International Students and the Multicultural Environment The quest for quality education by International students in the United States has always presented untold challenges to these students as they try to fit into American culture and education systems. In the last few decades, the U.S. has witnessed an ever growing number of foreign students in most of their local educational institutions. The economic growth and reforms in various countries has enabled the mass immigration of international students into America in search of better education prospects in order to boost their chances of economic prosperity. Moreover, the improvement in diplomatic relationships among many countries has also had a positive impact in the quest for many students from affluent families, and lucky ones who are able to secure scholarships to studying in some of the American’s best learning institutions (Larmerfeb, 23). Therefore, this paper will discuss the prospects of international education to a multicultural learner. A Multicultural-learner may be described as a student who embraces any form of education system or teaching approach that incorporates the values, beliefs, histories and perspectives of other learners from different cultural backgrounds. Such learners are cognizant that international learning institutions are multicultural in nature. Multicultural learning environments also pose major challenges to students, especially for those who are facing such situations for the first time in their lifetime (Andrade, 139). Multicultural environments are very instrumental in fostering effective and efficient learning environments for learners from all walks of life. For instance, a multicultural learning environment can be helpful to learners trying to develop a positive self-image on oneself and one’s cultural background. Multicultural learners are presented with equitable learning opportunity regardless of their backgrounds. It also allows the learners to develop multiple perspectives and ways of thinking. More importantly, multicultural learning environments also provides ways of fighting baseless stereotypes and prejudicial behaviors. Last but not least, the multicultural learners have the opportunity to critique in regards to their social justice practices (Andrade, 141). As, an international student pursuing education in foreign land, my core values include embracing diversity, hard work, altruism, and reliability as well as friendship. These core values are helpful in shaping the way I think, feel, and behave day-in and day-out especially in my multicultural environments here at UCSC. In order to succeed in achieving learning goals and objectives in multicultural learning environments, I believe that my personal core values are the most valuable yardsticks (Andrade, 137). There are numerous reasons as to why most students may want to study in American. Studying abroad in an American university will allow for inval.

1. International Students and the Multicultural Environment
The quest for quality education by International students in
the United States has always presented untold challenges to
these students as they try to fit into American culture and
education systems. In the last few decades, the U.S. has
witnessed an ever growing number of foreign students in most
of their local educational institutions. The economic growth and
reforms in various countries has enabled the mass immigration
of international students into America in search of better
education prospects in order to boost their chances of economic
prosperity. Moreover, the improvement in diplomatic
relationships among many countries has also had a positive
impact in the quest for many students from affluent families,
and lucky ones who are able to secure scholarships to studying
in some of the American’s best learning institutions (Larmerfeb,
23). Therefore, this paper will discuss the prospects of
international education to a multicultural learner.
A Multicultural-learner may be described as a student who
embraces any form of education system or teaching approach
that incorporates the values, beliefs, histories and perspectives
of other learners from different cultural backgrounds. Such
learners are cognizant that international learning institutions are
multicultural in nature. Multicultural learning environments
also pose major challenges to students, especially for those who
are facing such situations for the first time in their lifetime
(Andrade, 139).
Multicultural environments are very instrumental in
fostering effective and efficient learning environments for
learners from all walks of life. For instance, a multicultural
learning environment can be helpful to learners trying to
develop a positive self-image on oneself and one’s cultural
background. Multicultural learners are presented with equitable

2. learning opportunity regardless of their backgrounds. It also
allows the learners to develop multiple perspectives and ways of
thinking. More importantly, multicultural learning environments
also provides ways of fighting baseless stereotypes and
prejudicial behaviors. Last but not least, the multicultural
learners have the opportunity to critique in regards to their
social justice practices (Andrade, 141).
As, an international student pursuing education in foreign
land, my core values include embracing diversity, hard work,
altruism, and reliability as well as friendship. These core
values are helpful in shaping the way I think, feel, and behave
day-in and day-out especially in my multicultural environments
here at UCSC. In order to succeed in achieving learning goals
and objectives in multicultural learning environments, I believe
that my personal core values are the most valuable yardsticks
(Andrade, 137).
There are numerous reasons as to why most students may
want to study in American. Studying abroad in an American
university will allow for invaluable academic, professional, and
personal growth, and open up an infinite number of career
opportunities upon graduation. Parents send their children
abroad to study because of the prospect of better employment
opportunities in global job markets as well as the snobbish
appeal associated with the obtaining best education in
prestigious state of the art educational institutions in American.
In Brook Lamer’s “The Parachute Generation,” Chinese
international student Korbin’s quest for an American education
is based on the idea that there are greater opportunities in a
developed country that has a strong currency. Most parents of
the foreign international students have the notion that educating
their children abroad in prestigious American institutions is the
best thing to do. Korbin’s dad thinks highly of the prospect of
his son studying in among the top 50 universities in America,
but he also thinks that such move will give Korbin a “leg-up” if
or when he moves back to China. With a American college
degree, Korbin will be able to group himself among the few

3. international elites in China. Obtaining skills and knowledge
abroad often prove valuable in the Chinese job markets as most
employers believe that such skills and knowledge are valuable
assets for their companies (Parrish and Linder-VanBerschot,
14).
As a multicultural-learner, the opportunity to study abroad,
especially in an American institution, will give me empowering
opportunities. Being tolerant of diversity, gives me the
opportunity to interact and learn from my colleagues from
different cultural backgrounds. Similarly, such interactions also
provide a window of opportunity to appreciate different cultures
through a critical lens of experience. This type of multicultural
environment is important in understanding one’s own cultural
while appreciating values and beliefs of others which enhances
personal growth and self-actualization (Larmerfeb, 24).
Altruism and friendliness are important in making friendships in
order to further gain deeper insight into other people’s culture
and belief systems. Making more friends, and immersing myself
in school studies are some of the ways to make education life in
foreign countries more colorful and fulfilling Nonetheless, the
hard work is one of the most important ingredient for success
particularly among the international students who are trying to
acquire a quality education in unfamiliar learning environments.
Understanding one’s main objectives and goals as far as
education is concerned is what determines educational success
for the international students (Li and Bray, 796).
It is important to acknowledge the myriad of challenges
faced by international students. Peer influence also has an
adverse impact on learning processes. For instance, some
students may lose themselves to antisocial behaviors such as
overindulgence in alcohol and other substances abuse. Such
behaviors are normally introduced by uncalled for peer pressure
on international students by their host counterparts who may see
such misdemeanors as normal. For example, in “The Parachute
Generation” Korbin was introduced to drug and alcohol abuse
by his American student counterparts. Furthermore, the

4. language barrier is another type of challenge faced by
international students studying in multicultural environments.
Understanding of local dialect and slang used used by American
students students often act as barrier between the host students
and the foreign students. Talking time to learn the local
language in most case is challenging and time-consuming
(Andrade, 134).
It is vital to understand that in spite of the good prospects
that come from studying abroad, particularly in multicultural
environments, there will always be numerous challenges for
foreign students in such settings. Foreign students are forced to
cope with myriad challenges,which include adapting to new
environments, cultural and languages barriers, and the
unfamiliar education systems. Subsequently, in order to fit in
well, developing some core values such as cultural tolerance
and humility can be useful for any foreign student.
References
Andrade, Snow Maureen . "International students in English-
speaking universities: Adjustment factors." Journal of Research
in International education 5.2 (2006): 131-154.
Larmerfeb, B. The Parachute Generation. 2 March 2017. 11

5. October 2017.
Li , Mei and Mark Bray . "Cross-border flows of students for
higher education: Push–pull factors and motivations of
mainland Chinese students in Hong Kong and Macau." ." Higher
education 53.6 (2007): 791-818.
Parrish, Patrick and Jennifer Linder-VanBerschot. "Cultural
dimensions of learning: Addressing the challenges of
multicultural instruction." The International Review of Research
in Open and Distributed Learning 11.2 (2010): 1-19.