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FINAL 5 Final Research Paper Your Name Texas A&M University-Commerce Introduction The Final Research Paper will consist of a Title Page, an Introduction (approx. one half page), a Discussion section (a minimum of 6 to a maximum of 8 full pages of discussion for the selected countries), a Conclusion (approx. one half page), and a References list consisting of at least six scholarly sources. Note: Blogs, magazines, and newspapers are not considered scholarly sources (will contain in text citations and a list of reference sources at the end). Wikipedia, newspaper articles, and blogs cannot be used in the research paper. Discussion Use double-spaced paragraphs, with centered main headings, and left aligned subheadings for each country.

Paraphrase into your own words and cite with in text citations. You may use subheading for each point. Challenges of International Students Please describe the challenges that your demographic group students experience in the U.S. Try to provide examples to elaborate your statement. Culture and Interaction with American students Try to provide in depth information and examples to support you statement.

Values and Benefits of International Students Provide some values and benefits the international students, specifically with the demographic group that you have selected, studying and living in the U.S. Communication Styles Discuss the verbal and nonverbal communication styles that are practiced by the international students, including your demographic group. Stereotypes, Prejudice, and/or Racism Discuss the stereotypes, prejudice, and/or racism experienced by international students, including your demographic group. Acculturation Process Incorporate the information that you have completed in Module 5. Please refer to the feedback that I have shared with you in the feedback column.

Make sure you include how they address the challenges. Social and Cultural Identities Address the social and cultural identities experienced by the international students including your demographic. Influence of Mass Media Discuss how mass media has influenced international students. Provide examples to support your statement. Conclusion The Final Research Paper will consist of a Title Page, an Introduction (approx. one half page), a Discussion section (a minimum of 6 to a maximum of 8 full pages of discussion for the selected countries), a Conclusion (approx. one half page), and a References list consisting of at least six scholarly sources.

Note: Blogs, magazines, and newspapers are not considered scholarly sources (will contain in text citations and a list of reference sources at the end). Wikipedia, newspaper articles, and blogs cannot be used in the research paper. Do not copy/paste content from the article(s) or use word-for-word direct quotes (""). Paraphrase into your own words and cite with in text citations. Each paragraph in the Final Research Paper will require in text citations.

The Final Research Paper uploaded to the Module 8 Final Research Paper folder will be automatically submitted to Turnitin.com to check for resemblance. Again, use appropriate centered main headings and left aligned subheadings (bold font) to clearly identify all sections of the Final Research Paper. The Final Research Paper will consist of a Title Page, an Introduction (approx. one half page), a Discussion section (a minimum of 6 and a maximum of 8 full pages), a Conclusion (approx. one half page), and a References list consisting of at least six scholarly sources. Note: Blogs, magazines, and newspapers are not considered scholarly sources (will contain in text citations and a list of reference sources at the end).

Wikipedia, newspaper articles, and blogs cannot be used in the research paper. Use APA style format for page headers, Title Page, Introduction, Discussion section, Conclusion, and References list. Conduct a spelling and grammar check on the Final Research Paper content. DELETE ALL OF THE ABOVE INSTRUCTIONS BEFORE STARTING YOUR CONTENT. References Liu, S., Volcic, Z., & Gallois, C. (2015).

Introducing intercultural communication: Global cultures and contexts . Thousand Oaks, CA: SAGE Publications, Inc. DELETE THE ABOVE FORMATTED REFERENCE EXAMPLE BEFORE ENTERING YOUR SOURCES. NOTE: REFERENCES WILL ALWAYS START AT THE TOP OF A PAGE. INSTRUCTION : 1.

This is a group assignment. 2. Use the case as well as additional research material and present your findings. 3. A hard copy MUST be presented to the lecturer on the due date.

4. The APA format MUST be maintained, and a declaration of authorship must be made. 2020/2021- Semester 2 Macroeconomics Coronavirus Might tip the Global Economy into a Recession The following is an excerpt from the captioned article China is a leading player in the global trade through the production of goods and services. China is also a leader in a global logistics chain of events that allow global business and commerce to occur on time. Many businesses manufacture their goods in China, and countries rely on goods manufactured in China to satisfy many of their demands.

From modern medicine to household consumption goods, to cell phones and office equipment, steel, and construction equipment, almost every and anything is made in China. Since this coronavirus epidemic, countries have become skeptical of purchasing imported goods from China. The virus has led to a decline in Chinese output in some areas but an increase in others. The potential global slipover effects of the virus have led economists to believe that there might be a global recession looming in light of this. Some recessions are driven by supply, while others are driven by demand.

Recessions like this might impact production and, therefore, the supply of goods and services, then impact income and demand negatively. As a result, many countries are reforecasting their growth numbers downwards. The International Monetary Fund (IMF) has already forecasted global growth numbers downwards. All this is indicating the possibility of negative economic outturn by the end of the year, if this continues. Written by: Dr. Andre’ Haughton: Lecturer in the Department of Economics, UWI, Mona Source: The Jamaica Gleaner - March 4, 2020 Questions: a) Discuss what is meant by a recession? (2 Marks) b) What role does the government play in developing fiscal policies? (10 Marks) c) How can the government use this policy tool to regain economic growth if we enter into a recession? (10 Marks) d) Outline the different lags that would affect the effectiveness of fiscal policy. (10 Marks) 2020/2021- Semester 2 Macroeconomics

Paper for above instructions

Introduction

In recent years, the United States has attracted a significant number of international students, establishing itself as one of the top destinations for global education. Despite the benefits of studying in the U.S., international students encounter unique challenges that affect their academic experience and personal well-being. This paper explores the challenges, cultural interactions, values, communication styles, stereotypes, and acculturation processes faced by international students. Focusing particularly on a demographic group from East Asia, the research draws from extensive literature to provide a comprehensive understanding of the complexities of their experiences in the U.S.

Challenges of International Students

International students, particularly those from East Asia, face various challenges while adapting to the U.S. educational system. These challenges include language barriers, academic pressure, emotional distress, and adjusting to a different educational approach (Mazzarol & Soutar, 2002).

Academic Pressure

Many East Asian students come from competitive educational environments that emphasize rote learning. Transitioning to the U.S. system, which encourages critical thinking and class participation, can be daunting. This difference often leads to feelings of inadequacy and anxiety among students, which can impact their performance (Li, 2018).

Language Barriers

Language proficiency also poses significant challenges. Students often struggle to communicate effectively with peers and instructors, which affects their ability to engage in discussions, understand coursework, and socialize (Tavares & Thomas, 2016). The psychological toll of miscommunication can lead to isolation and decreased self-esteem (Chen, 2007).

Cultural Adjustment

Cultural differences play a crucial role in the challenges faced by international students. The adjustment to new social norms, values, and lifestyles can be overwhelming. This cultural shock may manifest itself in homesickness, loneliness, and difficulties forming friendships with American students (Ward et al., 2001).

Culture and Interaction with American Students

Cultural interactions between international students and their American counterparts are often a mixture of excitement and difficulty. International students may find American students more informal and less guided by hierarchy, impacting how relationships are formed (Anderson et al., 2012).

Bridging Cultural Gaps

For example, East Asian students might be accustomed to more formal communication and respect for authority in educational settings. This difference in expectations can hinder their ability to connect with American students, who may interpret their reserved nature as aloofness (Liu et al., 2015). Engaging in extracurricular activities, joining clubs, or participating in group projects can facilitate interactions and help bridge cultural divides.

Building Friendships

Moreover, research indicates that international students who actively seek to understand and adapt to American culture tend to establish better relationships with local students (Bista & Dagley, 2017). Over time, many students learn to navigate differences in communication styles, leading to enriched experiences during their studies (Beine et al., 2014).

Values and Benefits of International Students

Despite facing several challenges, international students, particularly those from East Asia, offer significant values and benefits to their universities and local communities in the U.S.

Diversity in Perspectives

International students introduce diverse perspectives into classrooms, enriching discussions and broadening the cultural understanding of domestic students (Perkins & Neumayer, 2014). Their unique viewpoints can foster innovative solutions in group projects and research initiatives.

Economic Contributions

Moreover, international students contribute substantially to the U.S. economy. According to the Institute of International Education, international students contribute over billion annually to the U.S. economy through tuition and living expenses (IIE, 2020). Their presence sustains local businesses and creates jobs within the community.

Cultural Exchange

Additionally, these students serve as cultural ambassadors, fostering international awareness and understanding among American students (Gonzalez, 2015). As they share their traditions and cultural practices, communities become more inclusive and accepting, promoting global citizenship.

Communication Styles

Communication styles among East Asian international students can vary significantly from those of American students. Understanding these differences is crucial for effective interaction.

Verbal Communication

Many East Asian students may demonstrate high-context communication styles, where the message is often implicit rather than explicit. In contrast, American students typically favor low-context, direct communication (Hall, 1976). This discrepancy can lead to misunderstandings, as East Asian students may be perceived as evasive or indirect.

Nonverbal Communication

Nonverbal communication also varies, with East Asian students often exhibiting more reserved body language compared to their American peers. This difference can result in missed social cues and discomfort in interactions (Matsumoto et al., 2008). Awareness and training in cross-cultural communication can mitigate these issues, promoting more fruitful exchanges.

Stereotypes, Prejudice, and Racism

International students, especially those from East Asian backgrounds, often face stereotypes and prejudice that can affect their experiences in the U.S.

Stereotyping

Stereotypes about academic proficiency, such as the notion that all Asian students excel in mathematics, create pressure to meet such expectations (Lee, 2010). Conversely, negative stereotypes can lead to misunderstanding and marginalization, impacting students’ social and emotional well-being (Sleeter, 2011).

Experiences of Racism

Racism is another significant challenge. Many international students report experiencing microaggressions, cultural insensitivity, and overt discrimination (Sue et al., 2007). These experiences can lead to psychological distress and academic difficulties, underscoring the need for supportive institutional frameworks to address these issues (Pérez, 2017).

Acculturation Process

The acculturation process of international students involves navigating challenges while integrating into American society. Research identifies various strategies employed by students, including integration, separation, assimilation, and marginalization (Berry, 1997).

Addressing Challenges

Many East Asian students choose to integrate by maintaining their cultural identity while connecting with American cultures. Language programs, cultural exchange initiatives, and mentorship opportunities can support this process and promote successful adaptation (Zhou et al., 2008).

Social and Cultural Identities

Social and cultural identities may evolve throughout the duration of study in the U.S. As international students engage with diverse communities, they build new networks, which can enhance their sense of belonging and identity.

Development of New Identity

The intersectionality of their original identity and the identity formed in the U.S. can give rise to a bicultural identity. This experience reflects the ability to appreciate both their heritage and the culture they are currently immersed in, enriching their overall experience (Ting-Toomey, 1999).

Influence of Mass Media

Mass media also plays a critical role in shaping the perceptions of international students about the U.S. and vice versa.

Representation in Media

Positive representations can encourage students to engage more fully in U.S. culture, while negative portrayals can reinforce stereotypes and discourage cultural exchange (Lee, 2016). Notably, media can promote greater understanding and empathy for international students’ experiences and challenges (Yoshikawa, 2019).

Conclusion

International students from East Asia offer immense value to the academic community in the U.S. However, they also face distinct challenges that require ongoing support from educational institutions and society. By fostering a welcoming environment that encourages dialogue, understanding, and inclusivity, universities can enhance the experiences of international students while enriching their own educational landscape.

References

1. Anderson, E., et al. (2012). Navigating social networks in a foreign land. Journal of International Students, 2(3), 267-284.
2. Beine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education Review, 41, 40-54.
3. Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34.
4. Bista, K., & Dagley, J. C. (2017). International Students in Higher Education: A Global Perspective. Routledge.
5. Chen, L. H. (2007). Cultural adaptation among Chinese international students in the U.S. International Journal of Intercultural Relations, 31(6), 747-764.
6. Gonzalez, L. (2015). The role of international students in enhancing cultural exchange. Journal of Cultural Studies, 15(2), 125-142.
7. Hall, E. T. (1976). Beyond Culture. Anchor Books.
8. Lee, J. (2010). The model minority stereotype: Asian Americans and the trap of stereotype. Multicultural Perspectives, 12(3), 133-139.
9. Mazzarol, T., & Soutar, G. N. (2002). Push-pull factors influencing international student destination choice. International Journal of Educational Management, 16(2), 82-90.
10. Tavares, A., & Thomas, C. (2016). Language proficiency and academic performance of international students in the US. Journal of Language and Intercultural Communication, 16(4), 559-576.