Acculturation in international students in Argentina: Factors that predict adaptation

Abstract

This chapter aims to describe and explain the phenomenon of acculturation in students who decide to study in another country. Acculturation implies psychological and cultural changes, resulting from intercultural contact, that allow students to adapt both psychological and socioculturally (Berry, 2003). This process buffers the adverse physical and emotional reactions, known as acculturative stress that individuals usually experience when living in a different cultural environment (Berry, 2005; Gil Vega & Dimas, 1994; Rodríguez, Myers, Binghman, Flores & García-Hernández, 2002; Ward, 2006; Williams & Berry, 1991). Firstly, this work describes the results of series of studies conducted in Argentina that aimed at determining which cultural (e.g., cultural distance, intercultural contact frequency, intercultural anxiety, perceived discrimination), psychological (e.g., social support, life satisfaction, symptomatology) and sociodemographic (e.g., age, residence) factors predict psychological, sociocultural and academic adaptation in international undergraduate students. In general, results show the importance of cultural (e.g., contact with hosts) and psychological (e.g., perceived social support) variables to achieve an effective socio-cultural, psychological and academic adaptation. Secondly, the acculturation strategies (integration, assimilation, separation, marginalization) used by both international students and Argentinean hosts are also described. Internationally, studies have shown that the Integration strategy is associated with better sociocultural and psychological adaptation, whereas the Separation strategy predicts a worse adjustment (Zlobina, Basabe, Paez & Furnham, 2008). In this line, findings from Argentina indicate that Integration is the most frequently used strategy by sojourners and hosts, while Marginalization is the least strategy applied.Next, the cultural competencies used by international students are also presented. These competencies are skills that facilitate effective communication in diverse cultural contexts. In particular, two basic components of these competencies are addressed: cultural sensitivity (being aware and accepting of the differences that exist among people with different cultural backgrounds) and cultural intelligence (the ability to adapt effectively in a new cultural context). This chapter describes psychometric studies that validate instruments to assess both constructs and the findings of their application. Results revealed that students who are most frequently exposed to diverse cultural environments present higher levels of cultural sensitivity. In conclusion, students who have a better adaptation to the host country are those who tend to be more motivated by diversity and can adjust their behavior to the demands of the new and different context.Finally, host students? perceptions and attitudes toward foreign students are analyzed, and, based on those analyses; the level of acceptance is estimated. Results show that host students have a moderately positive attitude toward international students, and it was estimated that this positive attitude may be rooted in the frequent contact that the sample had with foreign students. Additionally, the study revealed that students who came from culturally distant countries were perceived with less positive attitudes than those who were closest in terms of customs and values.In sum, given the large number of international students that universities are receiving in recent years, this chapter presents a series of studies that may be helpful to design and implement programs to facilitate their adjustment to the academic life.