This document outlines a proposed Cultural Transition Development Theory for international students studying in the United States. The theory consists of 4 stages: 1) Needs vs. Opportunity, where students identify opportunities in the US and intend to act; 2) Research, where students select a school and make plans; 3) Conflict, where language, cultural, and social barriers lead to shock as reality differs from expectations; and 4) Integration, where students begin to integrate new ideas and aspects of culture into their identity. The document provides examples from interviews of international students' experiences that illustrate stages of the theory. It identifies limitations and proposes future research such as a longitudinal study.

1. Cultural Transition Development Theory

2. "International Education can be viewed as a vehicle
through which young people can become better
equipped to understand and to contribute to their own
increasingly heterogeneous society as well to the
wider world beyond"

3. What is International Education?
"A cross-curricular theme that encapsulates and
promotes an international dimension in schools and
for learners."
McMahon (2011)

5. • According to the Institute of International Education's 2011
data release, about 723,277 international students enrolled
are in US colleges and universities
• Undergraduate and graduate foreign enrollment has been on
the steady rise in the last couple of years ranging 5%-9%
• Top three fields of study for international students are :
– Business & Management
– Engineering
– Mathematics and Computer Science

6. China
22%
India
14%
South
Korea
10%
Canada
4%
Taiwan
3%
Other
47%
Enrollment Rate
China
India
South Korea
Canada
Taiwan
Other

7. 1. California 96,535
2. New York 78,888
3. Texas 61,636
4. Massachusetts 38,698
5. Illinois 33,766
6. Other 413, 754
*Statistics referenced from the Institute of International Education website
13%
11%
9%
5%
5%
57%
Host Rate
California
New York
Texas
Massachusetts
Illinois
Other

8. • There are roughly 64
international students (out
of 6,400 undergrad and
grad students)
• Students can attain
resources and services
through the office of
Student Life
Sacred Heart
University
• There are 400+
international students (out
of roughly 10,000
undergrad and grad) from
49 different countries
enrolled
• Center for International
Education
Salem State
University
• There is a reported 345
international students (out
of 20,604 undergrad and
grad) from 50 different
countries enrolled
• International Programs
Office, iPO
University of
Massachusetts
Amherst
• There are roughly 49
international students (out
of 1,600 undergraduate
students) enrolled
• Center for Global
Education
Wheaton
College

9. The purpose of this study was to explore the
development of international students on
U.S. college campuses.

10. Participants
Germany
Ukraine
Dominican Republic (2)
Ireland
Greece/Albania

11. Kayri
Wheaton College
Dominican Republic
Class of 2014
Neuroscience
•Residential Student
•Plans to stay in the United States for 8 years
•Clubs & Organizations: Club Tennis, Habitat for Humanity, Amnesty
International, Wheaton's Women Organization
•Reasons for coming to the United States: Better Education and more opportunities
•Biggest Transitional Challenges: Adjusting to the Culture, language barrier
•Biggest Cultural Challenges: Peers being more open sexually, lack of a strong
community (stores, restaurants, recreational places)
•Personal Changes: New ideas and views on many different topics, more well rounded
in thoughts

12. Francine
Wheaton College
Dominican Republic
Class of 2014
Bioformatics
•Residential Student
•Plans to stay in the United States for 3 years
•Clubs & Organizations: Latino Student Association, Distinguished Women of
Color, Residential Life, Wheaton College Radio
•Reasons for coming to the United States :to improve her English and for better job
opportunities in Bioformatics
•Biggest Transitional Challenges: Language Barrier and Culture Shock. Lack of knowledge of
social norms and being “kept” to cultural ties
•Biggest Cultural Challenges: The diversity of people
•Personal Changes: More social and open. Has more liberal views now. Has now started
hanging out with students outside of her (home country) group of friends

13. Elena
Wheaton College
Albania/ Greece
Class of 2015
Biochemistry
•Residential Student
•Plans to stay for about 8 years
•Clubs & Organizations: Pre-Health Society, Tennis Club, Outdoors Club
•Reasons for coming to the United States: for a better education and more opportunities
•Biggest Transitional Challenges: Language Barrier
•Biggest Cultural Challenges: Peers being more open about their sexual life
• Personal Changes: more open minded and has learning how to talk and open up to
people earlier in relationships

14. Nora
Sacred Heart University
Germany
Class of 2015
Undecided
Grade Point Average: 4.0
•Residential Student
•Took ESL classes 2 years ago and since Spring 2012 enrolled as an undergraduate full-time
student with plans to graduate in the US
•Clubs & Organizations: Phi Sigma Sigma Sorority, Rotaract
•Reasons for coming to the United States: to improve English as a second language, to get to
know another way of life, different people, and another culture
•Biggest Transitional Challenges: Home Sickness, lack of knowledge about the culture
•Biggest Cultural Challenges: learning how people interact with one another. “Let’s hang out”
• Personal Changes: improved English and the way she interacts (believe she can change back
quickly when she returns home)

15. Nataliya
Salem State University
Nicholaev, Ukraine
Graduate Student
HESA Program
•Initially live with a host family, now lives off campus in Boston
•Planed to stay for 2 years but the language barrier has prolonged the trip
•Graduate Assistant Position: Center for International Education
•Reasons for coming to the United States: better future and position in society, more of a
personal challenge
•Biggest Transitional Challenge: Language Barrier (English was a third language)
•Biggest Cultural Challenges: less of a community oriented society, people appreciate
diversity more
• Personal Changes: more individualistic through voicing her own point of view, ambitious
in a different way and better prepared to build a more successful future, not afraid to ask
for help and share opinion in class, more appreciative and understanding

16. Chris
University of Massachusetts Amherst
Cork,Ireland
Economics and Politics
•Residential Student for the first semester, then moved off campus
•Studied in the United States for 1 year
•Reasons for coming to the United States: wanted to try new things and always enjoyed
the American Culture
•Biggest Transitional Challenges: Making friends initially, language was a small issue
because of the accent
•Biggest Culture Challenges: more relaxed environment
• Personal Changes: improve motivated to socialize with people, very confident during
presentations, more competitive to get better grades

17. Interview Question
Examples
• What was the hardest part of your transition to a college in the United States?
• What resources at the College or University did you find most helpful during your transition?
• What are some resources that you wish were available at your college or university?
• What do you think are the most difficult issues for international students coming to American
Colleges and Universities?
• What was the biggest cultural change?
• Are there any challenges you have found academically that you can contribute to a difference in
culture or environment?
• Do you offer your own opinions and views in class discussions?
• Do you meet with your professors outside of class?
• Do you attend campus events?
• What changes have you seen in yourself since you began the international program?
• How have you adjusted to the social aspect of college?
• What are some of the stressors you face as you are entering and adapting to this culture?
• What are some of the coping strategies you have explored?

18. Existing Theories that Apply to
International Education...

19. Schlossberg's Transition Theory
Phinney's Model of Ethnic Identity
Cultural Dissonance Theory
Baxter Magolda's Theory of Self-
Authorship

20. • Discovers discrepancy between individual needs and
opportunities offered at cultural location.
• Individual is exposed to another culture through mediums like
television, movies, books, the internet, travel etc.
• Individual desires opportunities presented at another country's
location.
• Individual develops expectations for unmet needs and intends to
act on expectations.
Cultural Transition Development
Theory
Stage I: Needs vs. Opportunity
(Intent)

21. Stage 1 Examples: Chris & Nataliya

22. • Research: Individual begins the process of selecting an
American school
– School counselors
– Online
• Students begin their process of applying to
school, visas, looking for host families
• They make their journey to the United States and into their
new school and culture

23. Reasons why our students chose
their schools
“ I chose a liberal arts school because I wanted a small community like my high
school and Wheaton was ranked pretty high so, I decided to apply.”
-Francine
“I had a choice of there or North Carolina. The facilities and location of UMass
appealed to me more than North Carolina.”
- Chris
“Googled liberal arts, small school, application was free.”
-Elena
“Since I came with a language program from Germany to New York I visited
Universities in the area. I chose Sacred Heart because it was a smaller very
personal and friendly University I could see myself in.”
-Nora

24. Stage III: Conflict Between
Expectation and Reality (Shock)
Language Barrier: Examples : Nataliya & Nora
Cultural Barrier: Examples: Nataliya & Francine
Social Aspect: Examples: Nora, Chris, Elena, & Kavri
• International Students realize that there is more adjustment
than they first anticipated. The language barrier, cultural
barrier, and social aspects contribute to their transition.

25. Stage IV: Integration
• In this stage international students begin to
integrate new pieces of culture and new ideas
into their identity.
• New Ideas
• New Cultural Aspects
• Open-mindedness

26. Limitations
• Does not encompass students from all
continents.
• Snap shot of the student at a certain point in
their development

27. • Longitudinal Study of International
Students
• What resources should be implemented
to help students with their transition?
Future Research

28. • Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010).
Student development in college: Theory, research, and practice (2nd
ed.). San Francisco, CA: Jossey-Bass.
• Marklein, M. B. (2011, November 14). More foreign students studying in
USA. USA Today. Retrieved from http://usatoday30.usatoday.com/
new /education/story/2011-11-13/foreign-students-boost-usa-
economy/51188560/1
• Groncholski, E., Sergent, T., Soman, L. & Witherell, S. (2011). International
Student Enrollment Increased by 5 Percent in 2010/11, Led by Strong
Increase in Students From China. Institute of International
Education, . Retrieved from http://www.iie.org/Who-We-Are/News-
and- Events/Press-Center/Press-Releases/2011/2011-11-14-Open-Doors-
International-Students
References