Document Type
Article
Publication Date
2013
Publication Source
Academy of Educational Leadership Journal
Abstract
The number of Saudi students studying in the United States quintupled from 3,035 students in 2005 to 15,810 students in 2010 due to a fully funded Saudi government scholarship (Open Doors, 2010). As students originating in a cultural background differing from the prevailing principles of their higher education institutions, Saudi students face several challenges. The cultural challenges are one of the most frequently apparent among these challenges (Constantine, Okazaki, & Utsey, 2004; Miller, 2002). Building upon the relationship between the cultural beliefs and student academic achievement, this study aimed at examining the cultural aspects of the increased presence of Saudi students enrolled in the various academic programs at a Mid-Western research university, Riverside State University, a pseudonym. The study followed the qualitative method for data collection and analysis. After conducting initial site observations and document reviews, primary data were collected from open ended interviews with students, administrators, and professors at the university. Study findings revealed various cultural implications arising from the continuous increase of Saudi students on American higher education campuses. The cultural construct was shown to have several subsequent aspects including: transition, academic life, and social life. University support systems were explored to demonstrate a replicable model that can be adopted to ease the cultural adjustment of these students. Recommendations demonstrate how various techniques can be utilized to increase Saudi students’ engagement for academic success.
Inclusive pages
103-118
ISBN/ISSN
1095-6328
Publisher
Allied Academies
Volume
17
Issue
1
Peer Reviewed
yes
Keywords
Saudi students, college student persistence, cultural life, transition
eCommons Citation
Razek, Nasser and Coyner, Sandra C., "Cultural Impacts on Saudi Students at a Mid-western American University" (2013). Counselor Education and Human Services Faculty Publications. 4.
https://ecommons.udayton.edu/edc_fac_pub/4
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
Article included in repository with publisher's permission. For an archive of past issues of the Academy of Educational Leadership Journal or for information about submitting papers, see the publisher's website.