WWeesstteerrnn MMiicchhiiggaann UUnniivveerrssiittyy SScchhoollaarrWWoorrkkss aatt WWMMUU Dissertations Graduate College 6-2002 TThhee AAddjjuussttmmeenntt PPrroobblleemmss ooff AAffrriiccaann SSttuuddeennttss aatt WWeesstteerrnn MMiicchhiiggaann UUnniivveerrssiittyy Apollos Bitrus Goyol Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the International and Comparative Education Commons, and the Other Education Commons RReeccoommmmeennddeedd CCiittaattiioonn Goyol, Apollos Bitrus, "The Adjustment Problems of African Students at Western Michigan University" (2002). Dissertations. 1283. https://scholarworks.wmich.edu/dissertations/1283 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. THE ADJUSTMENT PROBLEMS OF AFRICAN STUDENTS AT WESTERN MICHIGAN UNIVERSITY by Apollos Bitrus Goyol A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Educational Studies Western Michigan University Kalamazoo, Michigan June 2002 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE ADJUSTMENT PROBLEMS OF AFRICAN STUDENTS AT WESTERN MICHIGAN UNIVERSITY Apollos Bitrus Goyol, Ph.D. Western Michigan University, 2002 There are more international students enrolled in colleges and universities in the U.S. than in any other country as reported by the Institute of International Education. In the 2000/01 school year, the institute estimated that 547,867 inter­ national students were studying in the U.S. Most of these students, 302,058 (55%) came from countries in Asia; and 80,584 (14.7%) came from Europe. Latin America had 63,634 (11.6%); followed by the Middle East, with 36,858 (6.7%); Africa, with 34,217 (6.2%); North America, with 25,888 (4.7%), and Oceania, with 4,624 (.8%). Ten students were Stateless. As a response to the high number of international stu­ dents, an increasing amount of literature has addressed the specific needs, unique experiences, and acculturation patterns of these students (Essandoh, 1995; Hayes & Lin, 1994; Pedersen, 1991; Sandhu, 1995). Adjustment is defined as the process through which individuals become inte­ grated into a new environment, including the satisfaction of motivations and needs. Adjustment/Acculturation research on international students has revealed that varia­ bles such as perceived discrimination, use of the English language, finances, and shorter time spent in the U.S. contribute to lower levels of adjustment. The impact of declared majors, length of stay, marital status, age, and gender in the Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. adjustment process has also been addressed in several studies, revealing conflicting results. The purpose of the present study is to examine if and how the above five stated variables contribute to the adjustment process, using the Michigan Inter­ national Student Inventory Problems (MISPI) checklist. One hundred and thirty African students enrolled at Western Michigan University for the 2000/01 academic year were surveyed to determine their perceptions of their own adjustment and accul­ turation processes. Statistical analysis of the data included descriptive statistics, para­ metric tests, t-test, and MANOVA. The major findings of the study were that African students at Western Michigan University identified the financial aid and English lan­ guage adjustment areas as those with which they were most concerned and least con­ cerned, respectively. Surprisingly, the five variables tested (age, gender, academic classification, and duration of stay in the United States) did not differentiate differ­ ences in the current sample. In summary, this study indicates that an accurate understanding of inter­ national student adjustment/ acculturation problems requires identifying variables that might influence their American educational sojourn. A qualitative research approach may help identify other unknown factors that may relate to adjustment problems as well as provide important information that may help guide the revision of the MISPI. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bieedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number 3060706 Copyright 2002 by Goyol, Apollos Bitrus All rights reserved. _ ___ __® UMI UMI Microform 3060706 Copyright 2002 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Copyright by Apollos Bitrus Goyol 2002 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS First and foremost I want to thank the Lord God almighty for bringing me this far and without whom this study could have not been possible. This dissertation could not have been completed without the assistance, support and cooperation of several people too numerous to mention to whom I am highly indebted to. To Dr. Charles Warfield, advisor and Chairperson, words cannot express my appreciation for your guidance and assistance throughout the duration of my study. To Dr. Brooks Applegate, Co-Chairperson, thank you so much for all your time. Dr. Gary Wegenke, and Dr. Carl Woloszyk, for your willingness to serve as members of my committee and their interest and assistance in helping me complete the research, I say thank you so much. To my children, Wadelnen and Nenfot, and especially my dear wife Jemima, for your prayers, support, encouragement, understanding, and patience which gave me the strength to go on I say may the good Lord blessed you real good and we all look forward to the future with lots optimism as the Lord wills. And finally I dedicate this work to my dear parents for all their relentless prayers and unwavering support. Apollos Bitrus Goyol ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGEMENTS................................................................................................ii LIST OF TABLES............................................................................................................vii LIST OF FIGURES...........................................................................................................ix CHAPTER I. INTRODUCTION...................................................................................................1 Rationale for the Study..................................................................................6 Purpose of the Study......................................................................................7 ** Research Questions.........................................................................................8 Assumptions..................... 8 Implications of the Study...............................................................................9 Definition of Terms.......................................................................................9 Limitations of the Study..............................................................................10 E. REVIEW OF RELATED LITERATURE..........................................................11 Introduction....................................................................................................11 Theories of Acculturation/Adjustment........................................................14 Pattern of Adjustment.........................................................................16 Adjustment Problems of International Students in U.S. Higher Education Institutions.........................................................20 Research Using the MISPI..........................................................................25 iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.