A comparison of concerns perceived by international and minority students enrolled at Iowa State University

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1990
Authors
Evans, Anna
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Abstract

The purpose of this study was to compare the perceived concerns of Asian, African-American, Hispanic, Native American, and international students enrolled during the Fall 1989 semester at Iowa State University in Ames, Iowa;The subjects for this study consisted of 253 students selected from a stratified random sample of 500 students. The data were collected by means of a questionnaire based on concepts developed by Westbrook, Miyares, and Roberts (1977), and other published and unpublished information available to the researcher. Descriptive statistics and a one-way analysis of variance were used to analyze the data;The design of the study focused on seven null hypotheses. Significant differences existed between international and minority students' alienation concerns according to years enrolled at the university and length of stay in the United States. Other significant differences between international and minority students' mean scores existed on cultural, discrimination, educational, social, and community concerns when ethnicity, years enrolled at the university, and length of stay in the United States were considered;No differences were found between the students' mean scores on residence-related issues. Differences, however, did exist between the students' mean scores on issues concerning negotiating the system according to ethnicity and classification;The investigator concluded that, contrary to what the hypotheses predicted, alienation and discrimination concerns among the international and minority students appeared to be their most serious problems. Cultural, educational, and residential concerns and negotiating the system were perceived as less serious problems for the students;References. Westbrook, F. D., Miyares, J., and Roberts, J. H. (1977). Perceived problem areas by black and white students and hints about comparative counseling needs. Journal of Counseling Psychology, 25, 119-123.

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Professional studies in education, Education (Higher education), Higher education
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