Full metadata
Title
Peer-Mentoring for New International Students: A Study on Utilizing a Peer-Mentoring Program to Assist New Students Experiencing Acculturation
Description
The purpose of this mixed-methods action research study was to discover the hindrances and apply new innovative ideas to the problematic stages of student acclimatization and acculturation to an American education and Taiwanese host culture. The goal was to improve academic success during the initial first year, improve the acclimatization process, and stimulate the acculturation process.
The study applied a mixed-methods approach. Four new foreign students participated in a 12-week innovation. This innovation consisted of establishing a protocol for school staff, creating and implementing a student-led Welcoming Committee, training at the beginning of the school year, establishing guidelines and expectations for participating Welcoming Committee members, assigning peer mentors to new students, and providing opportunities for socializing and meeting people. The participants took pre and post cultural self-efficacy tests. In addition, qualitative data was collected from the interviews of the four participants.
The new foreign students showed an increase in cultural self-efficacy from the beginning of the innovation to the conclusion of it. Findings of this study found that students used past experiences in creating initial perceptions, these perceptions changed after interactions with the Welcoming Committee, ample assistance was given to the new foreign students throughout the innovation, and Welcoming Committee members were relied on to make initial contact with others due to initial difficulties in this area.
The study applied a mixed-methods approach. Four new foreign students participated in a 12-week innovation. This innovation consisted of establishing a protocol for school staff, creating and implementing a student-led Welcoming Committee, training at the beginning of the school year, establishing guidelines and expectations for participating Welcoming Committee members, assigning peer mentors to new students, and providing opportunities for socializing and meeting people. The participants took pre and post cultural self-efficacy tests. In addition, qualitative data was collected from the interviews of the four participants.
The new foreign students showed an increase in cultural self-efficacy from the beginning of the innovation to the conclusion of it. Findings of this study found that students used past experiences in creating initial perceptions, these perceptions changed after interactions with the Welcoming Committee, ample assistance was given to the new foreign students throughout the innovation, and Welcoming Committee members were relied on to make initial contact with others due to initial difficulties in this area.
Date Created
2019
Contributors
- Ayers, Aaron (Author)
- Bernstein, Katie (Thesis advisor)
- Koro-Ljungberg, Mirka (Committee member)
- McGrath, John (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
172 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.55537
Level of coding
minimal
Note
Doctoral Dissertation Educational Leadership and Policy Studies 2019
System Created
- 2020-01-14 09:15:00
System Modified
- 2021-08-26 09:47:01
- 3 years 3 months ago
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