimon, Polkinghorne, Bauman, & Vallejo, 2004; Pena, Bensimon, & Colyar, 2006).
Racial bias and discrimination. Before IBAS transfer to the United States, they may not
have experienced racial bias because of their skin color or discrimination because of their native
country origin (Mwaura, 2008). However, upon moving to the United States, IBAS find
themselves facing discrimination and racial bias from host students and instructors within their
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respective institutions (Blake, 2006). Hanasseh (2006) notes, that some international students
face discrimination in the United States because they are perceived as taking the education spots
of domestic students. In addition, some people think that international students get preferred
admission because they do not pay in-state tuition which is contrary to the fact that they pay
more tuition fees than in-state students (Constantine et al., 2005). When international students
are subjected to any form of discrimination or racial bias, they experience acculturation stress
resulting in homesickness and loneliness. They are too intimidated to seek academic support
within their colleges resulting in poor college performance (Poyrazli & Lopez, 2007).
Sodowsky and Plake’s research (1992) found that international students might experience
racial bias and discrimination because of their skin color, accents, and cultural habits. Notably,
African, Asian, and South American students reported experiencing heightened discrimination
compared to their European counterparts (Al-Sharideh & Goe, 1998). International African
students experience stereotypes similar to African-American students by virtue of their dark skin
color (Constantine et al., 2005). Some Asian, South American, and African students also have to
deal with racial bias due to limited English language communication in contrast to the positive
treatment their European international student counterparts receive (Constantine et al., 2005).
International students also experience discrimination and racial bias outside the college
community. For example, international students report negative acts from store owners, such as
store owners closely following African students around their stores because they believe the
students will steal merchandise (Poyrazli & Lopez, 2007). International students sometimes feel
discriminated against by other students and faculty because of their Muslim religious beliefs (Al-
Sharideh & Goe, 1998)
Stereotype threat. The phenomenon of “stereotype threat” is another consequence of
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discrimination and racial bias. Steel and Aronson (1995) explain that when negative stereotypes
exist, "anything one does, or any of one's features that conform to it, make the stereotype
plausible" (p. 797). In this case, international Black African students are likely to experience
stereotypes by virtue of looking like African Americans. In addition, international Black African
students experience stereotypes due to their accents, cultural norms and food preferences
(Andrade, 2006). Poyrazli and Lopez (2007) noted that studies reveal that international students
who are subject to stereotypes on campus often go out of their way not to engage in certain
behaviors, or to not appear a certain way so as to avoid being stereotyped. In some cases, when
international students are aware that they are subject to stereotypes, they perceive themselves as
having lower intellectual ability, which negatively affects their self-esteem and self-efficacy
about being successful in college and can negatively affect their motivation (Wu et al., 2014).
Racial microaggressions. The automatic or unconscious subtle insults which include
verbal, non-verbal and/ or visual insults directed towards black students by white students within
a campus environment are referred to as racial microaggressions (Solórzano, Ceja, & Yosso,
2000). This form of racism is through "subtle, stunning, often automatic and verbal exchanges
which are 'putdowns' of blacks by offenders" (Pierce, Carew, Pierce-Gonzalez, & Willis, 1978,
p. 66). Microaggressions towards students of color stem from the unconscious attitudes of white
superiority and constitute to a confirmation of black inferiority (Solórzano et al., 2000). Isolated
microaggression may seem harmless. However, cumulative microaggression in a college
campus towards Black African students negatively affects the college racial climate and creates
diminished mortality, augmented morbidity, and flattened confidence (Pierce, 1995).
Often times, Black African students get a glimpse of unconscious racism through negative
comments by white students (Davis, 1989). White students are capable of making such negative
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utterances because cognitive, history and culture have made them unable to hear the range of
relevant voices (Pierce, 1995). Consequently, Black African students grapple with what
reasonable reaction or response towards white students may be appropriate to counter this form
of discrimination (Solórzano et al., 2000). Subsequently, Black African students recognize these
microaggressions and construct their reactions and responses by taking the necessary measures at
each instance of recognition (Pierce, 1995).
Multiple researchers suggest that colleges can create facilitators to counter racial
discrimination and bias against IBAS (Poyrazli & Lopez, 2007; Teranishi & Brisco, 2008; Wu et
al., 2014). The primary mechanism to counter racial discrimination and bias against IBAS is the
creation of psychological safety provisions in the form of:
1. Diversity inclusive college policies
2. College-wide cross-cultural programs
4. Multicultural college courses
5. Race related discussion forums
Cultural and social adjustment problems. International students experience socio-
cultural challenges in the classroom and in everyday day social life while adjusting to US
colleges and universities (Araujo, 2011). According to Astin’s (1975; 1984) Input-Environment-
Output theory (IEO), international students bring their own established cultural and personal
traits from their countries of origin to colleges and universities in the United States (Astin, 1984).
As international students seek to adapt to their new cultural and academic environments in the
United States, they experience socio-cultural problems while searching for living
accommodations, familiarizing themselves with the transit services, and looking for employment
to meet tuition and living expenses (Crosson & Lesaux, 2010; Mwaura, 2008).
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In addition, international students may experience socio-cultural acculturative stressors
due to severe isolation, unfamiliarity with new surroundings, and the inability to create a social
structure of supportive friends (Lee & Rice, 2007). International students may experience social
integration problems that make it difficult for them to navigate the social and cultural
environment of their new college or participate in social activities with domestic students, thus
developing a narrow understanding of the American culture (Al-Sharideh & Goe, 1998).
Furthermore, while international students are in process of adapting to a new culture, they may
experience culture shock due to acculturative stressors such as academic stress, language
difficulty, and racial discrimination coupled with adjusting to new food, college culture, and
homesickness (Sodowsky & Plake, 1992).
Furnham and Bochner (1986) note that international students may face culture shock as a
result of moving from their native countries to the new host country for academic pursuit
(Brown, 2005; Crosson & Lesaux, 2010; Mwaura, 2008). Multiple researchers suggest that
colleges can create facilitators to counter IBAS social-cultural problems and foster positive
communities through transition intervention programs, student orientation workshops, mentor
programs, organization support resources, and cultural clubs (Andrade & Evans, 2009; Behroozi-
Bagherpour, 2010; Constantine et al., 2005; Hamrick, Evans, & Schuh, 2002; Sanford, 1966;
Abe, Talbot, & Geelhoed, 1998)
While international students in the United States contribute in creating a rich academic
tapestry of diversity in higher education, an evaluation of the cross-cultural acculturation
influences faced by IBAS provides a deeper understanding of their success in American
universities. Consequently, the creation of facilitators can address IBAS’ acculturation
difficulties and support their academic success. Addressing acculturation influences of IBAS
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could provide a rich resource for colleges and universities in the United States to create
provisions and support systems within organizations to address and support academic, financial,
socio-cultural, and psychologically safe support systems to promote their academic success. The
literature reviewed in the study provides a strong case that a number of acculturation influences
may negatively affect IBAS’ academic success.
Clark and Estes’ Framework
Clark and Estes’ (2008) gap analysis is a systematic conceptual framework that identifies
factors, including the stakeholder’s knowledge and motivation, to achieve the performance goal
and organizational barriers, that help to achieve or prevent him or her from achieving the goal.
The Clark and Estes’ (2008) framework helps to clarify organizational goals and identify the gap
between the actual performance level and the preferred performance level within an
organization. The difference between an organization’s desired performance and its actual
performance – in this case the academic success of IBAS—may be affected by any combination
of knowledge, skill, motivational, and organizational (KMO) influences.
Assumed causes are introduced in Chapter three, based on the researcher’s personal
knowledge about the stakeholders. Clark and Estes (2008) identify three causes of performance
gaps that, if examined, can illuminate which factors to address to achieve institutional
goals. These factors include the stakeholder’s knowledge and skills, his or her motivation to
achieve the performance goal, and organizational barriers that keep him or her from achieving
that goal.
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Stakeholder Knowledge, Motivation, and Organizational Factors
In this section, stakeholder knowledge, motivation, and organizational factors will be
addressed. Knowledge types (i.e., factual knowledge, conceptual knowledge, procedural
knowledge, metacognitive knowledge) will be included. IBAS’ knowledge influences will be
included. Motivation-related influences (i.e., control-value theory of emotions, IBAS control
value of emotion factors IBAS’ self-efficacy factors, self-efficacy theory) will be described.
Organizational influences and organization model: institutional services (i.e., academic support
financial support, institutional responsiveness, organizational cultural setting: such as supportive
social climate and psychological safety) will be addressed.
Knowledge Types
Anderson et al. (2001) divide the construct of “knowledge” into four specific types (i.e.,
factual, conceptual, procedural and metacognitive knowledge).
Factual knowledge. Factual knowledge is knowledge of facts related to a discipline,
context, or domain. Characteristics of factual knowledge are terminology, details, and other
elements that individuals must know or be familiar with to understand or solve a problem in a
given area (Rueda, 2011).
Conceptual knowledge. Conceptual knowledge is the knowledge of categories,
classification, principles, generalizations, theories, models or structures pertinent to a particular
area (Rueda, 2011). In essence, while factual knowledge refers to discrete bits of information,
conceptual knowledge is the more abstract inter-connected information.
Procedural knowledge. Procedural knowledge is knowing how to do something.
Procedural knowledge involves the ability to apply the methods of inquiry, limited skills,
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algorithms, techniques, and specific approaches that are required to accomplish precise activities
(Rueda, 2011).
Metacognitive knowledge. Metacognitive knowledge is the awareness of individual
cognition about particular cognitive processes. Metacognitive knowledge is a type of knowledge
that allows individuals to know when and why to do something (Rueda, 2011). Metacognitive
knowledge is a fundamental aspect of strategic behavior in solving problems (Rueda, 2011).
These different types of knowledge are considered in the context of the students’ knowledge
necessary acculturation and academic success in the United States.
IBAS’ Knowledge Influences
The literature reviewed in this section focuses on knowledge-related influences unique to
successful acculturation as a critical component pertinent to the graduation success of IBAS.
IBAS have limited knowledge about how to cope with acculturation stressors that affect
their academic and social life (Mak, Westwood, Barker, & Ishiyama, 1999). A specific
acculturation stress that IBAS experience is limited knowledge of English Language, which
affects their academic performance (Andrade, 2006). Weak English Language proficiency
affects comprehension of lectures, oral participation in class, and performance on written
assessments such as tests and papers (Poyrazli et al., 2004). Furthermore, IBAS experience
loneliness, due to their lack of knowledge on how to socialize with local students which
ultimately affects their academic performance, resulting in longer graduation durations (Brisset,
Safdar, Lewis, & Sabatier, 2010; Wang & Mallinckrodt, 2006; Yan, 2006). A disadvantage of
not creating effective navigation and social networks in an IBAS’ host country also hinders their
adjustment to college life (Khawaja & Dempsey, 2007, 2008).
The conceptual knowledge that contributes to the acculturation stressors of international
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students includes limited knowledge of services and resources related to tuition and living
expenses offered to study in the host country. International students from Africa often lack
knowledge of the available financial support services, resulting in acculturation stressors, such as
isolation and academic slow-down due to excessive working in order to meet their financial
obligations for education and living expenses (Constantine et al., 2005).
Procedural knowledge influences refer to knowledge of how to do something. Research
suggests that if the Office of International Students (IOS) and university faculty at the “large
southwestern university,” focus on providing specific teaching and resources, IBAS would
acquire the skills needed to support their acculturation and would graduate successfully. Mak,
Westwood, Barker, and Ishiyama (1999) note that international students, in general, can graduate
successfully if they acquire the necessary skills to navigate through a new campus by
participating in a freshman orientation/skills workshop.
While declarative knowledge requires that IBAS seek out OIS services and college
faculty assistance, any additional helpful information they gain would improve their academic
skills and catapult them to academic success (Trice, 2004). Metacognitive knowledge refers to
students’ awareness of their cognitive processes related to problem solving, allowing them to
consider constant contextual and conditional aspects of a given activity or problem (Sodowsky &
Plake, 1992). If IBAS recognize the importance of seeking help to assist with English language
proficiency and financial support, their academic pursuit of graduating successfully from college
will be enhanced and most likely achieved (Arends-Toth & Van De Vijver, 2006).
Motivation Influencers
Motivation is the process whereby, goal-directed activity is instigated and maintained,
influenced by both internal (cognitive and affective) and external (social, cultural) factors
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(Schunk, Pintrich, & Meece, 2009). There are three indicators related to motivation: active
choice, persistence, and mental effort. Active choice refers to deciding on one activity versus
another; persistence relates to a commitment to pursuing activity over time in the face of
challenges, and effort refers to mental work needed to generate new learning and knowledge.
Behavioral indices are caused by the underlying motivational influences such as self-efficacy,
value, and others (Rueda, 2011).
Clark and Estes (2008) describe motivation as what gets people going, keeps people
moving, and signals how much effort to expend. Motivation is thus seen as the active choice
individuals make to engage in a task, the persistence they display in continuing with the task, and
the effort they put into doing the task (Clark & Estes, 2008). Gaps in achievement that are linked
to choice, persistence, or effort indicate that motivation is a problem (Clark & Estes, 2008). In
order to better understand the IBAS’ acculturation influences, this study attempts to validate the
motivation influences necessary to understand acculturation influences pertinent to their
graduation.
Self-efficacy theory. One motivational indicator, active choice, is demonstrated through
self-efficacy. Self -efficacy is defined as the decision that people have about their competencies
to establish and implement the development of achievement required to reach designated levels
of performance (Rueda, 2011). It is the belief in one’s own capacity to make useful judgments
about some goal or designated performance (Bandura, 1995).
Bandura (1970) defined self-efficacy as the self-regulatory task that tells us when to try
and when to stop, and noted that there are three sources of self-efficacy: mastery, demonstrating,
and psychological factors (Rueda, 2011). Individual self-efficacy is increased when an
individual develops a positive belief about his or her capability to organize and execute courses
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
of action required to achieve his or her goal or accomplish a task. Carroll et al. (2009), Capara
(2008), Zimmerman (1995), Lent, Brown, and Larkin (1984) note that people are self-efficacious
due their understanding that failure and success is directly correlated to the degree of control
they have in affecting the outcome.
IBAS’ self-efficacy factors. Self-efficacy theory would predict that IBAS need a high
level of self-efficacy about their academic ability to become successful in US universities.
Sherer and Adams (1983) note that students are more likely to persist in college and eventually
succeed when they understand that failure and success are directly correlated to the degree of
control they have in applying self-efficacy. In addition, research indicates that a vital component
for international students’ persistence to succeed is their ability to apply high levels of self-
efficacy towards their academic abilities (Maciejewski, Prigerson, & Mazure, 2000).
Most international students who come from collectivist African cultures are likely to
foster self-efficacy abilities resulting in the development of interdependence skills, while
minimizing personal acculturative problems for success (Markus & Kitayama, 1991).
Researchers note that when international students apply high levels of self-efficacy, this becomes
one vital motivator for their ability to complete college (Bouffard-Bouchard, Parent, & Larivee,
1991). In addition, Trice (2004) notes that increased self-efficacy abilities of students can result
in the improved behavioral skill of time management for success (Trice, 2004).
IBAS’ positive beliefs about their performance and efforts are influenced by the feedback
they receive from mentors and faculty related to their academic tasks and assignments (Jung,
Hecht, & Wadsworht, 2007). The positive feedback IBAS receive from mentors and faculty can
make the difference in their future, which highlights the need for facilitators and mentors. Wan
(2001) adds that a student’s ability to be self-efficacious can result in increased self-motivation
34
CROSS-CULTURAL ACCULTURATION EXPERIENCES
allowing him or her to achieve high academic engagement and performance at the college level.
Control-value theory of emotions. Control value theory of emotions addresses the
students' emotions that are tied directly to achievement activities and their outcomes
(Heckhausen, 1991). Control-value theory of emotions suggests that international students’
drive to become academically successful will increase when they experience positive emotions
towards their academics in college. Control value theory of emotions identifies valence (positive
or negative), activating or deactivating or focus activity or outcome as emotions that students
experience while learning in college (Pekrun, 1992).
To support control-value theory of emotions, researchers note that students experience
joy and pride when they pass their exams, interact positively with college community and
ultimately achieve their academic goals, or experience frustration and shame when they fail their
exams or delay their graduation timeline in college (Rueda, 2011). Studies show that
international students perform well in college when they experience positive emotions resulting
in positive classroom interaction with other students and faculty (Weiner, 1985). For students,
positively activating achievement emotions such as enjoyment of the activity, hope, or
confidence in achieving the outcome, exerts a positive impact on their academic achievement,
while negative, deactivating emotions, such as boredom and hopelessness, have negative
consequences which may lead to their failure or dropout from college (Frenzel, Pekrun, Goetz, &
VomHofe, 2006).
There are several studies that apply control value of emotions to college achievement of
international students. Murayama and Elliot (2009), Pekrun (2006), and Zeidner (1998) note that
numerous contextual factors can affect international students’ emotions such as goal structures,
the quality of classroom instruction, autonomy support provided by teachers, and the didactic
35
CROSS-CULTURAL ACCULTURATION EXPERIENCES
approaches used resulting in their positive or negative academic achievement in college. The
emotions that IBAS experience are important to consider in the context of the overall goal of
completing their studies and graduating successfully from colleges and universities in the United
States.
IBAS control value of emotion factors. IBAS may experience positive emotions about
their academic abilities and coping or managing strategies in college if offered support to cope
with acculturation stressors while studying in the United States (Gakuo, 2012). In addition,
international students may demonstrate control value academically when they believe that
performing academic tasks and activities will ultimately support their abilities towards
graduating successfully (Andrade, 2006, Kwai, 2009). When IBAS are new to host countries,
they may experience less acculturation stress if they build friendships and acquaintances with
host students, faculty, and community because they acclimate faster in the new academic
environment (Hofer, 2007).
Strong cultural values may affect IBAS academic motivation, because they move from
their familiar environments in pursuit for higher education abroad with intent to return and
impact academic development in their native countries (Gakuo, 2012). If IBAS actively
participate in academic activities such as group discussions, writing and reading workshops, and
debate sessions, their motivation and self-value may increase resulting in academic success
values. These academic success values may affect IBAS’ academic motivation to participate in
academic activities, resulting in improved reading and writing skills (Hofer, 2007; Kuhnle,
Hofer, & Kilian, 2010). Though IBAS have individual differences, their determination to
achieve academically may influence how positively or negatively they feel towards their
academic tasks and assignments, and the feedback generated from mentors and faculty (Andrade,
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
2006, Kwai, 2009).
Organizational Influences
According to Clark and Estes (2008), organizations have to identify factors that affect
IBAS’ ability to close performance gaps and achieve goals. Gallimore and Goldberg (1993) note
that cultural settings and cultural models are factors that can affect an organization's
performance. Cultural models are defined as the shared interaction processes of an organization,
whereas the cultural settings are the physical environments in which the processes occur (Cole,
1996; Gallimore, Goldenberg, & Weisner, 1993; Weisner, 1984). The overall focus of this
review is to identify what organizational resources, policies, practices, models and settings affect
the acculturation of IBAS and how these influences affect their academic success while studying
in the United States. The research discussed above suggests that IBAS may experience
acculturation stressors such as language barriers, learning difficulties, loneliness, racial
discrimination and social problems, some of which may be exacerbated by an institution’s
inability to provide models and cultural settings aimed at supporting their academic success
(Andrade, 2006; Chen 1999; Mori, 2000).
Organization Model: Institutional Services
Academic support. While higher education institutions address international students’
English language proficiency problems as a homogeneous group, it would be important to
address specific language proficiency problems IBAS face (Andrade, 2006). If academic support
services were well advertised, both staff and students might be knowledgeable of institutional
services accessible to support their success in college (Paulus, Bichelmeyer, Malopinsky, Pereira
& Rastogi, 2005). If academic support services were not addressed, these academic problems
that IBAS face might contribute to several acculturation problems such as homesickness,
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
academic stress, low achievement, and possibly their dropping out of college (Andrade, 2006).
Some international students may attribute acculturation issues they face in college to the
organization's inability to support services to support their writing college papers, understanding
classroom lectures, communication, engaging in independent learning, and becoming
participatory students (Cheng, 2013).
For some students, providing academic support may lead to improved academic
performance and little is known about the value of these services to IBAS, or their utilization of
them, if they exist (Andrade, 2006). Several researchers suggest that if organizations were to
create institutional services to meet the academic needs caused by acculturation issues, they
would address many of the needs facing international students (Paulus et al., 2005). In addition,
organizations can create perpetual student academic assessments with a goal of providing
consistent feedback to students on their academic performance and tailoring specific institutional
services to address these academic issues (Chapdelaine & Alexitch, 2004).
Financial support. Another form of institutional support for IBAS may be the
organizations’ provision of financial support. Extreme financial hardships faced by IBAS may
produce academic and cultural survival tactics such as academic disengagement due to time
spent away from campus due to working commitments resulting in isolation from the
mainstream student community (Pantelidou & Craig, 2006).
Some international students may attribute acculturation problems they face to the
organization's inability to provide financial resources that address their living and tuition
expenses (Poyrazli & Lopez, 2007). Most international students have to work on and off campus
resulting in their inability to be focused on their academics and they miss out on the socio-
cultural activities provided on campus (Poyrazlı et al., 2004). Therefore, it may require
38
CROSS-CULTURAL ACCULTURATION EXPERIENCES
organizations to consider creating financial support programs, work study programs, off-campus
and on-campus job provisions to support these international students (Constantine et al., 2005).
No addressing the lack of institutional services that IBAS face would result to increased
acculturation problems that ultimately affect their academic success in college (Poyrazli et al.,
2004).
Organization model: institutional responsiveness. Institutional responsiveness is a
partner to institutional resources. It is not enough to have institutional services; the quality of
service delivery matters and staff must be responsive to students (Lee & Opio, 2011). In other
words, the interaction the students have with the staff on campus can matter as much as the
service (Andrade, 2006).
If IBAS do not interact positively with the organization stakeholders to access academic
support and services, they may not trust that the college faculty, staff, and students are equipped
to support their acculturation experiences and academic needs (Brown & Holloway, 2008).
International students may not be confident in the academic support they receive from
instructors, health professionals, and academic advisors because they may feel culturally
misunderstood, and their academic performance may be affected negatively (Olivas & Lee,
2006; Ward et al., 2008). More specifically, if students request assistance but see the
institution’s response (or lack thereof) as insufficient, they are bound to believe that the
organization does not identify, nor understand their specific academic needs resulting in the
student feeling unsupported and undervalued in college (Poyrazli & Lopez, 2007).
Organizational cultural setting: supportive social climate. To support IBAS’ swift
transition into new college environments, organizations may choose to create support systems
(Lee & Opio, 2011; Poyrazli & Lopez, 2007). If international students do not experience a
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
culturally relevant social climate to support their acculturation issues, these may result in severe
isolation, unfamiliarity with surroundings, and inability to create a social structure of supportive
friends (Lee & Rice, 2007). Consequently, social integration problems may create difficulties
for international students to navigate the social and cultural environment in college or participate
in social activities with other students, thus developing a narrow understanding of the American
culture (Al-Sharideh & Goe, 1998).
Organizational integration strategies that may reduce international students' acculturation
problems such as isolation and homesickness, may be created through student organizations and
cultural clubs, to engage them in campus activities and increased social networking amongst all
students on campus (Behroozi-Bagherpour, 2010). Additional organization support would
involve providing student counseling and creating support groups through assigned host families
with the aim of reducing culture shock for smooth academic transition (Brown & Holloway,
2008). Constantine and Warren (2007) note, that organizations may create “individual, different
and enmeshment” support services geared towards international students" (p. 217). The degree
to which students perceive that there are resources and a willingness to assist them can influence
their success.
Organizational cultural setting: psychological safety. Organizations may enforce anti-
discrimination policies and procedures to respond to acts of racial discrimination and bias that
may be experienced by international students (Constantine et al., 2005). Constantine et al.
(2005) noted that international students may experience racial bias and discrimination in their
academic and social life because their American peers do not understand their backgrounds
resulting in marginalization and stereotyping (Choy, 2013). International students may also
experience bias due to their religious affiliations, more specifically, Muslim students who wear
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
their hijabs (Poyrazli & Lopez, 2007). Poyrazli and Lopez (2007) note that dark skinned
international students may experience more racial discrimination and bias compared to White
international students resulting in low academic achievement. Consequently, IBAS may endure
similar stereotypes and racial slurs associated with African American students which negatively
affect their acculturation process and academic success (Constantine et al., 2005).
Table 2.1
Summary of International Black African Students Knowledge, Motivational, and
Organizational Influences.
IBAS Acculturative Influences Literature
Influence Reference
Knowledge
1. IBAS do not have the English language
proficiency to succeed in college.
Ineson, Lyons, & Branston, 2006; Mak,
Westwood, Barker, & Ishiyama, 1999;
Mossakowski, 2003; Poyrazli & Lopez,
2007; Ready, 2012; Wong & Halgin, 2006.
2. IBAS do not know what resources are
provided by the OIS and university.
Andrade, 2006; Poyrazli et al., 2004;
Solórzano, 1998.
3. IBAS do not know what specific language
proficiency services are available to
support their skills in communication,
reading and writing.
Bouffard-Bouchard et al., 1991; Crosson &
Lesaux, 2010, Jung et al., 2007; Mwaura,
2008; Roberts, 2010; Trice, 2004.
4. IBAS do not know how to network within
the university community to meet their
needs.
.
Adelegan & Parks, 1985; Brisset et al.,
2010; Mori 2000; Nebedum-Ezeh, 1997;
Sandhu & Asrabadi, 1994. Wang &
Mallinckrodt, 2006; Wu et al., 2014; Yan,
2006.
5. IBAS do not understand that their behavior
contributes to their acculturation stressors
affecting academic performance.
Constantine et al., 2005; Essandoh, 1995;
Sodowsky & Plake, 1992.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Motivation
1. IBAS are not confident in their ability to
speak and write in English.
Maciejewski et al., 2000; Markus &
Kitayama, 1991; Sherer & Adams, 1983.
2. IBAS do not value the effort needed to
seek out resources and do well
academically*
Andrade, 2006; Constantine et al., 2005;
Kwai, 2009; Kuo, 2011; Sodowsky &
Plake, 1992; Wan, 2001.
3. IBAS students feel isolated and unvalued
by the community.
Andrade, 2006; Kwai, 2009;
Maciejewski, Prigerson, & Mazure, 2000;
Markus & Kitayama ,1991.
4. IBAS are not confident of their
communication to proactively seek faculty
and staff support for their acculturation
stressors to succeed academically.
Blumberg, 2009; Brown, 2005;
Constantine et al., 2007; Crosson &
Lesaux, 2010, Frenzel et al., 2006;
Mwaura, 2008; Roberts, 2010; Wu et al.,
2014.
5. IBAS do not believe that accessing
university resources will help improve their
skills.
Fries-Britt & Kelly, 2005; Hofer, 2007;
Kuhnle et al., 2010; Murayama & Elliot,
2009; Pekrun, 2006; Reinders & Weiner,
1985; Rueda, 2011; Zeidner, 1998.
6. IBAS may need to feel a sense of self value
so as to become successful students in
college.
Murayama & Elliot, 2009; Pekrun, 2006;
Rueda, 2011; Weiner, 1985; Zeidner, 1998.
7. IBAS need to trust the OIS and university
at large to create psychological safety
Abarbanel, 2009; Brown & Holloway,
2008; Chapdelaine & Alexitch, 2004;
Ineson et al. 2006; Pantelidou & Craig,
2006.
Organization
1. IBAS students do not have access to
adequate financial resources to support
their college attendance.
Abarbanel 2009; Brown & Holloway,
2008; Chapdelaine & Alexitch, 2004;
Ineson et al. 2006; Pantelidou & Craig,
2006; Rueda, 2011.
2. There are inadequate university resources
to support IBAS students
IBAS students experience discrimination
on campus and in the community.
Choy, 2013; Olivas & Lee, 2006; Ward et
al., 2008.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
3. IBAS need to seek academic services such
as tutoring services and academic advising
4. IBAS students see little evidence of an
understanding or respect by the university
community of the cultural diversity the
IBAS students represent.
Abe et al., 1998; Arends-Toth & Van De
Vijver, 2006; Blake 2006; Brown &
Holloway, 2008.
Abarbanel, 2009; Brown & Holloway,
2008; Chapdelaine & Alexitch, 2004;
Ineson et al. 2006; Pantelidou & Craig,
2006.
Conclusion
IBAS may experience acculturation problems due to their academic, financial, cultural
and social issues while studying in colleges and universities in the United States. Knowledge,
motivation, and organizational-related influences unique to successful acculturation are a critical
component pertinent to the academic success of IBAS. Table B summarizes the knowledge,
motivation and organizational influences that may contribute to acculturation experiences for
IBAS. If the IBAS acculturation issues remain unaddressed by organizations, they will
experience academic, social-cultural and psychological safety problems. These problems may
result in IBAS’ longer transition, delayed academic completion in colleges and universities in the
United States.
Gaining a richer understanding of the knowledge, motivation, and organizational barriers
and facilitators may promote the organizations' identification and creation of academic
provisions to support IBAS’ academic completion. In addition, this discovery may assist both
the students and the institution with provisions to facilitate successful cross-cultural acculturation
for academic success. The next chapter will present the process by which the identified factors
were assessed for validity with International Black African Students participating as the sample
population and at the study site, a southwestern, American, research university.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
CHAPTER THREE
METHODOLOGY
Purpose of the Project and Questions
The purpose of this case study was to conduct a gap analysis to evaluate the knowledge
and skills, motivational and organizational factors influencing the cross-cultural acculturation
experiences of IBAS and their academic success at a large private research university in the
western United States. A list of assumed causes was generated. This chapter describes the
process used to validate them. Though a complete gap analysis would study all stakeholders for
practical purposes, IBAS were identified as the key stakeholder group. IBAS were the focus of
analysis.
The following questions guided this study:
1. To what extent are the IBAS meeting the goal of engaging in the behaviors known
from the literature to support successful graduation, such that the graduation rate
increases?
2. What are the knowledge, motivation, and organizational influences related to achieving
the stakeholder goal?
3. What are the recommendations for practice in the areas of knowledge, motivation, and
organizational factors?
Conceptual and Methodological Framework
The conceptual framework in any study affords the structure of concepts, assumptions,
expectations, beliefs and theories that support and explain a research study (Miles & Huberman,
44
CROSS-CULTURAL ACCULTURATION EXPERIENCES
1994; Robson, 2011). Assumed causes for the performance gap were generated from personal
knowledge, learning theories, and related literature. A mixed-methods approach was used to
validate the assumed causes, including surveys, follow-up interviews, and document analysis.
Figure 3.1, below, illustrates the conceptual framework.
IBAS ACADEMIC SUCCESS INFLUENCERS AND FACILITATORS
Knowledge Influences
Academic Issues
➢ English Language
Proficiency
➢ Communication Skills
➢ Reading and Writing skills
➢ Acquisition of college
academic resources
➢ Tuition and living expense
issues
Motivation Influences
Socio-cultural issues
➢ Academic motivation
➢ Social-cultural adjustment
➢ Self-value
IBAS ACADEMIC SUCCESS AT PRIVATE
RESEARCH UNIVERSITY
Figure 3. 1.Cross-cultural Acculturation experiences influencing undergraduate and graduate IBAS academic success at Private
Research University.
Organization
Facilitators
Academic resources
Instructional support
Psychological safety
Socio-cultural support
45
CROSS-CULTURAL ACCULTURATION EXPERIENCES
Assessment of Performance Influences
KMO Influences Summary
The research literature reviewed in Chapter 2 revealed a number of possible knowledge
influences that affect IBAS success in US universities. Table 3 below also provides a summary
of assumed causes of IBAS’ acculturation experiences and their impact on academic success.
Knowledge and Skills
The first was English language proficiency. If IBAS’ English language proficiency
ability is lower than expected, their struggle with verbal communication may impede their
participation in and out of the classroom as well as their ability to understand college lectures. In
addition, IBAS may experience acculturation obstacles to performing mundane college student
tasks such as reading and writing assignments and may not have a complete understanding of
college assessments. Another influence is IBAS’ lack of knowledge about support services
provided by the Office of International students (OIS) or about the university’s extensive
academic resources. Not knowing where to, how to, or from whom to seek academic assistance
affects IBAS’ academic success in colleges and universities in the United States.
Motivation
The degree to which IBAS experience low self-efficacy and self-value emotions while
studying in colleges and universities in the United States is expected to affect their academic
performance. An IBAS’ academic success is dependent on his or her confidence in his or her
academic abilities. An inability to acculturate socially through participation in extensive college
programs, or an inability to interact with host students, can contribute to low self-efficacy, low
self-value, and, ultimately, low motivation.
IBAS also need to believe in the value of emotions in education to persist and have the
46
CROSS-CULTURAL ACCULTURATION EXPERIENCES
mental effort to excel in college. IBAS may experience motivational challenges if they are
unable to acculturate socio-culturally with the college community at large. Students may miss
opportunities to collaborate with OIS and faculty, and may continue to experience low morale
and eventually low academic motivation and achievement.
Organization
The conceptual framework portrays that any knowledge and motivational challenges can
be mitigated by the degree to which the organization makes an effort to provide academic
resources, instructional support, and psychological safety. Organizations can also create
institutional support services specific to their vast international groups. Several researchers note
that organizations can make an effort to create perpetual student academic support through
institutional programs such as financial support, psychological safety support, and academic
resources to support and improve English language proficiency. Open door communication
policies with faculty members can allow students to become comfortable in their new academic
environment.
Table 3.1
Summary of Assumed Causes for Knowledge, Motivation, and Organizational Issues
KNOWLEDGE MOTIVATION ORGANIZATION
PROCESSES
IBAS do not have the
English language
proficiency to succeed in
college.
IBAS are not confident in their
ability to speak and write in
English
IBAS do not have access to
adequate financial resources to
support their college
attendance.
IBAS do not know what
resources are provided by
the OIS and university
IBAS do not value the effort
needed to seek out resources
and do well academically*
There are inadequate
university resources to support
IBAS.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
IBAS do not know what
specific language
proficiency services are
available to support their
skills in communication,
reading and writing.
IBAS feel isolated and
unvalued by the community.
IBAS experience
discrimination on campus and
in the community.
IBAS do not know how to
network within the
university community to
meet their needs.
IBAS are not confident of
their communication to
proactively seek faculty and
staff support for their
acculturation stressors to
succeed academically.
IBAS believe the university is
unresponsive to their needs,
including needs for
psychological safety.
IBAS do not understand that
their behavior contributes to
their acculturation stressors
affecting academic
performance.
IBAS do not believe that
accessing university resources
will help improve their skills.
IBAS see little evidence of an
understanding or respect by the
university community of the
cultural diversity the IBAS
represent.
* While the motivation literature would suggest this assumed cause, there was no evidence in the
research literature to suggest that this cause will be present.
KMO Assessments
Knowledge Assessment
The literature review revealed five major possible knowledge influences, as displayed in
Table 3.2. Three of these were factual knowledge and were assessed through survey and
interview questions. One was procedural knowledge and one was metacognitive knowledge.
Both were assessed throughout the interview process.
Table 3.2
Summary of Assumed Knowledge Causes and how each will be assessed
Assumed Knowledge
Cause*
How Will It Be Assessed?
IBAS do not have the
English language
proficiency to succeed in
Survey
● What was your IELTS/TOEFL score?
● Has anyone (professor, OIS staff for example) referred
48
CROSS-CULTURAL ACCULTURATION EXPERIENCES
college.
you to a resource to strengthen your English language
skills?
Interview
● Would you briefly describe if there are any people or
offices you seek out when you have needs as student?
Document Analysis
● Review any fliers or notices on from OIS student board on
academic services offered to support English Language
proficiency for IBAS.
IBAS do not know what
resources are provided by
the OIS and university (C)
IBAS do not know what
specific language
proficiency services are
available to support their
skills in communication,
reading and writing. (C)
Survey
● Thinking candidly about your written ability in English,
how well matched is it for the work that is expected of
you? (Likert item)
● The university has resources that can help me. (Likert
item with a “don’t know” option).
Interview
● Would you please describe any resources you use to assist
you to become English language proficient on campus and
strategies you use with diverse adult learners?
● Would you describe activities that you attend on campus
and have an opportunity to community with American
students?
IBAS do not know how to
network within the
university community to
meet their needs (P))
Survey
● I know where to seek college support services if need be.
(Likert item)
● I participate in social activities with others on campus
(frequency item).
Interview
● Describe your “network” at this institution.
Document Analysis
● Researcher will review any fliers or notices on the OIS
student board for academic services offered to
international students.
IBAS do not understand
that their behavior
contributes to their
acculturation stressors
affecting performance.
(M)
Survey
● I believe that the college supports you as an IBAS to be
successful. (Likert)
● I have sought out academic, mentorship and counselling
services on campus. (Likert)
Interview
● How would you describe yourself as student?
● What is your favorite way to spend time?
● What is your favorite thing about this campus? (or
favorite place on campus)
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
● How is your relationship with your, professors, advisors
and mentors?
*Indicate knowledge type for each assumed cause listed using these abbreviations: (F) factual;
(C) conceptual; (P) procedural; (M) metacognitive
Motivation Assessment
Clark and Estes (2012) describe motivation as the process whereby goal-directed activity
is instigated and maintained, influenced by both internal (cognitive and affective) and external
(social, cultural) factors. Schunk et al. (2009) note that there are three indicators related to
motivation: active choice, persistence, and mental effort. This discussion on assumed motivation
causes is guided by the social constructs underlying motivation.
An assumed motivation issue that IBAS may experience is low self-value, particularly if
they divide their time while in college between working to meet their financial needs and
attending to their academics. As a result, IBAS may feel low self-value because of their inability
to be a part of the larger campus community. While IBAS have been identified as being
overconfident in their belief of high self-efficacy which stems from their cultural upbringing, an
inability to secure social and cultural support services due to limited interaction with the college
community may lead to low self-efficacy. Another potential motivation cause would be low
self-efficacy due to IBAS’ inability to socially and culturally adjust or participate in college.
The literature revealed possible motivations, as displayed in Table 3.3. In order to assess
assumed motivation causes, written survey items, followed by one on one personal interviews
have been conducted. The researcher has visited the OIS office to analyze documents and
artifacts available to support students’ academics on campus. Documents were also collected
from student affairs, colleges academic units, the student’s Admissions Office, the Enrollment
Services Office, the Center for Black Cultural and Student Affairs (CBCSA), and the college's
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Office of Equity and Diversity. The specifics of the data collection plan are described below.
Table 3.3
Summary of Assumed Motivation Causes and Validation
Assumed Motivation Cause How Will It Be Validated?
IBAS are not confident in their ability to
speak and write in English.
IBAS do not value the effort needed to
seek out resources and do well
academically*
IBAS students feel isolated and unvalued
by the community.
IBAS are not confident of their
communication to proactively seek
faculty and staff support for their
acculturation stressors to succeed
academically.
Survey
● I am confident that I will do well in college.
(Likert item)
● Interaction with host students on campus builds
my confidence.
● I enjoy participating in social activities with others
on campus. (Likert item)
● I can find enough activities I enjoy on this
campus. (Likert item)
● I am happy with the number of friends I have at
this campus. (Likert item)
● I feel respected by other students on campus.
(Likert item)
● I think the university community (faculty, staff,
students) treats me with respect.
● I intend to graduate from college on time. (Likert
item)
Interview
● Tell me about your friends on and off campus?
● Tell what activities your occasionally participate
in or attend on campus?
● Tell me more; do you have more international or
American friends?
● How do/did you go about meeting people?
IBAS do not believe that accessing
university resources will help improve
their skills.
Survey
● I believe that working with a tutor can help me
strengthen my skills. (Likert item)
● My preferred source of assistance to help me
academically is…. (multiple choice).
Interview
● Tell me about how you meet your tuition and
living expenses?
● What are your favorite subjects on campus?
● Do you participate if the activities that the OIS
provides?
● If so, tell me more about them.
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Organizational Factor Assessment
The following discussion on assumed causes and solutions is guided by Gallimore and
Goldberg (2001). Gallimore and Goldberg (2001) note that cultural settings and cultural models
can affect an organization's performance. Cultural models are defined as the shared interaction
processes of an organization, whereas the cultural settings are the physical environments in
which the processes occur (Cole, 1996; Gallimore et al., 1993; Weisner, 1984).
The overall focus, in reviewing the cultural models and settings that exist within the
organization was to identify the resources, policies and practices and their impact on the
acculturation of IBAS. In reviewing the cultural models and settings that exist at the university
for IBAS, there seems to be an apparent lack of academic resources to support their academic
success. While the vision, mission and stated values of the university are to ensure that all
students graduate successfully, academic resources offered may not necessarily address the
specific academic needs of IBAS and instead may address the international student needs as a
homogenous group.
The literature revealed assumed organization causes and validation, as displayed in Table
3.4. To validate the assumed cause, IBAS were asked to state what academic, social,
psychological support services they receive at the university to address their acculturation needs.
The assumed causes were assessed using surveys and interviews to probe IBAS about their
understanding of the academic, financial, social, and psychological safety resources available on
campus to address their needs.
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Table 3.4
Summary of Assumed Organization Causes and Validation
Assumed Organization Causes How Will it be Validated?
IBAS students do not have
access to adequate financial
resources to support their
college attendance.
There are inadequate
university resources to support
IBAS students.
IBAS students experience
discrimination on campus and
in the community.
IBAS students believe the
university is unresponsive to
their needs, including needs
for psychological safety.
IBAS students see little
evidence of an understanding
or respect by the university
community of the cultural
diversity the IBAS students
represent.
Survey
● How are you funding your education at
this university?
● Do you work either on or off campus as a
way to help pay for your education? If
yes, how many hours per week.
● This university has sufficient resources to
meet my needs.
● If no, please suggest ….
● While a student on this campus, I have
experienced discrimination on the basis
of the color of my skin, or my country of
origin.
● I have found this university to be
unresponsive to my needs. (Likert)
● I have experienced disrespect from
someone at this university (Likert – never
to daily).
● The university does a good job
addressing incidents of disrespect and
intolerance (Likert item).
Interview
● What resources would help you succeed
academically that you have not seen at
this institution?
● When faced with a problem on campus
what do you do?
● Tell me more; do you have a specific
example?
● The survey results found that X% of
IBAS experienced discrimination on the
basis of skin color.
● Tell me what you think of those findings
– to what extent do they reflect your
experience?
● If you wanted academic assistance with
course work, where would you go?
● How do you decide which college
courses to take every semester?
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● To what extent do you feel safe on
campus?
● If you wanted advising and mentorship
assistance, where would you go?
Participating Stakeholders
In order to evaluate the cross-cultural acculturation influences of IBAS, who originate
from the predominantly black African countries in Africa, the participating stakeholder group for
the study consisted of undergraduate and graduate IBAS. These IBAS have been enrolled full
time at a four-year university and have attended college from their freshmen year on and not
been sophomore transfer students as undergraduates. Graduate students were also non-transfer
students. The students were enrolled and studying at the site institution for this study at the
Private Research University. The criteria for participants were:
● International students who should be natives of predominantly Black African nations
(Kenya, Nigeria, Ghana, Zimbabwe, South Africa, Tanzania, Cameroon and Ethiopia)
pursuing higher education at Private Research University.
● Undergraduate and Graduate International Black African Students ages 18+ years.
● Students should be enrolled fulltime at the site University in United States.
● All international black African students (Male, Female, Transgender or other)
included.
● Students should be holders of F-1(academic visa) and/or J-1(exchange visitors) visas.
Data Collection Procedures
To validate the assumed knowledge, motivation and organizational influences, this study
utilized a mixed methods approach including an online survey (Survey Monkey), interview
(either in-person or via video software), and document analysis of organizational materials
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related to the study. Mixed methods were used to increase knowledge of a topic using a
systematic process (Merriam & Tisdell, 2016). The mixed methods research design used for this
case study examined the acculturation influences experienced by undergraduate graduate IBAS
and the impact of these influences on their academic success at Private Research University.
All surveys, interviews, and document analysis in this study were conducted in the
English language. All surveys, interviews, and document analysis were selected to support of
the use of triangulation. Triangulation ensures validity by using different types of data collection
methods (Maxwell, 1996). An interview protocol of 18 questions was generated to guide the
interviews with undergraduate and graduate IBAS.
Collection Tool 1: Survey
All undergraduate and graduate IBAS, who were enrolled at the university and had been
taking courses fulltime for the last two years, were invited via email to participate in an online
survey. All undergraduate and graduate IBAS also fit the criteria of above stakeholders. The
survey set the foundation for the interview with ten questions leading to an understanding of the
influences that they faced academically. To effectively use surveys in a research study, the
development of the questions must be focused and free of bias (McEwan & McEwan, 2003).
Sampling. The sampling strategy being utilized in this study was purposeful. Purposeful
sampling is used in research designs to identify and gather specific information needed to gain in
depth knowledge about a topic. All IBAS who were enrolled as fulltime students at Private
Research University were invited to participate (See participants' criteria). According to Merriam
and Tisdell (2016), the sample size is determined based on the questions that are being asked and
the data that are being collected.
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Instrumentation. Students have received an email requesting them to complete the
online survey, and a link was provided for them to access the survey. The survey items were
created based on existing research and knowledge about the context of the study. The survey
was available for three weeks, and was distributed with permission from the College's OIS to all
IBAS students willing to participate in this study. The survey included 10 items which were a
mix of Likert scale questions and open-ended questions. The survey instrument can be found in
Appendix A.
Data collection process. The survey was distributed in November of 2016, using survey
monkey, an online survey tool. The survey remained open for IBAS for three weeks. The
survey was then collected anonymously, and the responses were tabulated through survey
software. Results were kept confidential.
Collection Tool 2: Interviews
The interview questions for this study were approved in advance by the Office of
International Students (OIS) in order to comply with full disclosure and avoid any possible
ethical dilemmas. The researcher interviewed IBAS in person. In-person interviews were audio
recorded. The interviews for this study lasted for 20-30 minutes per session. Asking the right
questions during an interview can lead to concrete descriptions with details that can provide the
researcher with in-depth information about the topic (Maxwell, 1996).
Sampling. All IBAS were invited to participate in one-on-one interviews. IBAS received
an email via the OIS requesting them to participate in one-on-one interviews for the study.
Instrumentation. Each interview was conducted in the English language utilizing the
interview protocol. The one-on-one interviews conducted with IBAS were semi-structured 1) to
focus on the assumed knowledge, motivation, and organizational causes, and 2) to further probe
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responses from the selected interviewees. The interview questions used for this study were an
expansion of the survey questions to further explore the KMO factors influencing the academic
success of IBAS. An interview protocol of eighteen questions with buildup questions was
generated to guide the interviews with a purposeful selection of IBAS.
The researcher used the interview protocol to conduct each interview. The interview
started with IBAS’ reason for staying. Questions transitioned to focus on the assumed
knowledge, motivation and organizational influences (Appendix B).
The interviews included open-ended questions that produced opinions from subjects to
enhance the data collection. Interviews were conducted at a location that was convenient for the
participant. With consent from the OIS, the researcher utilized one of the college's meeting
rooms for face to face interview sessions. The interview protocol can be found in Appendix B.
Data collection process. The researcher followed an interview script for 20-30 minutes
that focused on KMO influences experienced by IBAS in college. IBAS interviews were tape
recorded in conjunction with note taking to capture all responses accurately. According to
Patton (1987), recording an interview allows the interviewer to rely less on handwritten notes.
The recorded interview can later be transcribed and coded.
The researcher utilized the respondent validation strategy. The participants responded to
questions, and the researcher summarized or restated the information provided by them to ensure
accuracy. This method helps to affirm accuracy and correctness (Merriam & Tisdell, 2016). The
protocol is necessary in order to ensure the validity and reliability of the interview questions
(Patton, 1987).
Collection Tool 3: Document Analysis
Documents were collected from the Private Research University’s OIS office, Student
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Affairs, college academic units, the Admissions Office, the Enrollment Services Office, the
Center for Black Cultural and Student affairs (CBCSA), and the college's Office of Equity and
Diversity. The documentation was analyzed in order to triangulate results and achieve a more
comprehensive view of assumed KMO gaps. The documents collected helped the researcher to
understand how the participants viewed the academic culture and social setting of the university.
Merriam and Tisdell (2016) note, that researchers must determine whether documents and
artifacts are for primary or secondary purposes.
Sampling. Most of the documents and artifacts were collected from the OIS office and
may include enrollment advisements, college campus activity/events announcements, orientation
notices, and any other documents used to promote, support or inform students of academic
support services, social activities, and instructional services.
Instrumentation. Most of the documents and artifacts were collected from the OIS
office and included enrollment advisements, college campus activity announcements, orientation
notices, and any other documents used to promote, support or inform students of academic
support services, social activities and instructional services.
Data collection process. To understand how the participants view the academic culture
and social setting of the university, documents and artifacts were collected specifically from the
Office of International Students at the university. All of the documents collected from the OIS
and the college campus announcements at large were analyzed to develop an understanding of
why IBAS have knowledge and motivational challenges and what steps the organization is
taking to provide academic, instructional, cultural and psychological safety services to promote
their academic success.
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Recruitment
After meeting the Private Research University’s IRB guidelines, the researcher was
granted permission to proceed with the research to evaluate the cross-cultural acculturation
issues that IBAS experience in their host universities and how these issues influence academic
success. The researcher purposefully selected the study participants (see participant criteria
above) at the site university.
Surveys
In collaboration with the site university OIS office, the researcher obtained consent from
the OIS. Initial email invitations were sent to all IBAS inviting them to participate in the
research study (see recruitment letter Appendix E). Following the email invitation, an online
survey consisting of ten questions was sent to all IBAS via email and remained open for three
consecutive weeks.
Interviews
The researcher has used the survey responses as an expansion for the semi-structured
interview questions used for the study. With consent from the OIS, the researcher used one of
the college's meeting rooms for face to face interview sessions. All interview sessions were set
to last 20-30 minutes. The interviews consisted of 10 questions, including parts a, b, and c. The
interviews were completed within three months.
Document Analysis
The researcher evaluated documents and artifacts such as enrollment advice, college
campus activity announcements, orientation notices, and any other documents used to promote,
support, or inform students of academic support services, social activities, and instructional
services. The researcher has sent all participating IBAS a thank you card. No monetary
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incentive was given to IBAS to minimize the possibility of coercion into participating in the
study.
Data Analysis
The researcher examined survey and interview results by using a qualitative approach.
Once all survey results were submitted, descriptive statistical analysis was conducted.
Frequencies were calculated. For stakeholder groups of fewer than 20, the percentage of
stakeholders who strongly agreed or agreed was presented in relation to those who strongly
disagreed or disagreed.
For the interviews, data analysis began during data collection. The researcher wrote
analytic memos after each interview. The researcher documented thoughts, concerns, and initial
conclusions about the data in relation to the study’s conceptual framework and research
questions. Once the researcher has left the field, the recorded interviews were transcribed and
coded.
In the first phase of analysis, the researcher looked for empirical codes. In addition, the
researcher applied a priori codes from the conceptual framework. A second phase of analysis
was conducted where empirical and prior codes were aggregated into analytic/axial codes. In the
third phase of data analysis, the researcher identified pattern codes and themes that emerged in
relation to the conceptual framework and study questions. The researcher analyzed documents
and artifacts for evidence consistent with the concepts in the conceptual framework.
Credibility and Trustworthiness
To increase the credibility and trustworthiness of the study, the researcher employed
several strategies (i.e., rich data, respondent validation, and triangulation) (Maxwell, 1996). To
create rich data from interviews, the researcher focused on conducting interviews, which
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provided an account of participant experiences. Interviews were transcribed verbatim which
represented details that could produce rich data (Maxwell, 1996).
Another strategy that ensured credibility and trustworthiness was respondent validation or
member check (Merriam & Tisdell, 2016). The respondent validation strategy occurred during
the interview sessions. The participant responded to questions. The researcher summarized or
restated the information provided by the participant to ensure accuracy. This method helps to
affirm accuracy and correctness (Merriam & Tisdell, 2016).
The researcher incorporated member checking and triangulation. Triangulation between
surveys, interviews, and document analysis was used to ensure validity of the study (Maxwell,
1996). Survey items were based on existing valid and reliable instruments.
In addition, the researcher must be reflective. The researcher ensured that all data were
collected using methods that support and accurately measure the problem of practice.
Anonymity (survey) and confidentiality (interviews) were assured.
Role of the Investigator
Creswell (2014) states, that the researcher is involved in a sustained and intensive
experience in his or her research process. My role in this study project was to conduct a
problem-solving investigation in order to improve the organization’s performance. This study
sought to provide organizations with an understanding of the acculturation experiences of IBAS
which might result in the creation of facilitators to support their academic success. I am a
doctoral student at this organization and my potential interest is founded on bridging the
connection of my personal cross-cultural experience as an International Black African student to
evaluate the IBAS acculturation experiences and the influence on their academic success.
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The Researcher’s Personal Account of a Cross Cultural Acculturation Experience as an
International Black African Student in a University in the United States
I had just received my admission letter while in Kenya to a university in the United States
and was to report to my university in August for the fall semester. Being in a foreign country
and university was exciting and overwhelming. Two days later, I was sitting in a classroom in a
foreign university. The students in my class were distinctly different from me in terms of their
physical appearance, hairstyles, and most of all the way they talked and expressed themselves.
In my first college class, the professor began to speak in English, a language I remotely
understood. I did not understand most of what the professor said in that class and fear and
embarrassment deterred me from asking questions or making eye contact with him. Before the
first class was over, the professor gave an assignment to write a short essay about the
experiences of being in a foreign country.
This was the first time I realized that my lack of English language proficiency might
result in my failing out of the university. This was the first time I realized that the effort utilized
by my village in Africa to financially support me, may have been in vain. In addition, this was
also the first time I realized that I did not have anyone to comfortably confide in about my
academic problems; I was horrified!
This scenario is not isolated for many IBAS who experience cross-cultural acculturation
issues that affect their academic pursuits in the United States. My potential interest in this study
was to understand what, if any, academic, financial, social, and psychological safety issues IBAS
experience as an individual as opposed to a homogeneous international student group and what
organizations are doing or can do to create facilitators for supporting their academic success. My
personal experiences as an International Black African student in a university in the United
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States bridges the connection of this dissertation study with IBAS at a private research
university.
Ethics
As a researcher, my focus is on meaning and understanding of IBAS’ acculturative
influences and how they affect their academic progress in American colleges and universities
(Merriam & Tisdell, 2016). To do this, it is important that I made ethical choices when
conducting the study. In particular, informed consent forms were given to all participants at the
commencement of the study. According to Glesne (1999), participation is voluntary and
informed consent is necessary. Participants were also made aware that all discussions and
surveys collected would be kept confidential, and that participants could withdraw from the
study at any time without penalty.
Data collected were stored in a secure location and destroyed once they were transcribed.
To ensure the safety of the participants, I submitted my study to the University of Southern
California Institutional Review Board (IRB) and followed their rules and guidelines regarding
the protection of the rights and welfare of the participants in the study. In compliance with IRB
guidelines, all the participants signed consent forms, and I reminded them that this study was
voluntary, and their identity would be kept confidential. Confidentiality was extremely vital for
this particular study. Therefore, I respected the participants’ wishes if at any time, they decided
to withdraw or terminate their participation in the study.
Prior to the interviews, I sought permission to audio record the interviews. I provided the
participants with transcripts of the interviews to allow them the opportunity to ensure I have not
changed their words. I refrained from providing any incentives so as not to pressure participants.
At the conclusion of the study, I sent participants a thank you card as a token of my appreciation
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for participating in the study. The lack of monetary incentive was a way to minimize the
possibility that participants would feel coerced to participate, while a thank you card served as a
way to express my utmost appreciation for their time and the sharing of their experiences.
Limitations and Delimitations
The study focused on undergraduate and graduate IBAS’ cross-cultural
acculturation experiences influencing their academic experience in a large southwest private
Research University. The sample subjects were students from African countries who at the
time of college attendance did not possess permanent residency status in the United States.
The limitations to this study were:
1. The study sample comprised students from different African countries who
presented cultural, ethnic, and tribal differences. Therefore, the findings cannot
be generalized.
2. The IBAS for this study were limited to those who had been enrolled for two
years at the US University at the time of the sample selection. The two-year
window allows IBAS to acclimate to the US culture, academic life and
university environment. However, it could be a limitation, because IBAS may
need to retrospectively recall their experiences at the American university.
3. This study comprised IBAS in higher education and therefore excluded IBAS
attending high school in the US. The study did not, therefore, represent the
experiences of the entire international African student population.
4. This study excluded international nonblack African students, resulting in a
partial representation and of the international African student population.
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The assumptions of this study were as follows:
1. IBAS can describe their experiences in US higher education institutions in English.
2. IBAS have acculturation concerns and needs when they interact with domestic
students in a large research university environment.
3. There are specific acculturation influences that affect IBAS academic
success such as lack of English language proficiency, financial problems, racial
discrimination and cultural differences. Relative to these factors, some students
adjust more easily than others.
4. given that acculturation into a new culture is a transitional process that occurs
over time. It is assumed that IBAS may undergo substantial personal change
during their transition into the United States.
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CHAPTER FOUR
RESULTS AND FINDINGS
Introduction
The purpose of the project was (1) to evaluate the degree to which the organization is
meeting its goal of equivalent graduation rates between IBAS and domestic students, and (2) to
examine the knowledge, motivational, and organizational elements related to achieving the
organizational goals. Assumed knowledge, motivation, and organizational causes were
generated from a review of literature. The possible causes were validated by conducting a gap
analysis. Multiple sources of quantitative and qualitative data (i.e., survey, interview,
observation, and document analysis) were collected to validate the assumed causes.
Ten participants who were randomly selected participated in both the survey and
interviews for this study. The participants were undergraduate and graduate IBAS from
different African countries, from different tribes, spoke different native languages and had
different regional cultural practices of Africa. Participants 1, 2,3, 7, and 9 were graduate
students. Participants 4, 5, 6, 8, and 10 were undergraduate students. Most of the undergraduate
students who participated in this study came from affluent families in Africa.
A survey was conducted first in order to gain participants for the study. Document
analysis was conducted by using documents from the campus department websites, namely:
Office of Student Affairs, Admissions Office, Office of Orientation Programs, Office of
International Services, Office of Financial Aid, OIS social programs, and Social Organizations
for African and African American Students. In this chapter, the results are presented in the
categories of knowledge, motivation, and organization influences. In addition, the findings will
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be summarized (See Appendix H for summary of the survey’s mean, mode and standard
deviation results).
Validating the Data
The purpose of the study was to validate the assumed causes of academic distress, as
measured by graduation rates, among Black African students. If a cause was determined to have
been validated, that meant that the assumed cause, or barrier, was present, and therefore will
require some type of intervention, as discussed in Chapter 5. If the cause was not validated, that
meant that the barrier was either not observable, or was minimally present. No interventions are
recommended in Chapter 5 for those causes which were not validated.
The researcher collected data from three sources: survey, interviews and document
analysis. If the findings were consistent across all three data sources, the assumed cause was
validated (or not validated) conclusively. If there were conflicting data between data sources,
then a finding of “not validated” was given and recommendations for further study are provided
in Chapter 5 that could help clarify the status of that cause. If participants’ data were
inconclusive within a single data source and could not be confirmed either way through the
remaining data sources, then a finding of “unable to validate” was given and recommendations
for further study are provided in Chapter 5 that could help clarify the status of that cause.
Results and Findings for Knowledge Causes
Validation of knowledge causes refers to “proof of their accuracy” (Anderson et al.,
2001, p.31). Knowledge results and findings are categorized and presented according to factual
knowledge, conceptual knowledge, and procedural knowledge that the researcher included in her
survey and interview/document analysis protocols.
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Factual Knowledge - Assumed Influence 1: IBAS do Not Have the English Language
Proficiency to Succeed in College.
Conclusion: Not Validated as IBAS Have the English Language Proficiency to Succeed in
College.
Factual knowledge is the basic knowledge that an individual must know about a subject
area to perform well (Anderson & Krathwohl, 2001). The assumed factual knowledge gap in
this study was that IBAS do not have the English language proficiency to succeed in college.
The results did not validate the assumed cause IBAS have the English language proficiency skills
to succeed in college.
Results from interviews. The researcher spent time talking with IBAS and confirmed
their facility with English. The 10 participants interviewed considered themselves proficient in
English language skills. Participant #3 described her English skills this way,
“There is no need for additional assistance.”
Participant #1 agreed with participant #3. He did not need those services. He described
himself as proficient in reading, writing and communicating in English. Participants # 8, 9, and
10 agreed with the others. Participant # 9 added, “English language is my first language.”
Results from the document analysis. Document analysis was conducted by using
documents from Admissions Office and Office of International Services. All international
applicants whose native language is not English are required to prove English proficiency. First-
year international applicants should earn minimum score of 600 on the SAT Critical Reading
exam, or 650 on the SAT Evidence-Based Reading and Writing exam (redesigned SAT), or 27
on the ACT English exam, or a minimum score of 100 on the TOEFL iBT, or a minimum IELTS
score of 7, or a minimum PTE score of 68. The researcher is assuming that IBAS’ English is
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sufficient because they were admitted under these standards that their English must be sufficient.
Conceptual Knowledge - Assumed Knowledge Influence 2: IBAS Do Not Know What
Resources Are Provided by the OIS and University.
Conclusion: Not Validated as IBAS Know What Resources Are Provided by the OIS and
University.
Conceptual knowledge refers to the dimension of knowledge that bridges isolated terms
and facts. The assumed conceptual knowledge gap in this study was that IBAS do not know what
resources are provided by the OIS and university. The results from the survey and interviews did
not validate the assumed cause.
Survey Results. Question 1, which asked IBAS where to seek college support resources,
had a mean of 2.18, mode of 2, and standard deviation of 0.57. 72.73% of respondents knew
where to seek college support services. A high positive score and small standard deviation
shows that the group was uniformly positive/agreed with that item.
Figure 4.1. Question 1
one through five (one: strong agreement, five: strong disagreement)
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Results from interviews. Most IBAS knew where to seek academic assistance with
course work. When asked where a student could get assistance, Participant #1 referred to course
conveners. Students from the graduate CSA program said there were program advisors who
guided them. Every semester, they talked the student through exactly what he needed to do and
what courses to take. He said, “I try to make sure I seek any and all support academically from
them.”
Participants #2, #3, and #9 agreed with the others. Participant # 2 added, “faculty
advisors and mentors on campus. My professors are my primary resources for all things that
pertain to academics.”
One student, Participant # 7, disagreed with the others. He did not know where to seek
academic assistance with course work. He said,
Nobody has bothered to tell me where these services are located. This college does a poor
job of informing incoming graduate students of what services - academic, social or other
that they offer. I suspect they do a better job informing undergraduates. I go to the college
aimlessly and by chance I may get the right office after a while. What is wrong with this
picture? Why do we not get an initial orientation, ongoing emails or phone calls, flyers or
letter?
While this student’s experiences might be outliers, it is important to note that the student
who did not know where to find resources knew primarily because of the relationship with his
faculty. In other words, he did not mention having received this information from the traditional
sources, like an orientation program.
The survey results align with the findings from interviews. All but one, including
undergraduate and graduate students, knew where to find assistance. The results from the survey
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and interviews did not validate the assumed cause. It means that IBAS do know what resources
are provided by the OIS and University.
Procedural Knowledge - Assumed knowledge influence 3: IBAS Do Not Know How to
Network within the University Community to Meet Their Needs.
Conclusion: Validated as IBAS Do Not Know How to Network within the University
Community to Meet Their Needs.
Procedural knowledge is the application of knowledge in various contexts (Anderson &
Krathwohl, 2001). The assumed procedural knowledge gap was that IBAS do not know how to
network within the university community to meet their needs. The results validated the assumed
cause.
Results from interviews. Most undergraduate students knew how to network within the
university community to meet their academic needs. Participant #1 knew that the health center
offered counseling and mentoring services because she has visited them during the semester. He
found out this information because prior to joining the college, the information was provided in
their preregistration packet. Participants #4, #5, and #8 agreed with the others because they also
took this information provided to them about who and how to network within the college
community to meet their needs.
Five graduate participants (#1, #3, and #9) disagreed with the others because they did not
know how to network within the college community to seek counseling and mentorship services
on campus because they stated that they had not received that information prior to arriving on
campus or during their first year at the institution. Participant #1 did not know how to network
to seek counseling, mentoring, academic, or other services because they have not received the
information prior to joining the campus during the first year at the institution. Participant #7 and
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#2 agreed with Participant #1. Participant # 7 added,
If I need these services, I will be looking for the services. Nobody informs you about
basic things like health and counselling services. In addition, nobody informed that the
gym services were free to students therefore for one year I did not visit because I thought
I had to pay for the services. This seems to be a common thing and I do not know if the
just happens to just international African students. They do not know who to network
within the university community because they have not received the information. The
institution needs to do a better job with providing information, informing students about
services and not to assume that these students know.
Participant #2 did not know how to network within the college community.
Another student, #1, recalled that when he first arrived, he had no idea where to sleep, so
he slept on the floor of a friend’s room. He felt pressured to find a place and ended up renting in
a place he later realized was unsafe. He felt trapped by the lease and struggled to live in this
location for a year until his lease was up. He stated that the university should have done a better
job preparing him to find a decent place to live.
Metacognitive Knowledge - Assumed Knowledge Influence 4: IBAS Do Not Understand
that Their Behavior Contributes to Their Acculturation Stressors Affecting Academic
Performance.
Conclusion: Not Validated as IBAS Understand that Their Behavior Contributes to Their
Acculturation Stressors Affecting Academic Performance.
Metacognitive knowledge is the comprehension of one’s cognitive process and the
capability to self-regulate (Anderson & Krathwohl, 2001). The assumed metacognitive
conceptual knowledge gap was that IBAS do not understand their behavior contributes to their
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acculturation stressors affecting academic performance. The results from interviews did not
validate the assumed knowledge cause.
Results from interviews. Eight participants understood that their behavior contributed
to their acculturation stressors affecting academic performance. Participant #9, for example,
stated, “If I do not study hard because of work and stress, then it will affect my grades. I came
here to succeed and graduate.” Participants #1, #3, #5, #6, and #7 agreed with Participant #9.
Participant #6 added, “If I do not have the balance between work and study, my stress level will
increase and it will affect my grade and performance.” Participant # 2 added, “Joining the
American school system is hard itself. However, I have to manage my time and stress to be able
to take part in my classes. Both undergraduate and graduate students understood their behavior
toward academics can contribute to more or less stress resulting in failure or success on the
college courses.
Synthesis of Results and Findings for Knowledge Causes
IBAS possess factual, conceptual and metacognitive knowledge, but lack some
procedural knowledge. IBAS know what resources are provided by the OIS and university. The
results suggest that IBAS understand the interrelationship between acculturation stressors and
academic performance. IBAS do not know how to network within the university community to
meet their needs. IBAS understand their behavior toward academics can result in stress leading
to failure or success on the college courses. Recommendations for the assumed cause related to
networking will be presented in Chapter 5.
Table 4.1
Summary of Results and Findings for Assumed Knowledge Causes
Assumed Knowledge Cause* Result Explanation
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IBAS do not have the English
language proficiency to
succeed in college.
Not validated
Interview: 10 of 10
interviewees had the English
language proficiency to
succeed in college.
IBAS do not know what
resources are provided by the
OIS and university.
Not validated Survey: 72.73% of
respondents knew where to
seek college support services.
Interview: Nine of 10
interviewees knew what
resources were provided by
the OIS and university
IBAS do not know how to
network within the university
community to meet their
needs.
Validated Interview: Six of 10
interviewees did not know
how to network within the
university community to meet
their needs.
IBAS do not understand that
their behavior contributes to
their acculturation stressors
affecting academic
performance.
Not validated Interview: Eight of 10
interviewees understood that
their behavior contributes to
their acculturation stressors
affecting academic
performance
Results and Findings for Motivation Causes
According to Clark and Estes (2012), motivation is the process whereby goal-directed
activity is instigated and maintained, influenced by internal (i.e., cognitive and affective) and
external (i.e., social, cultural) factors. According to Schunk et al. (2009), there are three
indicators related to motivation: active choice, persistence, and mental effort. The researcher
validated the assumed motivation causes by using a survey, interviews, and document analysis.
Motivation results and findings are categorized and presented according to the psychological and
environmental factors that the researcher included in her survey and interview/document analysis
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protocols.
Assumed Motivation Influence 1: IBAS Are Not Confident in Their Ability to Speak and
Write in English.
Conclusion: Not Validated as IBAS Are Confident in Their Ability to Speak and Write in
English.
The assumed motivation gap was that IBAS are not confident in their ability to speak and
write in English IBAS. The results did not validate the assumed cause suggesting that IBAS are
confident in their ability to speak and write in English.
Survey Results. In order to assess IBAS’ psychological factors, they were asked to rate
if they agree that English language proficiency was important for college academic success on a
Likert scale of one through five (one: strong agreement, five: strong disagreement). Question 2
had a mean of 1.45, mode of 1, and standard deviation of 0.50. 100% of respondents thought
that English language proficiency was important for college academic success. A high positive
score and small standard deviation shows that the group was uniformly positive about/agreed
with that item. Thus, it was not validated from the survey.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Figure 4.2 Question 2
One through five (one: strong agreement, five: strong disagreement)
Assumed Motivation Influence 2: IBAS Do Not Value the Effort Needed to Seek Out
Resources to Do Well Academically.
Conclusion: Not Validated as IBAS Value the Effort Needed to Seek Out Resources to Do Well
Academically.
This finding was a little complicated to tease out. The IBAS do not generally use these
kinds of university resources, but the reason is not that they do not value the effort. The reason
for the lack of use is that the students are quite confident in their abilities. When they need help,
they seek it out.
Results from interviews. Seven participants did not seek out resources to do well
academically even though they valued the effort needed to seek out them. They would use the
resources if they felt that the resources were easy to find. Participant #1 did not seek out
resources because he did not have time. Participants, #4, #5, #6, #7, #8, and #10 agreed with
Participant #1. Participant #10 added, “I do not have time to seek out resources.”
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Assumed Motivation Influence 3: IBAS are Not Confident in their Communication to
Proactively Seek Faculty and Staff Support for Their Acculturation Stressors to Succeed
Academically.
Conclusion: Not Validated as IBAS are Confident in Their Communication to Proactively Seek
Faculty and Staff Support for Their Acculturation Stressors to Succeed Academically.
The assumed motivation gap was that IBAS are not confident in their communication to
proactively seek faculty and staff support for their acculturation stressors to succeed
academically. The results suggest that IBAS are confident of their communication to proactively
seek faculty and staff support for their acculturation stressors to succeed academically, so the
assumed cause was not validated.
Results from interviews. Seven participants reached out to academic mentors, faculty
members, and staff within their departments. When participant #3 was faced with a problem on
campus, she sought specific departments for help. When she first joined the program, there was
information provided to her concerning where to seek help. However, she tended to seek help
only from those advisors, mentors and especially faculty members with whom she was
comfortable and who seemed to understand her accent or who she was as an African
international student.
Participants #4, #6, #7, #9, and #10 agreed with Participant #3. When Participant #10
was faced with a problem on campus, her first reference place to seek assistance was her
professors and next her department staff. She added,
For my academics, the first person I see is my professor, assuming it has to do with
coursework or grades or support services then will go to the department where I need to
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go thereafter I have at least one professor who understands my situations and I am
comfortable talking to them and the staff at the department are always friendly and will
always guide me to the specific office that provides that support.
None of these students said that communication was a barrier for their being able to seek
assistance from faculty. All of the graduate students stated that they had forged at least one
significant relationship with a faculty member.
Three participants did prefer to seek help from their friends. Participant #2 said, “There
are some courses which will give a lot of challenges. For example, there was a course that was
very difficult last semester, what I did was meet with my friends from my department, I mean
fellow classmates.” Holding discussions with his friends from his class made it easier to
understand the concepts and do well.
Participant #1 and #8 agreed with participant #2. If #Participant 8 had a problem on
campus, his immediate safety net was not necessarily school. He added, “I trust my family and
my friends to help me.”
Personal Factors: Assumed Motivation Influence 4: IBAS Feel Isolated and Unvalued by
the Community.
Conclusion: Not Validated as IBAS Do Not Feel Isolated and Unvalued by the Community.
The assumed motivation gap was that IBAS students feel isolated and unvalued by the
community. The results did not validate the assumed motivation cause.
Survey Results. In order to assess IBAS’ personal factors, they were asked to rate if
they agree that they found interacting with host students on campus built their confidence in their
ability to succeed academically on a Likert scale of one through five (one: strong agreement,
five: strong disagreement). Question 5 had a mean of 2.18, mode of 3, and standard deviation of
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
0.83. 54.54% of respondents found interacting with host students on campus built their
confidence in their ability to succeed academically. A high positive score and small standard
deviation shows that the group was uniformly positive/agreed with that item. Thus, it was not
validated from the survey.
Figure 4.3. Question 5
One through five (one: strong agreement, five: strong disagreement)
In order to assess IBAS’ personal factors, they were asked to rate if they agree that
participation in social activities at the university built confidence in their ability to succeed
academically on a Likert scale of one through five (one: strong agreement, five: strong
disagreement). Question 6 had a mean of 2.00, mode of 2, and standard deviation of 0.60.
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81.82% of respondents believed that participation in social activities at the university built
confidence in their ability to succeed academically.
Figure 4.4. Question 6
One through five (one: strong agreement, five: strong disagreement).
Results from interviews. None of the participants felt isolated in that each had a
community to which they felt connected. These small communities were external to the larger,
traditional campus organizations. 10 participants had more international friends than American
friends. Participant #1, for example, identified friends who were both Chinese. He also hung out
with their friends who were mostly international students. At the Catholic Center, he had many
friends who were from various nationalities and some were from his nationality.
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Participants #2, #3, #4, #6, #7, #9, and #10 agreed with the others. They also had more
international friends. Participant #9 added,
There is a little Ghana community out here where I go to church. The church community
is like a family. We engage in activities from my country and I feel at home off campus
with this group.
With respect to feeling valued, some of the students identified activities sponsored by
OIS that helped them feel that they were part of the larger university community. They,
especially the undergraduate students, talked about the college-- their academic departments in
particular -- making an effort to include them. Student # 2 said, “My department makes a point
to organize mixers where we socialize and get to know our faculty and staff in an informal way.”
In summary, the survey results align with the findings from interviews. The results did not
validate the assumed motivation cause. Thus, IBAS students do not feel isolated and unvalued
by the community.
Personal Factors: Assumed Motivation Influence 4: IBAS Do Not Believe that Accessing
University Resources Will Help Improve Their Skills.
Conclusion: Not Validated as IBAS Believe that Accessing University Resources Will Help
Improve Their Skills.
The assumed motivation gap was that IBAS do not believe that accessing university
resources will help improve their skills. The results did not validate the assumed motivation
cause.
Results from interviews. Nine Participants enjoyed all the programs the college offered.
Participant #10 enjoyed the actives that the School of Engineering department offered. These
were called mixers. They were social events that brought graduate students together. They went
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to the beach, movies, picnics, bonfires, hiking and even Big Bear for social events which allowed
students to get to know each other in a non-academic setting.
They attended classes together. He personally did not attend the OIS activities. He said,
“My assumption is they are more for the undergraduate students and to be very juvenile.”
Participants #2, #4, and #8 agreed with Participant #10. Participant #2 added, “I think
my relationship with my professors, you know, is wonderful.” He had a good cordial
relationship with them. He worked well with the professors and advisers. He said that his
professors motivated him to work harder and excel.
It should be noted that Participant #7 disagreed with the others. He disagreed because he
was not very interested in participating in extracurricular activities. He felt like the college was
unfriendly to graduate students in terms of extracurricular activities so that it just made him stay
away from a lot of things.
Results from the document analysis. Document analysis was conducted by using
documents from Office of Student Affairs, and Office of International Services, OIS social
programs, and Social Organizations for African and African American Students. OIS offered
diverse activities for international students. The diverse activities include excursions to parks,
beaches, and museums and International Coffee Hours. Graduate departments organized events.
Graduate students mingled with their fellow classmates and faculty.
The survey results align with the findings from the document analysis. The results did
not validate the assumed motivation cause. It means that IBAS believe that accessing university
resources will help improve their skills.
Synthesis of Results and Findings for Motivation Causes
IBAS possess personal and psychological motivation. IBAS are confident in their ability
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to speak and write in English. IBAS value the effort needed to seek out resources, but the reason
is that these students are quite confident in their abilities and when they need help, they seek it
out. In addition, IBAS are confident of their communication to proactively seek faculty and
staff support for their acculturation stressors to succeed academically.
IBAS believe that accessing university resources will help improve their skills. Finally,
IBAS students do not feel isolated and unvalued by the community. Environmental, personal
and psychological motivation will be the focus of recommending solutions in Chapter 5.
Table 4.2
Summary of Assumed Motivation Causes and Validation
Assumed Motivation
Cause
Result
Explanation
IBAS do not value the
effort needed to seek out
resources to do well
academically.
Not
Validated
Interview: Seven of 10 interviews did not value
the effort needed to seek out resources and do well
academically.
IBAS are not confident in
their ability to speak and
write in English IBAS
Not
validated
Survey: 100% of respondents thought that English
language proficiency was important for college
academic success. Survey: mean score = 1.36
90.91% of respondents thought that they
considered themselves highly motivated to
perform well in college.
Interview: 10 of 10 interviewees were confident in
their ability to speak and write in English IBAS.
IBAS feel isolated and
unvalued by the
community.
Not
validated
Survey: 54.54% of respondents found interacting
with host students on campus built their
confidence in their ability to succeed
academically. 81.82% of respondents believed
that participation in social activities at the
university built confidence in their ability to
succeed academically.
Interview: 10 of 10 interviewees did not feel
isolated by the community.
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IBAS are not confident
of their communication
to proactively seek
faculty and staff support
for their acculturation
stressors to succeed
academically.
Not
validated
Interview: 7 of 10 interviewees were confident of
their communication to proactively seek faculty
and staff support for their acculturation stressors to
succeed academically.
IBAS do not believe that
accessing university
resources will help
improve their skills.
Not
validated
Interview: Nine of 10 interviewees believed that
accessing university resources would help improve
their skills.
Document Analysis: OIS offered diverse activities
to international students.
Results and Findings for Organization Causes
Organization Factors: Assumed Organization Influence 1: IBAS Students Do Not Have
Access to Adequate Financial Resources to Support Their College Attendance.
Conclusion: Not Validated as IBAS Have Access to Adequate Financial Resources to Support
Their College Attendance.
The assumed organization gap was that IBAS do not have access to adequate financial
resources to support their college attendance. The results suggest that IBAS have access to
adequate financial resources from family, academic grants and work study scholarships to
support their college attendance. The results did not validate the assumed cause.
Survey Results. In order to assess IBAS’ organization factors, they were asked to rate if
they agree that they had to work on a Likert scale of one through five (one: strong agreement,
five: strong disagreement). Question 7 had a mean of 2.73, mode of 3, and standard deviation of
1.42. 45.45% had to work either on or off campus as a way to pay for their education. It is not
validated from the survey.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Figure 4.5 Question 7
One through five (one: strong agreement, five: strong disagreement).
Results from interviews. Five participants did not work. Participant #1 did not work.
His expenses were all funded via scholarships. Participants #3, #5 agreed with participant #1
because their expenses for college were funded by their parents and #7 agreed with participant
#5. Participant # 3 added, “I do not work because I have a grant.”
Three participants worked on campus. Participant #6 worked on campus in the School of
Business. She did not work off campus because of the commute, familiarity and comfort of
being on campus. She said,
I would rather work in the department of my major, where I can see and interact with
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faculty from my major. It is easy to get jobs on campus. I also have work-study.
Therefore, it was easier for me to find work. In general, it is hard to find a job on campus
because the college prefers hiring permanent hire. My friends who are international
students have a hard time finding work because of visa restrictions and also because jobs
are scarce on campus as well as off campus. Commuting and limited work hours are the
primary reasons for the difficulties of finding off campus employment.
Participant #9 also worked on campus. He could only work for twenty hours in a week.
He added,
I feel like that is not fair on our part because we are paying good money to this economy.
International students bring in billions to the economy therefore we ought to be allowed
to work and we are paying taxes into the economy and boosting the economy.
Results from the document analysis. Document analysis was conducted by using
documents from Admissions Office, Office of Financial Aid, and Office of Orientation
Programs. All international students are required to submit the Financial Statement of Personal
or Family Support. Documentation may include proof of any scholarships. International
students can work on campus for 20 hours a week during semesters and 40 hours a week during
vacations. International students can work off campus after they obtain the proper work
authorization. The survey results align with the findings from the document analysis and they did
not validate the assumed organization cause.
Resource Factors: Assumed Organization Influence 2: There Are Inadequate University
Resources to Support IBAS.
Conclusion: Validated as There Are Inadequate University Resources to Support IBAS.
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The assumed organization gap was that there are inadequate university resources to
support IBAS. To measure IBAS’ resource factors, the researcher surveyed and interviewed
them. The results validated the assumed organization cause.
Survey Results. In order to assess IBAS’ resource factors, they were asked to rate if
they agree that the university supported them to be successful on a Likert scale of one through
five (one: strong agreement, five: strong disagreement). Question 3 had a mean of 2.73, mode of
3, and standard deviation of 1.05. 45.45% of respondents thought that the University supported
international Black African students to be successful. Therefore, this assumed cause was not
validated from the survey.
Figure 4.6 Question 3
One through five (one: strong agreement, five: strong disagreement).
Results from interviews. Five IBAS knew what college courses to take every semester.
Participant #10 knew what college courses to take every semester because he had to see the
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
program adviser for guidance on courses to take in his program. Participants #4, #5, #6, and #8
agreed with participant #10. However, Participant #9 said, “My professors were my primary
resource for support with my academics. I do not know who else would support me if they were
not that helpful”. Participant #2 added, “Honestly the college resources are not readily available
to graduate students, personally I have felt that the college does not have resources to specifically
support graduate African students”. Participant #3 added, “The University seems to cater to
undergraduates and anytime I have sought help academically as a graduate student, I seem to be
directed to the undergraduate programs”. Participant #7 added “When I was failing in one of my
engineering classes last semester, I did not know who would help me. There is an assumption
that we can handle academic issues, we need resources to help us to succeed like they have done
for undergraduate students”. Participant #9, agreed with Participant #7, by adding “who else
other than my department can I seek help, if there are other resources then they need to let me
know, otherwise I am on my own”.
The survey results align with the findings from interviews. The results validated the assumed
organization cause that there are inadequate university resources to support IBAS students
specifically the graduate students.
Cultural Factors: IBAS Experience Discrimination on Campus and in the Community.
Conclusion: Validated as IBAS Experience Discrimination on Campus and in The Community.
The assumed organization gap was that IBAS experience discrimination on campus and
in the community. - The results suggest that IBAS experience discrimination on campus and in
the community. The results validated the assumed organization cause.
Survey Results. In order to assess IBAS’ resource factors, they were asked to rate if
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they agree that they had experienced discrimination on the basis of my skin color and/or country
of origin on a Likert scale of one through five (one: strong agreement, five: strong
disagreement). Question 8 had a mean of 3.00, mode of 4, and standard deviation of 1.00. 50%
of respondents had experienced discrimination on the basis of skin color and/or country of
origin. Therefore, the assumed cause was validated from the survey.
Figure 4.7. Question 8
One through five (one: strong agreement, five: strong disagreement).
Results from interviews. Most IBAS experienced discrimination on the basis of skin
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color. Participant #1 had had two negative racial interactions on campus in America. He had
police officers stop him and asked him what he was doing in the CSA building. He said,
You know that it was obvious it was racially motivated. I'm a student here right. Police
asked me questions you know and that was a horrible experience. Another experience
was one was when I drove onto campus and one of the campus security people asked to
see my student ID. But they did not ask to see my two white friends who were riding
with me.
Participants #5, #6, and #10 agreed with Participant #1. Participant #10 added,
As an African student, one experiences double discrimination-racial discrimination
because one is black but also because we are from Africa and have accents. The
interesting thing is that I have experienced discrimination from African American
students more so than domestic white students. That was rather shocking but I
understand that other than the skin color we may not have much in common
Two participants disagreed with the others. They did not experience discrimination.
Participant # 2 had not experienced any discrimination based on his skin color. Participant # 4
agreed with Participant #2. Participant #4 had never experienced discrimination on campus or in
America. She said she had never experienced discrimination or at least not as much as she
would have expected when she first came.
The survey results align with the findings from interviews. The results validated the
assumed organization cause. It means that IBAS experience discrimination on campus and in the
community.
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Cultural Factors: IBAS See Little Evidence of an Understanding or Respect by the
University Community of the Cultural Diversity the IBAS Students Represent.
Conclusion: Validated as IBAS See Little Evidence of an Understanding or Respect by the
University Community of the Cultural Diversity the IBAS Students Represent.
The assumed organization gap was that IBAS see little evidence of an understanding or
respect by the university community of the cultural diversity the IBAS students represent. To
measure IBAS’ cultural factors, the researcher interviewed them. The results suggest that IBAS
see little evidence of an understanding or respect by the university community of the cultural
diversity the IBAS students represent. The results validated the assumed organization cause that
IBAS see little evidence of an understanding or respect by the university community of the
cultural diversity the IBAS students represent.
Results from interviews. 10 IBAS said that people knew they were international
African students. Participant # 1 said, “My accent always sells me out.” People knew he was an
international African student because of his accent. Participants #2, #5, #8, and #10 agreed with
Participant #1. Participant # 10 added,
Before I speak, people assume that I am African American because I am Black. After I
speak, they assume that I am Nigerian because of my accent. I feel that students and
some faculty students look down on me because I have an accent, which evident from
their facial reactions. The reaction is negative because I think that they think that I am not
as good as the American students.
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Context Factors: IBAS Believe the University is Unresponsive to Their Needs, Including
Needs for Psychological Safety.
Conclusion: Unable to Validate.
The assumed organization gap was that IBAS believe the university is unresponsive to
their needs, including needs for psychological safety. To measure IBAS’ cultural factors, the
researcher surveyed and interviewed them. The results were conflicting as described below.
Survey Results. In order to assess IBAS’ context factors, they were asked to rate if they
agree that this university had sufficient resources to meet their needs on a Likert scale of one
through five (one: strong agreement, five: strong disagreement). Question 9 had a mean of 2.18,
mode of 2, and standard deviation of 1.03. 81.82% thought that this university had sufficient
resources to meet their needs. A high positive score and small standard deviation shows that the
group was uniformly positive or agreed with that item. Thus, it was validated from the survey.
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Figure 4.8. Question 9
One through five (one: strong agreement, five: strong disagreement)
In order to assess IBAS’ context factors, they were asked to rate if they agree that they
found the university responsive to their needs on a Likert scale of one through five (one: strong
agreement, five: strong disagreement). Question 10 had a mean of 2.36, mode of 2, and standard
deviation of 0.77. 63.64% found the university responsive to their needs. A high positive score
and small standard deviation shows that the group was uniformly positive or agreed with that
item. Thus, it was validated from the survey.
Figure 4.9. Question 10
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
One through five (one: strong agreement, five: strong disagreement)
Results from interviews. 10 participants felt safe on campus. Participant # 2 felt safer
on campus because there was a security guard on every corner of campus. He said, “I am like a
six-foot man. Generally, I am safer than outside campus. People are afraid of Black people,
especially tall black men from Africa. Participants #3, #7, and # 10 agreed with Participant #2.
Participant #10 added,
I feel as safe as black man can in an environment where people are suspicious of you
because of how you look. The campus police have stopped me on several occasions. I
understand they are doing their job. But I often wonder how many white or Asian males
are stopped to check their badges even as much as three times a day. Are they even
stopped? The answer is no.
Results from the document analysis. Document analysis was conducted by using documents
from Student Affairs and Ethics departments. The University announced a number of new
measures to make students feel safe. The University deployed neighborhood security
ambassadors. The university added security personnel and improved mandatory safety education
and more.
The results were conflicting. Thus, the researcher was unable to validate the assumed
organization cause.
Synthesis of Results and Findings for Organization Causes
The results confirm that there are organizational gaps. IBAS have access to adequate
financial resources to support their college attendance. In addition, there are adequate university
resources to support IBAS. IBAS experience discrimination on campus and in the community.
Additionally, IBAS believe the university is responsive to their needs, including needs for
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psychological safety.
Table 4.3
Summary of Assumed Organization Causes and Validation
Assumed Organization
Causes Results
Explanation
IBAS students do not have
access to adequate
financial resources to
support their college
attendance.
Not validated Survey: 45.45% had to
work either on or off
campus as a way to pay
for their education.
Interview: five of 10
interviewees had access to
adequate financial
resources to support their
college attendance.
Document analysis:
According to the
Undergraduate
Admissions Office, all
international students are
required to submit the
Financial Statement of
Personal or Family
Support.
There are inadequate
university resources to
support IBAS.
Validated Survey (Q3): 45.45%
thought that the University
Supported International
Black African students to
be successful.
Interview: 10 of 10
thought there were
adequate university
resources to support IBAS
students.
IBAS experience
discrimination on campus
and in the community.
Validated Survey (Q8): 50% of
respondents have
experienced
discrimination on the basis
of my skin color and/or
country of origin
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Interview: Eight of 10
interviewees experienced
discrimination on campus
and in the community.
IBAS see little evidence of
an understanding or respect
by the university
community of the cultural
diversity the IBAS students
represent.
Validated
Interview: 10 of 10 IBAS
saw little evidence of an
understanding or respect
by the university
community of the cultural
diversity they represent.
IBAS believe the
university is unresponsive
to their needs, including
needs for psychological
safety.
Unable to validate Survey (Q9): 81.82%
thought that this university
had sufficient resources to
meet their needs.
Survey (Q10): 63.64%
found the university
responsive to their needs.
Interview: 10 of 10 IBAS
believed the university
was responsive to their
needs, including needs for
psychological safety.
Document analysis: The
University announced a
number of new measures
to make students feel safe.
Summary
The data did not validate these assumed knowledge causes 1) that IBAS do not have the
English language proficiency to succeed in college, 2) that IBAS do not know what resources are
provided by the OIS and university, and 3) that IBAS do not understand that their behaviors
toward academics results in their acculturation stressors affecting academic performance. The
data validated the assumed cause that IBAS do not know how to network within the university
community to meet their needs. The data did not validate the assumed motivation causes. The
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data did not validate these assumed causes 1) that IBAS are not confident in their ability to speak
and write in English IBAS, 2) that IBAS students feel isolated and unvalued by the community,
3) that IBAS are not confident of their communication to proactively seek faculty and staff
support for their acculturation stressors to succeed academically, and 4) that IBAS do not believe
that accessing university resources will help improve their skills, and 5) that IBAS do not value
the effort needed to seek out resources to do well academically.
The data did not validate the assumed organization cause that IBAS do not have access to
adequate financial resources to support their college attendance. The data validated the assumed
causes 1) that there are inadequate university resources to support IBAS students, 2) that IBAS
experience discrimination on campus and in the community, and 3) that IBAS see little evidence
of an understanding or respect by the university community of the cultural diversity the IBAS
students represent. The researcher was unable to validate the assumption that IBAS believe the
university is unresponsive to their needs, including needs for psychological safety. Solutions for
the validated knowledge and organizational causes are presented in chapter 5.
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CHAPTER FIVE
SOLUTIONS, IMPLEMENTATION AND EVALUATION
In Chapter Four, the data validated the assumed knowledge, motivation, and organization
(KMO) (i.e., procedural knowledge influences, metacognitive knowledge influences, cultural
factors). In addition, the data did not validate the assumed knowledge, motivation, and
organization (KMO) (i.e., Factual knowledge influences, conceptual knowledge influences,
psychological factor, personal factors, context factors, cultural factors, resource factors,
organization factors). The recommendations will be organized by the categories of validated
influences (i.e. knowledge, motivation, and organization). The new Kirkpatrick and Kirkpatrick
approach is used to integrate the recommendations and evaluate the results. In the next section,
the researcher will present the recommendations for practice.
Recommendations for Practice
The study identified the cross-cultural acculturation experiences of IBAS and uncovered
which of these are barriers and/or facilitators that affect the academic success of international
Black African students (IBAS). The framework used for this study, Clark and Estes’ (2008) gap
analysis, is an effective framework for investigating IBAS’ academic improvement, which
requires evaluation of the organizational culture and climate. Clark and Estes’ (2008) gap
analysis provides a clear, effective process that can enable organizations to evaluate and put into
practice a process to create sustained facilitators supporting IBAS’ academic success. For IBAS
to achieve sustained academic success that matches that of domestic students, they must access
the knowledge, motivation, and organizational support needed to do well while studying at the
university. Setting performance goals provides a clear, specific focus on the needs and
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facilitators for IBAS to accomplish the desired outcomes for success (Clark & Estes, 2008).
It is important to note that the survey and interviews revealed that the students were very
confident in their English language proficiency in all three areas, reading, writing and speaking.
They also demonstrated this proficiency in the interviews. Many of the assumed causes were
predicated on research that suggested that their skills would be weaker, and that if they were
weaker, these would pose significant challenges. It is possible that their skills were so strong
because of their prior education and family backgrounds, which may not be representative of
most Black African students studying in the United States. In hindsight, this skill might have
been anticipated given the rigorous admissions standards of the site institution.
Knowledge is critical for IBAS to become successful in college. In the study, an
evaluation study was conducted using Clark and Estes’ (2008) gap analysis to identify the
underlying knowledge, motivation, and organizational causes that may affect IBAS academic
success at universities in the United States. This gap analysis allows for possible causes of
academic challenges to be systematically uncovered and validated based on the findings from
surveys, interviews, and document analysis.
Knowledge Recommendations
Factual knowledge influences were not validated. Conceptual knowledge influences
were not validated. Procedural knowledge influences were validated. Metacognitive knowledge
influences were not validated.
Anderson and Krathwohl (2001) divided the construct of “knowledge” into four types,
namely factual, conceptual, procedural, and metacognitive knowledge. The knowledge-related
influences unique to successful acculturation as a critical component in IBAS’ graduation
success are as follows:
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Factual/Declarative knowledge influences: IBAS do not have the English language
proficiency skills to succeed in college;
Conceptual knowledge influences: IBAS do not know what resources are provided by the
OIS and university;
Procedural knowledge influences: IBAS do not know how to network within the
university community to meet their needs;
Metacognitive knowledge influences: IBAS need to understand the interrelationship
between acculturation stressors and academic performance.
Table 5.1
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence:
Cause, Need, or
Asset*
Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
IBAS do not
have the
English
language
proficiency
skills to
succeed in
college.
(Factual/Declar
ative).
N Y To develop
mastery,
individuals must
acquire
component skills,
practice
integrating them,
and know when
to apply what
they have learned
(Schraw &
McCrudden,
2006).
Provide faculty
training faculty for
curriculum and
assessments that
focus on
promoting English
language skills of
speaking, reading
and writing
strategies for
IBAS.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
IBAS do not
know what
resources are
provided by the
OIS and
university
(Conceptual)
N Y Information
learned
meaningfully
and connected
with prior
knowledge is
stored
more quickly
and
remembered
more
accurately
because it is
elaborated
with prior
learning
(Schraw &
McCrudden,
2006).
Provide
information to
students to
connect the
knowledge they
know and what
they will learn
about the
resources
available on
campus.
IBAS do not
know how to
network within
the university
community to
meet their
needs
(Procedural).
V Y The use of
metacognitive
strategies
facilitates
communicati
on and
learning
(Baker,
2006).
Provide
opportunities for
learners to engage
in guided, self-
monitoring and
self-assessment
Networking
(Baker, 2006).
IBAS do not
understand that
their behavior
contributes to
their
acculturation
stressors
affecting
N Y How individuals
organize
knowledge
influences how
they learn and
apply what they
know (Schraw &
McCrudden,
Provide
information that
help individuals
identify and
understand
important points
(Schraw &
McCrudden,
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performance
(Metacognitive)
2006).
2006).
Factual/Declarative knowledge influence solutions or description of needs or assets.
As Rueda (2011) noted, the knowledge of facts related to a discipline, context, or domain
is referred to as factual or declarative knowledge. The characteristics of this type of knowledge
are terminology, details, and specific elements that individuals must become familiar with to
understand or solve a problem in a given area (Rueda, 2011).
In the study, the findings support that IBAS have the English language proficiency skills
to succeed in college. The findings do not support Snow-Andrade’s (2006) study which noted
that international students may need different levels of English language proficiency skill
acquisition support depending on whether they are pursuing undergraduate or graduate studies,
and institutions must go beyond the first year to provide these services. Since the students were
proficient in English, faculty do not have to make pedagogical adjustments in specific English
language course provisions. There is a difference between language proficiency and being
familiar with the genre and cultural-specific requirements of engaging in academic discourse
(spoken and written) at the university. Did the students have knowledge of how the OIS and
University resources would support their academic success (in addition to just knowing that they
exist).
Conceptual knowledge influence solutions or description of needs or assets.
Conceptual knowledge is the knowledge of categories, classifications, principles,
generalizations, theories, models, or structures pertinent to a specific field (Rueda, 2011). The
study, supports that IBAS know what resources are provided by the OIS and the university.
Schraw and McCrudden (2006) supported this claim, noting that individuals primarily organize
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knowledge according to how they learn and how they apply what they know. The study findings
support that that the university continues to provide IBAS with information on services and
resources related to tuition and living expenses offered to them to support their study, and that
this is maintained while IBAS are attending college. Specifically, undergraduate IBAS know the
information about what financial support packages they qualify for before they enroll in the
university; moreover, additional information is provided on campus concerning the financial
services available to support their tuition and living expenses.
In an empirical study conducted by Constantine, Anderson, Berkel, Caldwell, and Utsey
(2005) on information on financial resources provided by colleges in the United States,
international students expressed that they found it very useful that universities provide
information on assistantship programs are available to them, to assist their financial support to
meet their tuition and living expenses while in college.
Metacognitive knowledge influence solutions or description of needs or assets.
Metacognitive knowledge is the awareness of individual cognition about specific
cognitive processes. Metacognitive knowledge allows individuals to know when and why to do
something. Metacognitive knowledge is a fundamental aspect of strategic behavior in solving
problems (Rueda, 2011). As Baker (2006) noted, metacognitive knowledge allows individuals to
apply strategies that facilitate learning. The findings support the study, that IBAS understand
that their behaviors contribute to their acculturation stressors affecting academic performance.
When IBAS are provided with opportunities to engage in guided self-monitoring and self-
assessment this further improve their pre-existing metacognitive knowledge. IBAS can be
supported by faculty and staff in the college to gain a better understanding and awareness of
cognitive processes for better problem solving concerning academic challenges or other
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problems.
The results of a study conducted at a Midwest US university overwhelmingly indicated
that international students understood the importance of knowing that on-campus facilitators
were available to support their academic success and had metacognitive awareness concerning
the importance of resources, services, and support systems in aiding their academic performance
(Andrade, 2006).
Recommendation for Validated Knowledge influence
Procedural knowledge influence solutions or description of needs or assets.
Procedural knowledge involves knowing how to do something and having the ability to apply the
methods of inquiry, limited skills, algorithms, techniques, and specific approaches required to
accomplish precise activities (Rueda, 2011). The findings for this study supported that IBAS do
not know how to network within the university community to meet their academic needs. The
use of metacognitive strategies facilitates communication and learning (Baker, 2006). When
individuals learn information meaningfully, they are able to communicate with others about it
provided it is stored more quickly and remembered more accurately and communicated for
useful learning (Schraw & McCrudden, 2006). If the IBAS are missing any knowledge
resources, it is tacit knowledge (as opposed to formal, codified, or explicit knowledge) that is
gained through socialization in American K—12 well-resourced schools. This is related to what
Giroux (1983) and colleagues discuss as the hidden curriculum is a side effect of an education,
" lessons which are learned but not openly intended” that include social and cultural norms, ways
of speaking and writing, and ways of interacting with others in organizational spaces like schools
and classrooms (p.101).
A study conducted by Yeh and Inose (2003) to understand how international students
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network on campus to acquire resources available showed that students first need to have a point
person or program that provides information on systems available, to assist them acquire
academic services from various academic programs departments. International students need the
skills and knowledge on how to network through such social support, to gain knowledge about
the academic resources the college provides to support their needs (Mallinckrodt & Leong,
1992). Recommendations to ensure that IBAS have the knowledge on how to network within the
college to gain information on accessing resources would be the creation of networking
workshops with information for students on what resources and point people are available to
support successful academics (Mak, Westwood, Barker, & Ishiyama, 1999). In addition, all
college departments should continually create social support systems where students can gain
information on what specific academic resources are available to facilitate their success at
college).
Motivation influences solutions or description of needs or assets
Psychological and personal factor were not validated. Table 3 provides a complete list of
validated motivation influences. Schunk, Pintrich, and Meece (2009) defined motivation as the
process whereby goal-directed activity is instigated and maintained, including the influence of
both internal (cognitive and affective) and external (social, cultural) factors. There are three
indicators related to motivation—active choice, persistence, and mental effort. Active choice
refers to deciding on one activity versus another, persistence relates to a commitment to pursuing
activity over time in the face of challenges, and effort refers to the mental work needed to
generate new learning and knowledge. Clark and Estes (2008) described motivation as what gets
people going, keeps people moving, and signals how much effort to expend. Motivation is thus
seen as the active choice that individuals make to engage in a task, the persistence they display in
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continuing with the task, and the mental effort they put into completing the task (Clark & Estes,
2008).
For the study, active choice is demonstrated through self-efficacy, in that IBAS are
confident in their ability to speak and write in English or their communication skills to
proactively seek faculty and staff support to alleviate their acculturation stressors and ultimately
succeed academically. Self-efficacy is defined as people’s perception that they have sufficient
competencies to establish and implement the skills required to reach designated levels of
performance (Rueda, 2011). The lack of gaps in self-efficacy for these IBAS students are not
surprising if one considers who these students are. Each was admitted into a prestigious
international school, and came from schools that held high academic expectations. They had
access to a rigorous secondary school curriculum. This lack of motivation gap sets them apart
from some of their Black American peers who attended low-resourced urban schools.
The study considers IBAS’ feelings of not being isolated and unvalued by the
community; it also appeals to the control value theory of emotions, which identifies valence
(positive or negative), activation or deactivation, or focus on an activity or outcome as factors
that affect students’ experience while learning at college (Pekrun, 1992).
Persistence in the form of control–value emotions identifies student feelings that are tied
directly to achievement activities and their outcomes (Heckhausen, 1991). Mental effort is
demonstrated by students’ utility value in terms of academic control value when they perceive
that performing academic tasks and activities will ultimately support their ability to graduate
successfully (Andrade, 2006, 2008; Kwai, 2009). For the study, mental effort was demonstrated
when IBAS valued the effort needed to seek out resources and do well academically or believed
that accessing university resources would help in improving their skills. As indicated in Table
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
5.2, motivational influences are not validated and should be given a high priority in terms of
achieving the stakeholder’s goal. Table 5.2 also shows the recommendations for these influences
based on theoretical principles.
Table 5.2
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence: Cause,
Need, or Asset*
Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
IBAS do not value
the effort needed
to seek out
resources and do
well
academically*
N
Y Rationales that
include a
discussion
of the importance
and utility value
of
the work or
learning
can help learners
develop positive
values (Eccles,
2006;
Pintrich, 2003).
Value involves
rationales about the
importance effort and
utility value required
to perform any task
(Pintrich, 2003).
IBAS are not
confident in their
ability to speak
and write in
English
N Y High self-
efficacy
can positively
influence
motivation
(Pajares, 2006).
Make it clear that
individuals are
capable of learning
what is being taught
or are capable of
performing a task
(Pajares, 2006).
Use models
That build self-
efficacy and
enhance
motivation
(Pajares, 2006).
IBAS students feel
isolated and
unvalued by the
community
N Y Positive emotional
environments support
motivation (Clark &
Estes, 2008)
Create an
environment that
fosters desirable
Behaviors.
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
(Tuckman, 2009)
Identify
environmental
influences that affect
behavior. (Tuckman,
2009)
IBAS are not
confident of their
communication to
proactively seek
faculty and staff
support for their
acculturation
stressors to
succeed
academically.
N Y Learning and
motivation are
enhanced when
learners have positive
expectancies for
success (Pajares,
2006).
Provide instructional
support (scaffolding)
early on, build in
multiple
opportunities for
practice and
gradually remove
supports (Pajares,
2006).
Provide goal-
directed practice
coupled with
frequent, accurate,
credible, targeted
and private feedback
on progress in
learning and
performance
(Pajares, 2006).
Provide
opportunities to
observe a credible,
similar model
engaging in
behavior that has
functional value
(Pajares, 2006).
IBAS do not
believe that
accessing
university
resources will help
improve their
N Y Rationales that
include a
discussion of the
importance and
utility value of
the work or
Include rationales
about the
importance and
utility value of the
task (Pintrich,
2003).
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
skills. learning can
help learners
develop positive
values (Eccles,
2006; Pintrich,
2003).
Include rationales about the importance and utility value of the task (Pintrich, 2003).
Self-efficacy. Bandura (1970) defined self-efficacy as the self-regulatory task that tells
us when to try and when to stop; moreover, he noted that there are three sources of self-
efficacy—mastery, demonstration, and psychological factors (Rueda, 2011). The findings of
the study supported that IBAS were confident in their ability to speak and write in English or
their communication skills to proactively seek faculty and staff support to alleviate their
acculturation stressors and ultimately succeed academically. Another principle that the
findings support is that learning and motivation are enhanced when learners have positive
expectancies for success (Pajares, 2006). Sherer and Adams (1983) noted that students are
more likely to persist in college and ultimately succeed when they understand that failure and
success are directly correlated to the degree of control they have in applying self-efficacy.
The study also supported that IBAS use academic models that support their high self-efficacy
and high motivation and their self-efficacy is increased through continuous feedback about
their performance and academic efforts from mentors and faculty related to their academic
tasks, assignments, and assessments (Jung, 2007).
Emotions. In the study, control value theory of emotions addressed student emotions
that are tied directly to isolation and their being valued within the college community
(Heckhausen, 1991). The study supported that IBAS felt valued and not isolated as part of the
academic community at the university. Control value of emotions identifies valence (positive
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
or negative), activating or deactivating, or focus activity or outcome as emotions that are
linked to value and a sense of community that students experience while learning in college
(Pekrun, 1992). A principle for ensuring that this influence is positive involves creating
positive communal environments that support motivation (Clark & Estes, 2008). When
international students feel a sense of belonging is valued within their organizations that
fosters desirable behaviors to support their positive emotions for academic success
(Tuckman, 2009).
Value. Value is the importance a person attaches to a task (Wigfield & Eccles, 2000,
2002). In the study, utility value has been defined as how useful IBAS consider the tasks or
activities they perform in terms of achieving their goal of academic success. The study
finding supported that IBAS valued the effort and resources required to do well academically
and believed that accessing university resources will help in improving their skills. While
this finding was tricky to tease out, IBAS valued the effort to seek out resources however
they only put effort to seek them out if need arose while studying in college. Studies show
that international students put effort and see value of seeking out resources when they
perform well and experience positive academic interactions with other students and faculty
(Weiner, 1985). Ultimately International students see the value and actively seek out
resources as need arises because the effort produces positive results of access to support
resources for academic success (Frenzel, Pekrun, Goetz, & VomHofe, 2006).
Organizational Recommendations
Table 6 represents a list of organizational influences and their validations based on the
most frequently mentioned influences related to achieving the stakeholders’ goal in surveys and
informal interviews. Moreover, these findings are supported by the literature review and the
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
review of the organizational and cultural theory. Clark and Estes (2008), suggested that
organization and stakeholder goals are often not achieved due to a lack of resources, usually time
and money, and lack of alignment between stakeholder goals and the organization’s mission and
goals. To close the performance gaps and achieve these goals, organizations need to identify
influential factors.
Gallimore and Goldberg (2001) noted that cultural settings and cultural models are
factors that can affect an organization’s performance. Cultural models are defined as the shared
interaction processes of an organization, while cultural settings are the physical environments in
which the processes occur (Cole, 1996; Gallimore, Goldenberg, & Wesner, 1993; Wesner, 1984).
These resources, processes, and cultural models and settings must align throughout the
organization’s structure to achieve the mission and goals. As indicated in Table 5.3, some
organizational influences are validated and should be given a high priority when it comes to
achieving the stakeholders’ goals. Table 5.3 also shows the recommendations for these
influences based on theoretical principles.
Table 5.3
Summary of Organization Influences and Recommendations
Assumed
Organizati
on
Influence:
Cause,
Need, or
Asset*
Validated
Yes, High
Probabilit
y, No
(V, HP,
N)
Priorit
y
Yes,
No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
IBAS do
not have
access to
adequate
N Y Effective
change efforts
ensure that
everyone has
The university needs
to create services
and resources to
ensure that all IBAS
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
financial
resources
to support
their
college
attendance.
the resources
(e.g.,
equipment,
personnel, time)
needed to do
their job, and
that if there are
resource
shortages, then
resources are
aligned with
organizational
priorities (Clark
and Estes,
2008).
have adequate
support for tuition
and living expenses.
There are
inadequate
university
resources
to support
IBAS.
V Y Effective
change efforts
ensure that
everyone has
the resources
(e.g.,
equipment,
personnel, time)
needed to do
their job, and
that if there are
resource
shortages, then
resources are
aligned with
organizational
priorities (Clark
and Estes,
2008).
The university needs
to create services
and resources to
ensure that all IBAS
have adequate
support for tuition
and living expenses.
IBAS
experience
discriminat
ion on
campus
and in the
community
.
V Y Use
organizational
and
management
structures that
encourage
personal and
social
responsibility
Organizations need to
encourage personal social
responsibility
towards the college
community without
discrimination to foster
psychological safety
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
and provide a
safe,
comfortable,
and
predictable
environment
(Pintrich,
2003).
IBAS
believe the
university
is
unresponsi
ve to their
needs,
including
needs for
psychologi
cal safety.
Unable to
validate
Y Use
organizational
and
management
structures that
encourage
personal and
social
responsibility
and provide a
safe,
comfortable,
and
predictable
environment
(Pintrich,
2003).
The university needs to use
cooperative and
collaborative groups to allow
for opportunities to attain
both social and academic
goals (Pintrich, 2003).
IBAS see
little
evidence
of an
understand
ing or
respect by
the
university
community
of the
cultural
diversity
the IBAS
students
represent.
V Positive
emotional
environments to
support
motivation
(Clark & Estes,
2008).
The university needs to build
supportive and caring
personal relationship in the
community of learners
(Pintrich, 2003).
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Cultural setting.
Financial support. Another component of the cultural setting identified for IBAS is the
provision of financial resources to support their academic success. In the study, the findings
supported that IBAS have access to adequate financial resources to support their college
attendance. Universities have to continually tailor financial support, such as grants, work study
programs, and additional institutional support, to ensure that IBAS can cover their tuition and
living expenses.
Recommendations for Validated Organization influences
Cultural setting.
Academic support. The study described the organizational influences and
recommendations related to cultural models and settings related to the acculturation of IBAS and
their academic success while studying in the United States. Gallimore and Goldberg (2001)
noted that the cultural settings are the physical environments in which organizational processes
occur. The study validated that there are inadequate university resources provided to support
IBAS. Andrade (2008), Mori (2000), and Chen (1999) observed in their research that
international students like IBAS experience acculturation stressors, which are exacerbated by an
institution’s inability to provide models aimed at supporting their academic success. A
recommendation is that the university continues to create and identify specific academic support
services and resources to address academic problems pertinent to IBAS to support their academic
success (Andrade, 2008; Chen, 1999; Mori, 2000). Another recommendation is that international
students can be accorded tools for networking on what and were resources are available on
campus. International student should receive extensive information on the resources the
organization provides; on instructors, health professionals, and academic advisors to support
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their academic success (Olivas & Lee, 2006; Ward, Bochner, & Furnham, 2008).
Institutional responsiveness. Institutional responsiveness is connected to institutional
resources. The researcher was unable to validate the assumption that IBAS perceive the
university as unresponsive to their needs, including needs for psychological safety. A principle
identified by Pintrich (2003) was the use of organizational and management structures that
encourage personal and social responsibility and provide a safe, comfortable, and predictable
environment (Pintrich, 2003). Therefore, a recommendation is that organizational support for
international students through the provision of counseling, college support groups such as host
students and families would create a smooth academic transition for academic success (Brown
and Holloway (2008).
Cultural models.
A supportive social climate. Manyika (2001), Poyrazli (2007), and Lee and Opio (2011)
noted that to support international students’ swift transition into new college environments,
organizations should choose to create a supportive climate. The findings from the study
validated that IBAS see little evidence of understanding or respect from the university
community concerning the cultural diversity they represent. Lee and Rice (2007) pointed out
that international students experience a culturally relevant social climate when organizations
address their acculturation issues, such as severe isolation and inability to create a social
structure of supportive friends. A principle identified for the study is that positive emotional
environments support motivation (Clark & Estes, 2008). A related recommendation is that the
university needs to build supportive and caring personal relationships in the community of
learners (Pintrich, 2003).
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Another recommendation is that organizations must promote social integration as a
solution to assist international students to navigate the social and cultural environment at college;
this can be accomplished through their participation in social activities on campus to understand
American culture (Al-Sharideh & Goe, 1998). In addition, organizations can support respect of
community and cultural inclusion through the creation of cultural clubs and increased social
networking among all students (Behroozi-Bagherpour, 2010).
Psychological safety. Constantine et al. (2005) noted that international students
experience racial bias and discrimination in their academic and social life. This is attributed to a
misunderstanding of international students’ backgrounds, resulting in marginalization and
stereotyping by their American peers (Choy, 2013). The researcher validated that IBAS
experience discrimination on campus and in the community. It is devastating that the IBAS do
not have sufficient resources to cope with the discrimination they experience and that they
believe the university does not respect cultural diversity nor is responsive to their need for
psychological safety. However, this fact is not surprising if we look at the discrimination Black
students face in higher education across the U.S. A principle that has been identified is that
universities may use organizational and management structures that encourage personal and
social responsibility and provide a safe, comfortable, and predictable environment (Pintrich,
2003). A recommendation is for universities to attain both social and academic goals (Pintrich,
2003). Poyrazli and Lopez (2007) also noted that dark-skinned international students experience
more racial discrimination and bias compared to white international students, resulting in low
academic achievement. Thus, organizations should enforce antidiscrimination policies and
procedures to respond to acts of racial discrimination and bias that may be experienced by
international students (Constantine et al., 2005). This would ensure that the university
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acknowledges that race matters and there are disproportionate, negative consequences for under-
represented minoritized student populations if the status quo is followed and proactive steps are
not taken. In other words, the university has to recognize throughout their infrastructure of
support initiatives for IBAS that they cannot be neutral on the moving train of the wicked
problems of the 21st Century including the color line. Furthermore, there should be an explicit
recognition of the intersectionality that IBAS experience their status as students at the nexus of
their race, their nationality, and their international/national student status.
Implementation Plan
The New World Kirkpatrick Model informed the implementation plan for this study
(Kirkpatrick & Kirkpatrick, 2016), based on the original Kirkpatrick Four Level Model of
Evaluation (Kirkpatrick & Kirkpatrick, 2006). The New World Kirkpatrick Model suggests that
implementation plans start with goals of the organization and work backwards and that, by doing
so, the "Leading indicators" that bridge recommended solutions to the organization's goals are
both easier to identify and more closely aligned with organizational goals. Further, this "reverse
order" of the New World Kirkpatrick Models allows for a sequence of three other actions: a)
First, the development of solution outcomes that focus on assessing work behaviors, b) next, the
identification of indicators that learning occurred during implementation, and c) finally, the
emergence of the indicators that organizational members are satisfied with implementation
strategies. Designing the implementation plan in this manner forces connections between the
immediate solutions and the larger goal and solicits proximal "buy in" to ensure success
(Kirkpatrick & Kirkpatrick, 2016).
Kirkpatrick and Kirkpatrick (2016) stipulated three major reasons to evaluate training
programs: (a) to improve the program, (b) to maximize the transfer of learning to behavior and
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subsequent organizational results, and (c) to demonstrate the value of training to the organization
(p. 5). The authors stated that effective training provides relevant knowledge and skills and
participants feel confident enough to apply them on the job. The 50
th
anniversary of the four
levels marked a turning point for Kirkpatrick and Kirkpatrick (2016), as the authors recognized
the societal changes that had transpired over the decades in work and training environments. In
the Kirkpatrick Model (2016), training referred to a wide variety of knowledge, motivation and
organization interventions.
In Kirkpatrick and Kirkpatrick (2016), the four levels are driven in reverse. Leading
indicators are a vital component of the process, suggesting whether “critical behaviors” are
headed in the right direction to steer the organizational ship along the path to the preferred
results. Required drivers have been added to the progress of the model, reinforcing, monitoring,
encouraging, and rewarding the behaviors required of employees. “Creating a culture and
expectation that individuals are responsible for maintaining the knowledge and skills to enhance
their own performance will encourage individual accountability and empowerment” (Kirkpatrick
& Kirkpatrick, 2016, p. 15). Kirkpatrick and Kirkpatrick (2016) state the three phases of a
program are: (a) Planning (define program outcomes, return on expectations, success factors,
identifying critical behaviors and required drivers, necessities for success, design the
intervention, design the evaluation tools, using blended evaluation tools, using actionable
intelligence); (b) Execution (preparing participants for training, tying training to performance
during training, support and accountability after training, demonstration of value phase); and
(c) Demonstration of Value (compiling the planned data and telling a compelling story of value;
starting with an effective plan that creates and demonstrates program value from the very
beginning).
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According to Kirkpatrick and Kirkpatrick (2016), Level 4 Results were the reason that
training is performed. The job of training is to contribute to stakeholder results. The
implementation and evaluation plan commenced with a focus on the Level 4 results that
organizations are striving to achieve. Using the four levels upside down sets you “apart from
and ahead of the crowd.” The authors asked us to contemplate what metrics the training will
directly affect. To use a sports analogy, similar to Kirkpatrick and Kirkpatrick (2016), the
researcher must track what is working in the ring during each and every round. In the corner, the
researcher must make the necessary adjustments to earn a knockout or win the decision by going
to the scorecards at the sound of the final bell.
According to Kirkpatrick and Kirkpatrick (2016), Level 3 is an important level to
evaluate and invest in for “mission-critical” programs. During Level 3, participants are applying
what they learned during the training as they return to the day-to-day job environment. The
authors shared to circumvent the precarious tumble down the steep hill, design, develop, and
deliver training programs by building in the evaluation components at the forefront of the
undertaking. Kirkpatrick and Kirkpatrick (2016) require that evaluation resources on Levels 3
and 4 to ensure that utilization of multiple evaluation methods and tools reveals how training
improved job performance and contributes to organizational results. Incorporating the analysis
of evaluations and integrating the findings via program developments and performance supports
organizational initiatives. As such, to “start with the end,” demonstrates genuine concern for the
future success of program participants.
In addition, continuous improvement efforts serve as indicators along the climb, during
the attempt to surmount any assistance and support stumbles in facilitating the zenith of job
performance -- targeted program outcomes and results. “Executing Kirkpatrick programs with
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excellence is mission critical, so these things are nonnegotiable” (Kirkpatrick & Kirkpatrick,
2016, p. 57). Kirkpatrick and Kirkpatrick (2016) advocated partnerships, policies, and cross-
functional teams in delivering a “return on expectations” for key stakeholders. Mission-critical
initiatives begin with a plan for what will happen before, during, and after training to make the
intended impact on the desired outcomes.
Organizational Purpose, Need and Expectations
The purpose of the study is to evaluate International Black African students’ cross-
cultural acculturation influences pertinent to their academic success at a US university. The goal
for these stakeholders is that by spring 2018, IBAS graduation rate will match the university’s
92% graduation success rate of the domestic undergraduate and graduate students.
The mission of the research university south-west of the United States is to support
international students and scholars in the achievement of their academic, personal, and
professional goals, while making the most of their university experience. The study examines
IBAS acculturation experiences by identifying the knowledge and skills, motivational, and
organizational assets that facilitate or hinder their academic success. The proposed solution is
developing a cultural awareness environment to understand the international students make up to
address their specific acculturation problems rather than as a homogenous group through-
comprehensive information on academic and social cultural services available on campus,
training program on mentoring, counselling and support, and organizational support encouraging
personal social responsibility towards the college community.
Reactions and motivation
Level 4: Results and Leading Indicators.
Table 13 shows the proposed Level 4 Results and Leading indicators in the form of
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outcomes, metrics and methods for both external and internal outcomes for IBAS. If the internal
outcomes are met as expected as a result of social cultural awareness and organizational support,
the external outcomes of knowledge of academic support, college resources and motivation to
perform well in college should be realized.
Table 5.4
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased graduation
of IBAS
Percentage of IBAS graduating Registrar’s Records
Increased number of
IBAS applications
Total number of applications Admissions records
Increased
international student
enrollment
Total number of IBAS students Registrar’s Records
Increased work
study programs
Total number of students
employed in work study
programs
Academic Affairs department
Increased
employment of
IBAS graduates
Total number of IBAS
employed
Alumni Relations
Internal Outcomes
Increased English
language
proficiency
TOEFL test Administer the assessment
Increased financial
aid
Financial aid application Number of students who receive
financial aid/grants
Increased social
cultural participation
Mixtures and club participation Students matched with student
buddies and host students
Increased academic
resources
Mentoring and counselling
appointments
Records of academic services
rendered to IBAS
Increased
involvement and
participation of
social cultural
activities
Percentage of students involved
in school activities
OIS records on number of IBAS
attending
Increased attendance
of English language
Percentage of students attending
basic English language
Course registration records of
number of IBAS enrolled and
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proficiency courses proficiency completed English courses
Increased number of
students attending
OIS advertised
activities
Percentage of international
Black African students who
attended the cultural festival
activity at OIS
Number of IBAS signed in at
the incoming desk log for the
activity.
Increased number of
students who
applied for financial
aid and financial
support
Percentage of student financial
aid offered
Records of new IBAs students
receiving financial aid or grants
Increased number of
students paired with
host buddies and
families
Percentage of students who have
host families for housing and
support
IBAS out of college housing
records
Increased number of
students seeking
academic services
such as mentoring
and resources to
assist with
academics
Percentage of students receiving
mentoring, counselling and
academic resources
Records of IBAS seeking
academic resources
Transfer
Level 3: Behavior.
Critical behaviors. The stakeholders of focus are IBAS. The first critical behavior is,
reviewing how many times IBAS seek out academic advisors 1) to ensure they are following
their academic plans checklist and 2) to ensure that they are taking course pertaining to their
degree. The second critical behavior is reviewing IBAS attendance records 1) to ensure that they
are taking the course and 2) to ensure they graduate on time. The third critical behavior is
reviewing how many times IBAS attend social activities provided by the OIS to ensure that they
are acclimating to academic environment. The fourth critical behavior is knowing 1) if IBAS
work on or off campus to tuition and 2) if living expenses are met to ensure their academic
graduation successfully. The last critical behavior is to understand if IBAS report issues of
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harassment and racial discrimination to the office of equity and diversity to ensure that they feel
safe in their academic environment. The specific metrics, methods and timing for evaluation are
demonstrated in Table 5.5.
Table 5.5
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. IBAS visit
academic advisors.
Advisor’s
appointment
calendar.
Visit the academic
advisor's office to get
records of appointments.
Within three days of
beginning or end of
semester.
2. IBAS take
courses pertaining
to the goal of
completing degrees
on time.
Course
registration.
Registrar's office Before the drop/add
date
3. IBAS attend or
participate in social
activities
Attendance
records or sign-
up sheets
OIS/Department
attendance records and
sign-up sheets
Immediately after
each event
4. IBAS work on
campus
OIS records Office of international
services
Beginning of
semester
5. IBAS work off
Campus
OIS records Office of International
services
Beginning of
semester
6. IBAS report
incidents of
harassment or
discrimination.
Office of Equity
and Diversity
records
Office of equity and
diversity
Ongoing in the
semester
IBAS receive
financial packages
(aid, work study or
grants)
OIS records Office of International
students and Financial
aid office
Beginning of the
semester
Required drivers. To support their academic success, IBAS need tools and techniques
that are known as drivers for reinforcement, encouragement, monitoring and rewarding
performance of critical behavior. For reinforcement, IBAS require additional information to
navigate through college to become successful. The reinforcement methods for IBAS are on the
line of constant communication through emails, to remind them of workshops on how to attain
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institutional resources. Encouraging IBAS to see the value and put effort to work hard
throughout the semester. IBAS need advisors, mentors, and coaches to encourage them while
they reach their ultimate goal of graduating on time. For rewarding, students need praise and
positive motivation from faculty members, the OIS and other department as a way to reward
their hard work. Table 5.6 shows the recommended drivers to support the critical behaviors
towards IBAS academic success.
Table 5.6
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3, 4
Reinforcing
Academic office sends
reminders to IBAS to
visit their academic
advisors.
Ongoing in the
semester
1,2,
OI & Student affairs
send follow up emails
to check on IBAS
needs/or resources
required.
Ongoing in the
semester
Ongoing in the
semester
1, 2, 3, 4
Faculty provides
guided learning to
IBAS to support their
academic success.
Ongoing in the
semester
1, 2, 3,4
OIS/Networking
program Invites IBAS
to informational
workshops to inform
them of additional
academic resources
available
Ongoing in the
semester
1,2,3,4,
Encouraging
Academic department
assigned coaches and
mentors to support
them.
Ongoing in the
semester
1,2,3
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OIS create
opportunities for IBAS
to observe models of
how to in academic,
through observation of
others in classroom or
social- activities
Ongoing in the
semester
1,2,4
Office of equity and
diversity support IBAS
by creating socio-
cultural awareness and
safe learning
environment
Ongoing in the
semester
1,2,3,4,
Faculty and mentors
provide IBAS with
verbal praise for
milestones
accomplished
academically
Ongoing in the
semester
1,2,3,4
Rewarding
Faculty and college
Recognize IBAS
academic success
Ongoing in the
semester
1,2,4
Office of financial aid
provides IBAS grants
and work study
opportunities
After semester 1,2,3,4
OIS provides IBAS
work study and
internship
opportunities due to
academic excellence
After semester 2,3,4
Faculty Promote IBAS
to advanced courses
After the semester 1,2,3
College confers IBAS
with Degrees for
completing college
courses on time
After completion of
Degree
1,2,3
Monitoring
College support
accountability for
IBAS and to graduate
on time
Ongoing in the
semester
1,2,3, 4
Academic advisors
Continually monitor
Ongoing in the
semester
1,2,3,4
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IBAS progress to
graduation
College stakeholders
support IBAS
accountability through
academic resources,
institution resources
and safe environment
to their graduation on
time
Ongoing 1,2,3,4
Monitoring. This is a critical driver to ensure that IBAS are progressing towards the goal
of academic success and graduating from college on time. Stakeholders within the organization
are accountable for supporting the critical behavior. The stakeholder that monitors IBAS is OIS
office that supports students secure on and off campus jobs to meet tuition and living expenses.
OIS provides social activities for students to become a part of the college community. Academic
advisors are accountable for IBAS who take courses to support graduating on time. The office of
equity and diversity and all stakeholders are accountable for IBAS safety while they study on
campus. Faculty and mentors will be accountable for IBAS academic success through guided
instruction for academic success. Monitoring is a critical behavior which supports by spring
2018, International Black African Students (IBAS) graduation rate of 67% increase to match the
University of California's undergraduate graduation rate of 92%.
Organizational support. The Critical Behaviors and Required Drivers that are monitored
for performance in the above sections assume that the recommendations at the organizational
level have been implemented. In this case, for the stakeholder to achieve their goals, the
organization will provide IBAS with resources to support their academic success through the
provision of adequate academic resources, institutional resources, a social cultural environment,
and a psychologically safe college environment. All the above resources will demonstrate the
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organization's ability to establish models and cultural settings aimed at supporting IBAS
graduation rate of 67% increase to match that of domestic students at the University.
Learning and performance
Level 2: Learning.
Learning goals. Following the recommended solutions to support IBAS graduation rate
increase to match that of domestic students at the University, the stakeholders will be
able to:
1. Recognize that acquiring an education resources results to IBAS academic success (P)
2. Recognize that classroom discussions proficiently build IBAS academic confidence (P)
3. Plan and monitor an orientation workshop for international students’ orientation (P)
4. Recognize that seeking out OIS and other departmental services provided on campus
improves IBAS academic skill (D)
5. Plan and monitor faculty assistance to improve IBAS academic skills
6. Plan academic support for IBAS academic success (M)
7. Monitor financial resources to support IBAS academic pursuit (M)
8. Plan adaptive behavioral skills of IBAS time management (M)
9. Monitor positive beliefs of IBAS performance and efforts from mentors and faculty
related to their academic tasks and assignments (M)
10. Monitor IBAS self-efficacious abilities and high expectations to produce efficient and
fruitful outcomes (M)
11. Value IBAS self- motivation to engage, assist and perform highly at the college level (M)
12. Value IBAS academically success through positive emotions and experiences (M)
13. Value IBAS intervention services and programs to aid and address their acculturation
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stressors (M) and (O)
14. Reflect on the value of feeling confident for IBAS through friendship building with host
students (M) and (O)
One stop-shop Networking Program.
The learning goals listed in the previous section will be achieved within an IBAS
Networking program at the research university south west of the United States. The IBAS
networking program is developed to address the knowledge and skills, motivation and
organizational facilitators to ensure that IBAS’ specific needs are addressed and met to ensure their
academic success. The overall goal of the IBAS Networking program is to target, inform, and
address IBAS acculturation issues in one stop-shop program as opposed to a homogenous group
in several organization departments. This program seeks to address the findings that were validated
in the study; IBAS need to know how to network to access resources, need to see the value and
put effort to accessing resources, the organization provides adequate support resources, do not
experience discrimination, belong to positive culturally responsive environment and experience
socio-cultural acceptance and psychological safety. While the program may not be able to address
all the IBAS problems, the staff will guide the students promptly to the specific organization office
where they can get the questions answered and needs met.
At the core is the problem that IBAS are uninformed, misinformed or unaware of how to
network or who the point people are to assist them with accessing that certain services to support
their academic success. In addition, the organization through the Networking program will have
clearer understanding of specific issues and will target resources to address the IBAS needs for
their academic success. Specifically, addressing these issues will enable IBAS to improve their
graduation rate % to match the research university's domestic student’s graduation rate of 92% %
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in support of their academic success. In addition, the Networking program will enlighten the
organization that this group of students exists. In addition, while IBAS’ acculturation influences
are similar to other students, they have pertinent issues specific to them that can be addressed
with a focused mentorship program.
The Networking program will be an ongoing program that can be managed under the OIS
office with support from other college departments at the university. The staff for the program
will be trained volunteer staff and undergraduate or graduate mentors, IBAS who have been
studying at the university for at least one year with knowledge of the resources provided by the
organization through departmental social support systems to support students. The three major
components besides a trained staff will be to address the before, during and after. This will be an
ongoing resource program for IBAS from the time they enroll while undertaking their courses
each semester and towards their completion and graduation. There are three major components
to address the KMO influences of IBAS in the program.
Before IBAS arrive the US university, the Networking program staff in conjunction with
the OIS will communicate with IBAS via email or other means with a checklist of the items that
need to be completed and information on their non-immigration visas, official copies of their
academic records, English language examination results; IB results, GCSE/IGCSE results, SAT,
ACT, TOEFL, IELTS or PTE academic scores. Undergraduate IBAS should have met the
English language criteria (i.e., a minimum of 600 on the SAT, a minimum score of 100 on the
TOEFL ibt or a minimum IELTS score of & or a minimum PTE score of 68). In addition,
students should be made aware of the universities requirement for IBAS financial responsibility
every semester while they attend the college by giving this information to IBAS. The
organization facilitates support and opens communication with this group of students to support
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their academic success (Constantine & Berkel, 2005). In addition, before students arrive to the
US University, they should be given information on who would be picking them from the
college, time and where they were to spend the night, day or week.
After the IBAS arrive, they will be mandated to attend an orientation workshop that first
week. All information will be available for access on the Networking program website. The
orientation session 1) will be held physically for two days of the first week for at-least one and a
half hours per day with a refreshment break and 2) will inform students on the following: IBAS
will be required to immediately to enroll and register for a college email address to access all
information.
Housing. Undergraduates are informed what housing assignments are available on
campus while graduate students are informed on their option of on campus, off campus and host
family living options. In addition, they should be also informed of rental apartments available,
the safe environment safety of location, proximity to college and the varying costs. Initial
Orientations workshops provided to international students contribute to their motivation to
accomplish the goals of academic success they set for themselves (Kuo, 2011).
Financial support. Students will be informed of the financial opportunities available to
them while in college. All students who are either F1 or J1 holders will be advised on where to
seek for on campus employment. J1 will be informed of where to seek off campus employment.
Students will need information on why they need proper work authorization through OIS office
and /or USCIS. In addition, students will gain information off campus work authorization
options such as curricular practical training (CPT), optional practical training (OPT) and off
campus employment based on economic hardship. In addition, students will receive information
on the work study opportunities available to them as these positions are funded to US citizens
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and residents by the US government. Additionally, all students will be informed on an ongoing
basis of what grants they are eligible to apply for while they are enrolled at the university.
Social-cultural experiences. IBAS will be welcomed into the new academic
environment during the initial orientation workshop. IBAS will meet stakeholders who will help
them adjust to college environment to facilitate their learning. The Networking program in
conjunction with the OIS and the Center for Black Cultural will provide opportunities for IBAS
to socialize examples as demonstrated in Appendix A and department mixers which are a great
resource to socialize with faculty and fellow cohort members in non-academic environment.
Other social support services that will be provided by student affairs would provide support
services such as buddies programs, host family programs, and introduction to local services.
While the information on services available to meet their knowledge, motivation and
organizations issues will be ongoing, the Networking program will be a resource to further
inform IBAS students on additional ongoing services.
Academic and institutional resources. The Networking program will provide
information and mentorship to IBAS before and during their college experience until after they
graduate from college. Information on the services provided by different departments will be
readily available in this one stop shop program; academic services provided by the university in
the form of support network-information on centers for learning, language centers, math centers,
writing centers, and department academic resource centers on campus. In addition, information
on where to access tutoring programs, supplementary instruction, and peer tutoring programs
will be available. The Networking program along with the support of the OIS will provide
information and services on seeking academic advisement as an ongoing process throughout
their college period.
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IBAS will be assigned a college adviser during the mentorship process. The students will
be responsible to meet with the academic adviser at least three times during the semester
beginning, middle and end of semester for guidance on taking courses following an education
plan towards their graduation success. In addition, student will be advised on specialized
advisement services such as career planning and placement, services offered by OIS, pre-
graduate advising, and thematic options as well as reduced course load (RCL) exceptions of part-
time enrollment in the fall and spring semesters for students following the criteria to be provided.
Additionally, students will be accorded information on what online courses they can take through
their advisers and services provided by mentors, counselors and volunteer recruitment options to
welcome and support international students who enroll in the future.
Campus safe environment. The organization through the Networking program will
address the university safety measures, programs, and how to access the security services for
adequate safety. Information will be provided on the surrounding neighborhood as well as the
neighborhood security ambassadors during the day and night time in patrols vehicle, foot-beats
ad bicycle patrols that ensure all students feel safe on and off campus. If students experience any
racial discrimination, they will be given information on how to seek services in the office of
equity and diversity. IBAS need specific information on all services in an ultimately way to
counter acculturation stressors while studying in US universities to ensure that they have
multiple options on services and resources that can assist them become successful (Constantine,
Anderson, Berkel, Caldwell, & Utsey,2005). The Networking program will be designed as the
first stop for IBAS to access information that addresses knowledge influences and skills,
motivation and organization facilitators required to address the specific needs and issues to
ensure that they succeed and graduate in timely period.
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Components of learning. Demonstrating declarative knowledge is often necessary as a
precursor to applying the knowledge to solve problems. Thus, it is important to evaluate learning
for both declarative and procedural knowledge being taught. It is also important that learners
value the training as a prerequisite to using the newly learned knowledge and skills of the job.
However, they must also be confident that they can succeed in applying their knowledge and
skills and be committed to using them on the job. As such, Table 16 lists the evaluation methods
and timing for these components of learning.
Table 5.7
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through tutoring
services
In the asynchronous during portions of the
courses taken during the semester
Knowledge checks using peer tutoring
and supplementary
Periodically in person workshops during the
semester
Knowledge checks through learning
centers
In the asynchronously during portions of their
course during the semester
Knowledge checks using math centers,
language and writing centers.
Periodically during the in-person workshops
during the semester
Knowledge checks through academic
resource
In the asynchronously during portions of the
courses taken during the semester
Knowledge checks using mentoring,
counselling and education plan advisor
services
In the asynchronously during portions of the
courses taken during the semester
Procedural Skills “I can do it right
now.”
During the asynchronous portions of the
semester I can use academic services
such as faculty assistance
During the semester
Demonstrate in groups and individually
of using organization skills to
successfully perform my college work
During the semester
Quality of feedback from my professors
during
In the semester
Quality of feedback from peers during At the mentorship program during the semester
Retrospective pre-and post-Assessment Before and during the workshop
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
of IBAS English language proficiency
before and after the workshop
Attitude “I believe this is worthwhile.”
Mentorship program personnel
observation of IBAS statements and
actions demonstrating that they see the
benefit of the information offered
Initial orientation mentorship workshop
Discussions on the value of what they
are required to do to access resources
During workshop and semester
Instructor's assessment of students on
the course material to ensure their
accountability
During workshop and semester
discussions of the value of what they
are taught and assignments assigned
During workshop and semester
Discussions of course materials and
feedback from instructors
During semester
Retrospective pre-and post-test
assignments on college course work
During semester
Confidence “I think I can do it on the
job.”
Assessment on English language During workshop and semester
organize my weekly course assignments During workshop and semester
Discussions following practice and
feedback from faculty
During workshop and semester
Retrospective pre-and post-summative
assessments
During workshop and semester
Commitment “I will do it on the job.”
Discussion during practice and
feedback
During workshop and semester
Create individual action plan to
complete college courses
During workshop and semester
Retrospective and pre-and post-
summative assessment items
During workshop and semester
Evaluating the program
Level 1: Reaction.
An important element of measuring the effectiveness of training programs is to solicit
feedback from training participants. Kirkpatrick and Kirkpatrick (2016), note that Level: 1
reaction allows participants to find training favorable, engaging and relevant. Formative
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evaluation is obtained during feedback when participants are still in the setting and there is
always time to act. Level 1 reaction is simplistic, conserves time and resources for more
important levels (Kirkpatrick & Kirkpatrick, 2016). The networking program for IBAS provides
an opportunity to connect with the content material and gain self-efficacy to implement the
recommendations through the information provided to help them gain academic, institutional,
and organizational resources for academic support. Feedback from students and stakeholders
allows the networking program personnel to improve and modify the relevant information
provision to IBAS for future use. As such, Table 17 lists the components to measure reactions to
the program (See APPENDIX G. and APPENDIX H. Evaluation Instruments).
Table 5.8
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Observation by program mentors Ongoing during semester
Observation by faculty Ongoing during the semester
Observation and coordination by
academic advisers
Ongoing during the semester
Completion of course assignments
ground and online
Ongoing during the semester
Class participation and attendance Ongoing during the semester
Course evaluation Ongoing during the semester
Relevance
Brief pulse check with IBAS via class
discussions (ongoing), instructor
evaluations (ongoing) and surveys
(online
During and after Semester
Course evaluations After Semester
Customer Satisfaction
Brief pulse check with IBAS via
evaluations (ongoing) and survey
(online) services provided
During and after Semester
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Figure 5.1. Mock-up of Infographic for Formative Level 1 & 2 Data
Map of Africa credits tshutterstock.com
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Strengths and Weaknesses of the Approach
Clark and Estes’ (2008) gap analysis helps to evaluate the degree to which the
organization is meeting its goal of equivalent graduation rates between IBAS and domestic
students. The gap analysis process is most appropriate 1) for examining the knowledge,
motivational, and organizational influences related to achieving the organizational goal, 2) for
identifying causes and appropriate solutions, and 3) for developing an implementation plan.
However, an explicit organizational goal is necessary to conduct a gap analysis. Not all
universities have the goal explicitness that is necessary for a gap analysis. Thus, the gap analysis
process is not suitable for all.
Limitations
The study sample comprised only10 IBAS in a four-year research university. The
study sample excluded IBAS attending a community college in the United States. This
study excluded international nonblack African students, resulting in a partial representation
and of the international African student population. Thus, the findings cannot be
generalized.
The sample size was too small. There is no minimum sample size in qualitative
studies (Ziakas & Boukas, 2014). However, since there are 10 participants, saturation can
happen (Guest, Bunce, & Johnson, 2006).
The researcher increased the credibility and trustworthiness of the study by employing
several strategies (i.e., rich data, respondent validation, and triangulation) (Maxwell, 1996). The
researcher created rich data by conducting interviews. In addition, the researcher ensured
credibility and trustworthiness by utilizing respondent validation and member check (Merriam &
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Tisdell, 2016).
The researcher used triangulation between surveys, interviews, and document analysis to
ensure validity of the study (Maxwell, 1996). Survey items were on the basis of existing valid
and reliable instruments. The researcher collected all data by utilizing methods that measure the
problem of practice.
Recommendation for Further Inquiry
Researchers should examine factors that cultivate and enrich the human mind.
Researchers should perform a qualitative analysis to examine factors that cultivate and enrich the
human mind. Future research can fill the gap in literature by examining factors that cultivate and
enrich the human mind.
The focus of the study was on IBAS in a four-year research university. Researchers
should examine nonblack African students’ acculturation barriers. In addition, future research
should examine the difference between IBAS in community colleges and those in four-year
research universities.
The study cannot be generalized to other educational institutions. Researchers should
examine other educational institutions’ goal. Future research may show that other educational
institutions’ goal is similar to Private Research University’s goal.
The study sample should not be confined to 10 undergraduate and graduate students from
different African countries. The study sample should not exclude IBAS attending high school in
the United States. This study should not exclude international nonblack African students.
In the study, IBAS do not know what specific language proficiency services are available
to support their skills in communication, reading and writing. The results from interviews
validated the assumed cause that IBAS do not know what specific language proficiency services
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are available to support their skills in communication, reading, and writing. However, the results
from the document analysis do not align with the findings from interviews. The discrepancy
between findings might warrant additional investigation.
Interventions or treatments should be used to examine the difference in academic
achievement between IBAS and nonblack African students. A T-test should be performed.
Further research can fill the gap in literature by examining the difference between Black students
and nonblack African students.
This organization has provided academic and institutional resources. Researchers should
examine the faculty and staff interaction and how they affect academic success. Researchers
should examine a community college which has less affluent student population to examine how
acculturation of students affect academic success.
The connections the students make to the university appear to be more the result of
happenstance rather than design, particularly for the graduate students. They spoke with great
emotion about the importance of their relationships with individual faculty members who seem
to be acting out of the goodness of their hearts, rather than as part of a formal university effort.
Any mention of programs or services typically sponsored by Student Affairs units was
noticeably absent among the graduate students.
Implications for practice (focusing on graduate students --: undergrads seem well cared
for)
This study can help the faculty keep doing what they seem to be doing well. This study
will ensure that no student is left unsupported because no faculty volunteered because the faculty
effort is voluntary. This study will look at opportunities for student affairs to step in, particularly
with disseminating the pre-arrival information these students wanted (e.g., getting to USC from
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the airport, where to find housing, what services are available).
This study can continue to examine the characteristics of successful student-faculty
relationships so that other faculty can be mentored to provide this level of support. These
students had exceptional English skills and came from relatively affluent backgrounds, contrary
to what the research predicted. They may not be representative.
Implications for research. Researchers can expand the study to other institutional types
and levels, most importantly, community colleges. In addition, researchers can expand the study
on the importance of socialization as social capital and the role tacit knowledge as a motivation
influence and the role it plays on IBAS value of effort to seek out resources to support their
academic success in colleges and universities. Finally, researcher can expand the study on how
the university, schools, or programs could most effectively change the culture and organizational
practices around racial discrimination and respect of cultural diversity.
Conclusion
Kirkpatrick and Kirkpatrick’s New World Model (2016) was used as a framework to
create and implement an integrated plan; the goal for implementing the networking program was
to ensure that IBAS attain academic success and match the level of domestic students’ success at
graduation. The one-stop shop networking program sought to address the findings that were
validated in the study; IBAS need to know how to network to access resources, do not
experience discrimination, belong to positive culturally responsive environment and experience
socio-cultural acceptance and psychological safety. The organization provides adequate support
resources. The practical approach used to accomplish this was to provide a cohesive networking
program that provides IBAS information on where to access available support services at a
research university in the south west of the United States. However, before an integrated
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implementation and evaluation plan could be developed to address IBAS’ needs, research was
conducted to determine where the gap existed in relation to our stakeholders and their specific
goals.
During initial surveys, one-on-one interviews, and data analysis that carried out with
IBAS during the 2016–2017 school year, the knowledge, motivations, and organizational
influences and barriers related to IBAS’ acculturation influences were revealed. These
influences and barriers were then followed up with recommendations based on research and
principles to provide IBAS with information on academic, institutional, sociocultural, financial,
and psychological safety facilitators to support their academic success. All the influences
identified in the research supported the need to address a specific stakeholder goal of ensuring
that IBAS graduate at the same rate as the domestic students. It was revealed that IBAS were
more likely to become successful academically if they obtained information on the services
available in their organization to support their academic success.
The one-stop shop networking program would give students the opportunity to become
successful because they would be able to attain information and mentoring on the services
available to them in their organization to address their academic success. Attending the
networking workshops will provide an opportunity for IBAS to obtain information before,
during, and after their academic program with the goal of achieving academic success. The
program workshops in the beginning of the semester will afford IBAS the opportunity to take
actionable steps with mentors and acquire critical information about available resources in their
organization to specifically support their academic success. With this information in mind, the
next step in the process was to structure it using the Kirkpatrick and Kirkpatrick’s model.
In Kirkpatrick and Kirkpatrick’s (2016) framework, the four levels of training and
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evaluation are presented in such a way that the plan’s architect is forced to begin with the end in
mind. The ultimate goal of the program was to provide IBAS with adequate information tools
for the acquisition of support resources in their organization. This was determined after isolating
the metrics by which the organization and program would be considered successful if the IBAS
graduation rates matched that of domestic students. Behavioral changes were then identified
with the assumption that changes in a small number of specific skills often lead to the desired
results.
For IBAS, desired behaviors would involve their proactively seeking resources,
including by visiting academic advisers, taking and completing courses pertaining to the goal of
graduating on time, attending and participating in college social activities, working on and off
campus, reporting incidents of harassment, and receiving financial packages to support their
academic success at the university. These behaviors were driven by a series of methods that
reinforced, encouraged, and rewarded IBAS’ academic success. While the more common
learning and reaction phases of the model were also integrated into the plan, a greater amount of
time was spent considering what knowledge, motivation, and organizational information was
available or should be available to enable IBAS to match the graduation rate of domestic
students and attain academic success by graduating on time.
To implement the integrated plan for supporting IBAS’ academic success within the
organization by building networking services to provide information in a one-stop shop
facilitating institutional service awareness, understanding how to access resources, and
organization support services, it will be necessary for organizational stakeholders to build a
coalition with the program to support IBAS’ academic success within the organization. Building
coalition support has been found to enhance capacity and increase readiness, both of which serve
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as indicators for success (Anderson-Carpenter, Watson-Thompson, Jones, & Chaney, 2016).
The OIS, Student affairs, Academic departments, Campus safety, financial aid office,
Center for Black Culture, Registrar’s office, and Office of equity and diversity will have the
opportunity to provide feedback on the networking program and play a role in its execution.
Building stakeholder support through input and feedback is crucial when undertaking actions
such as this, especially when few resources are available. Stakeholders will be presented with
the idea that, if successful, this program will affect the organization in a broader sense, with the
potential for IBAS graduating at the same rate as domestic students; this will increase the
graduation success rate of the university. The use of Kirkpatrick and Kirkpatrick’s (2016) New
World Model in this integrated plan may set the tone for the way in which programs are
implemented and evaluated in the future.
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APPENDIX A. Survey Items
Cross-cultural Acculturation experiences influencing International Black African Students
Academic Success
This is online survey asks you to respond to ten questions related to your cross-cultural
experiences as international Black African students at this university. This survey is voluntary
and your responses will remain anonymous. The information you provide in this online survey
will help with a case study regarding how cross-cultural acculturation experiences influence the
academic success of IBAS. Should you have any questions, you can contact me at
macharia@usc.edu. Thank you for your thoughtful responses.
Josephine Macharia-Lowe. Internal Review Board (IRB) approval number: 5608229
Student Survey
RQ: How Cross-cultural Acculturation experiences influencing International Black
African Students Academic Success.
Instructions: Read the statements below and circle your response.
1. You know where to seek college
support services if need be.
Strongly
Agree
Agree Neutral
Disagre
e
Strongly
Disagre
e
2. You know English Language
proficiency is very important for
college success.
Strongly
Agree
Agree Neutral
Disagre
e
Strongly
Disagre
e
3. You know/believe that the
college supports you as an
International Black African
student to be successful.
Strongly
Agree
Agree
Neutral
Disagre
e
Strongly
Disagre
e
4. You are self -motivated to do
well in college.
Strongly
Agree
Agree Neutral
Disagre
e
Strongly
Disagre
e
5. You find that Interacting with
host students on campus builds
your self-confidence.
Strongly
Agree
Agree Neutral
Disagre
e
Strongly
Disagre
e
6. You believe that Participation in
social activities in college build
your self-confidence
Strongly
Agree
Agree Neutral
Disagre
e
Strongly
Disagre
e
7. You work either on or off campus
as a way to help pay for your
education.
8. While a student on this campus, I
have experience discrimination
on the basis of and/or skin
color/country of origin
Strongly
Agree
Strongly
Agree
Agree
Agree
Neutral
Neutral
Disagre
e
Disagre
e
Strongly
Disagre
e
Strongly
Disagre
e
9. This university has sufficient Strongly Agree Neutral Disagre Strongly
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resources to meet my needs.
10. I find the university responsive to
my needs
Agree
Strongly
Agree
Agree
Neutral
e
Disagre
e
Agree
Strongly
Disagre
e
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APPENDIX B. Interview Protocol
Thank you for taking the time to speak with me today. My name is Josephine Macharia-
Lowe, and I am a doctoral student from the University of Southern California. Our conversation
is confidential, and the information will be coded with false names to protect your anonymity. I
would like to ask some questions about yourself and your college learning environment.
1. Why did you decide to study in the United States?
a. Tell me a little bit about your education experiences in your native country.
2. How would you describe yourself as student?
3. Do you enjoy all the programs the college offers?
4. How is your relationship with your, professors, advisors and mentors?
5. When faced with a problem on campus what do you do?
a. Tell me more; do you have a specific example?
6. What people or offices you seek out when you have needs as student?
a. Tell me of a specific time, if any?
7. Tell me about your friends on and off campus?
a. Tell me more; do you have more international or American friends?
8. Are there any favorite instructors or subjects or social activities you like on campus?
9. Do you participate if the activities that the OIS provides?
a. If so, tell me more about them
10. Do you work on campus, off campus or not?
a. Tell me more about how you meet your expenses
11. Who, when, and where do people assume you are an African American student verses
International Black African students?
12. Has anyone (professor, OIS staff for example) referred you to a resource to strengthen
your English language skills?
13. Would you please describe any resources you use to assist you become English language
proficient on campus and strategies you use with diverse adult learners?
14. The survey results found that X% of IBAS experienced discrimination on the basis of
skin color.
a. Tell me why you think of those findings – to what extent do they reflect your
experience.
15. Do you know where to seek academic assistance with course work
16. Do you know what college courses to take every semester?
17. Do you feel safe on campus?
18. Do you know where to seek counselling and mentorship services on campus?
a. If so, tell me more about it.
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APPENDIX C. Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, California 90089
CROSS-CULTURAL ACCULTURATION EXPERIENCES INFLUENCING
INTERNATIONAL BLACK AFRICAN STUDENTS ACADEMIC SUCCESS IN A US
UNIVERSITY: AN EVALUATION STUDY
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You
should ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
This research study explores how cross-cultural acculturation experiences influence the
academic success of undergraduate international Black African students. In this study,
Acculturation is defined as the cultural modification of an individual, group, or people by
adapting to or borrowing traits from another culture; also; a merging of cultures because of
prolonged contact. Two: The process by which a human being acquires the culture of a
particular society (Merriam-Webster, 2006).
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to complete a 10-question survey
which is anticipated to take about 5 minutes. You do not have to answer all the questions. In
addition, I would conduct an interview that would last approximately 20 minutes. If you choose
to participate, your time commitment for both the survey and the interview would be between
35-45 minutes.
PAYMENT/COMPENSATION FOR PARTICIPATION
There will be no monetary compensation for participation, however, I will greatly appreciate
your participation and will be very thankful. If you choose to participate, you will receive a
thank you card for your time. You do not have to answer all of the questions in order to receive
the card. The card will be provided to you at the completion of the interview.
CONFIDENTIALITY
Confidentiality is extremely vital for my particular study. Therefore, I will respect the
participants’ wishes if at any-time they decide to withdraw or terminate their participation in
the study. Should I decide to record the interviews, I will get permission from participants prior
to the interview and provide transcripts upon request. Participants must also be aware that all
discussions are coded with false names to protect anonymity. Surveys collected will be kept
confidential and stored in a secure location and destroyed once data is transcribed.
The members of the research team, the funding agency and the University of Southern
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP
reviews and monitors research studies to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the study, please contact the following individual:
Principal Investigator
Josephine Macharia-Lowe, M.Ed.
Mt. San Antonio College
1100 N. Grand Ave.
Walnut, CA 91789
Email: macharia@usc.edu
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
APPENDIX D. Recruitment Letter
Hello, my name is Josephine Macharia-Lowe and I am a doctoral student at the
University of Southern California in the Rossier School of Education. If you are an International
Black African Student (IBAS) who was born in Africa and came to the United States to study
only, I would kindly like to invite you to participate in a study that will examine the cross-
cultural acculturation experiences and how their influence your academic success in your host
university in the US.
IBAS in this study will be involved and participate in surveys and one-on-one semi-
structured interviews related to the acculturation experiences and how they positively and
negatively your academics at the university. The surveys will consist of ten questions which will
be sent to you via email and the survey window will be open for three weeks from the initial
open date. The one on one interviews will be conducted in office space at the OIS department.
The interviews will be conducted on an individual basis and will consist of eighteen questions.
The interview session will take 20-30 minutes to complete, please plan on spending that much
time for this process. In addition, if you participate in the interview and survey, your total time
commitment will be two sessions between 40 minutes within a span of three months.
I will send all participating IBAS a thank you card. If you have any questions or would
like to participate in the research, I can be reached at macharia@usc.edu.
Thank you for your consideration.
Josephine Macharia-Lowe
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APPENDIX E. Networking Program Social-cultural Connections for IBAS
In conjunction with The OIS and the Center for Black Cultural (CBCSA) will
provide IBAS undergraduate and graduate students to create socio-cultural connections
on campus
Undergraduate Organizations: Black Student Assembly,100 Black Men, Project,
Africa, African American Cinema Society, African American Cultural Celebration, African-
American Honor Society, African-Americans In HAnnenberg Black Student Association,
Anointed Vessels Of Praise, Black Business Student Association, Black Entertainment And
Theatrical Association, Black Marshall Women's Network, The Voices, Community, Fly,
Habesha Student Association ,HapaSC, Invisible Children (Uganda), Ladies Striving for Unity,
National Association Of Black Accountants, National Association of Black Journalists (NABJ),
National Society Of Black Engineers, Rejoyce In Jesus Campus Fellowship, Rites Of Sisterhood
Youth Mentoring Program, Save Our Selves, Saved By Grace Gospel Choir, Sierra Leone
Educational Enrichment Project (S.L.E.E.P.), Sisters In Spirit, Somerville Scholars, Student
National Pharmaceutical Association, Student Organizing for Literacy, Inclusion & Diversity
(SOLID), UNICEF, Urban Literary Society, USC Fight on for Darfur, National Pan-Hellenic
Council (NPHC) , Alpha Kappa Alpha Sorority, Inc., Alpha Phi Alpha Fraternity, Inc., Delta
Sigma Theta Sorority, Inc., Kappa Alpha Psi Fraternity, Inc., Omega Psi Phi Fraternity, Inc., Phi
Beta Sigma Fraternity, Inc., Sigma Gamma Rho Sorority, Inc., Zeta Phi Beta Sorority, Inc.
Graduate Student Organizations: Black Graduate Student Network, Association of
Black Students in Policy, Planning & Development, Black Graduate Business Leaders, Black
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
Law Students Association, Black Social Work Caucus, minority Graduate Student Organizations
(CBCSA, 2017).
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CROSS-CULTURAL ACCULTURATION EXPERIENCES
APPENDIX F. Level 1 and Level 2 Evaluation Instrument
(During and immediately following IBAS Networking program implementation)
Please read each survey question carefully. Respond to the question by clicking on the number
that corresponds to your response. The minimum score starts with the number 1 (strongly
disagree) and the maximum score ends with the number 4 (strongly agree). The survey should
take less than 15 minutes to complete. Thank you for your time and participation.
1. I believe the IBAS networking workshops are valuable and worthwhile as I pursue my
academics at the university?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
2. My confidence level is increasing because of attending the IBAS networking workshops
information on college services to support my academic success at the university?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
3. I am committed to applying the information learned at the IBAS networking workshops to
support me as a student at the university?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
4. I am an engaged participant in the IBAS networking workshops?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
5. The information provided at the IBAS networking workshops is relevant to me as a program
participant?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
6. I am satisfied with the information provided at the IBAS networking workshops to support
me as a student innate the university?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
7. Name two places where you can locate resources and support services available on campus
after attending the IBAS networking workshops
1.
2.
8. I am more familiar with locating the resources and support services available on campus?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
9. I know the specific period to meet with my academic advisor for registration each semester?
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(a) March and October (b) February and September (c) August and January
(d) I don’t know
10. I know how to register for classes?
List the steps to register for classes:
1.
2.
3.
4.
5.
11. I know how to evaluate my own strengths and challenges as a first-year college student?
1.Provide one strength:
2.Provide one challenge:
12. I see the value of accessing college resources to support completion of each college semester
to meet all program guidelines for successful graduation?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
13. I believe that I can secure an on-campus or off campus job based on the information
provided by the IBAS networking workshops?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
14. I find that the University is committed to my support my academic success based on the
information provided by the IBAS networking workshops?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
15. I have received sufficient information at the workshops on support services provided
through faculty, staff, and administration at the university?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
16. I have information on where and how to access the necessary resources and support services
in place to assist me in achieving my academic goals?
1(Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
188
CROSS-CULTURAL ACCULTURATION EXPERIENCES
17. I am benefitting from my participation and the information provided at the IBAS networking
workshops?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
18. I am adequately prepared and confident to become a successful student because of the
information provided at the IBAS networking workshops?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
19. I am capable of being a successful college freshman through accessing resources provided
by my university?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
20. I believe the IBAS networking workshops provided useful information on (Academic services
(b) institutions services (c) employment opportunities (d) social support services (e) financial aid
services or (f) other to support my successful completion and graduation at the university
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
189
CROSS-CULTURAL ACCULTURATION EXPERIENCES
APPENDIX G. Levels 1, 2, 3, and 4 Evaluation Instrument
(Delayed for a period after the program implementation, complete at 6 weeks and 12 weeks)
please read each survey question carefully. Respond to the question by clicking on the number
that corresponds to your response. The minimum score starts with the number 1 (strongly
disagree) and the maximum score ends with the number 4 (strongly agree). The survey should
take less than 15 minutes to complete. Thank you for your time and participation.
1. I believe the IBAS networking program provides valuable information to support my
academic success in college?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
2. My confidence level is increasing regarding my transition in a new college environment?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
3. I am committed to applying what I have learned in the IBAS networking program to seek
resources that support me as a student at the University?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
4. My confidence as an incoming IBAS freshman has increased as result of information on (a)
time management (b) study skills (d) mentorship relationships (e) course choices and (f) other
services by the IBAS networking program?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
5. I am an involved and will be engaged participant every college to the IBAS networking
program?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
6. The information I am learning as an IBAS networking program participant is relevant and
will continue to during my duration as a student in the university?
7. Name two places where you can locate resources and support services available on campus
after attending the IBAS networking workshops?
1.
2.
8. I am more familiar with locating the resources and support services available on campus?
190
CROSS-CULTURAL ACCULTURATION EXPERIENCES
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
9.
9. I know the specific period to meet with my academic advisor for registration each semester?
(a) March and October (b) February and September (c) August and January
(d) I don’t know
10. I know how to register for classes?
List the steps to register for classes:
1.
2.
3.
4.
5.
11. I know how to evaluate my own strengths and challenges as a first-year college student?
1. Provide one strength:
2. Provide one challenge:
12. I see the value of seeking academic and institutional resources to support my academic
success as a student?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
13. I believe that I am capable of undertaking college courses with adequate college services
provision information from the IBAS program?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
14. I find University supportive toward my academic achievement through the information on
services provided through the IBAS networking program?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
15. I have received sufficient information about where to access psychological on campus
through the IBAS networking program?
191
CROSS-CULTURAL ACCULTURATION EXPERIENCES
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
16. I have the necessary information on the resources and support services in place to assist me
in achieving my academic goals as a student?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
17. I am benefitting from my participation of the IBAS networking program?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
18. I am adequately prepared as an incoming student based on my participation in the IBAS
networking program?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
19. I am capable of being a successful college student a result of the information on resources
offered through the IBAS networking program?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
20. I am encouraged through collaborative efforts and peer modeling services provided by the
university to perform at my best academically as a student?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
21. I am encouraged as a program participant through feedback and information provided to
succeed academically as a student?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
22. I feel appropriately informed about where and how to access organizational services which
will be rewarding to be successful as a college student at the university?
1 (Strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree)
192
CROSS-CULTURAL ACCULTURATION EXPERIENCES
APPENDIX H. The Results of the Survey
Statement/Type Mean Mode SD
the Knowledge Survey
Question 1 (C) 2.18 2 0.57
the Motivation Survey
Question 2
(Psychological)
1.45 1 0.50
Question 4
(Psychological)
1.36 1 0.64
Question 5 (Personal) 2.18 3 0.83
Question 6 (Personal) 2.00 2 0.60
the Organization Survey
Question 7 (O) 2.73 3 1.42
Question 3 (O) 2.73 3 1.05
Question 8 (CU) 3.00 4 1.00
Question 9 (C) 2.18 2 1.03
Question 10 (C) 2.36 2 0.77
Abstract (if available)
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Asset Metadata
Creator
Macharia-Lowe, Josephine Nyambura
(author)
Core Title
Evaluating cross-cultural acculturation experiences influencing international black African students' academic success in a United States university
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Publication Date
07/24/2017
Defense Date
07/22/2017
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
acculturation,adaptation,adjustment,attitudes,beliefs,Clark and Estes framework,cross-culture,culture,customs,Discrimination,Higher education,Ideas,international Black African students,knowledge influences,Language,micro-aggression,motivation influences,OAI-PMH Harvest,organization of behaviors,organizational influences,racial identity,rituals,stereotype theory,value habits
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Sundt, Melora (
committee chair
), Crawford, Jenifer (
committee member
), Tambascia, Tony (
committee member
)
Creator Email
jlowrd@yahoo.com,macharia@usc.edu
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https://doi.org/10.25549/usctheses-c40-419197
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UC11214602
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Macharia-Lowe, Josephine Nyambura
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The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
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Tags
acculturation
adaptation
adjustment
attitudes
beliefs
Clark and Estes framework
cross-culture
international Black African students
knowledge influences
micro-aggression
motivation influences
organization of behaviors
organizational influences
rituals
stereotype theory
value habits