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New international students' perceptions of U.S. professors

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/rx913t561

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  • The purpose of this study was to determine new international students' perceptions of United States professors upon entrance into the university and after two months in class, and if differences in expectations exist between groups of students based on demographic variables. A survey designed to assess these expectations was administered to 81 new international students during the fall 1997 international student orientation sessions. The survey was readministered to respondents of the pre-test after two months to evaluate changes in their perceptions of U.S. professors. During winter term 1998 follow-up interviews were conducted with several students to confirm and expand upon the statistical data. Student responses to 12 of the 25 items changed significantly over time. Significant change occurred on items related to the value of international exchange, cultural adaptation, academic adaptation, and on some non-clustering items. In general, new international students held positive views of professors in the United States on both the pre- and post-tests. Of the demographic variables considered in the research, region of origin yielded the greatest number of significantly different responses between groups. European students generally held more positive views of professors in the United States than did Southeast Asian or East Asian students. Graduate status and prior experience in the United States also affected student response rates to certain items. Gender did not significantly affect response rates. Changes in pre- and post-test response rates indicate that students enter the university with expectations for U.S. professors that somewhat inaccurate. The findings also indicate that demographic variables significantly affect the expectations which new international students have upon arrival. The most effective manner to address these issues is to expand upon the information currently presented to new international students during orientation on topics such as classroom and academic expectations and student-faculty interaction. Addressing different perceptions based on demographic variables would require either multiple sessions to meet the needs of diverse student groups, or sessions which cover the above topics expansively.
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