True Story 4.16
Differing levels of international students’ commitment
The setting for this story
Gordon, a professor at an American college with a sizeable population of students from many nations abroad, was both perplexed and troubled by the widely varying levels of commitment to their coursework demonstrated by his undergraduate students. Gordon himself explains.
A story of misaligned minds22
Honestly, I don’t think the level of academic commitment I expect is in any way unusual or unreasonable for an American college. Here are my four key expectations: (a) submit assignments by the deadline; (b) contribute to classroom discussions occasionally; (c) perform relatively well on tests, of course; and (d) show up for class regularly, on time, awake and alert.
Over the past several semesters, I’ve figured out that those students who are more likely to meet these expectations tend to be from backgrounds such as Northern European (e.g., France, Germany, Netherlands, Scandinavia) and East Asian (e.g., China, Japan, Korea, Taiwan). Not 100 percent, but that’s the trend. Students who are less likely to meet my expectations tend to be from backgrounds including Native American, Hispanic, African, and South Asian (e.g., India, Pakistan, Sri Lanka, Nepal). Again, not 100 percent but that’s the trend I’m seeing.
After several semesters, I decided to emphasize orally during classes an invitation that previously had only been printed on each course syllabus: “Students are encouraged to come to my office to discuss matters relating to this course.” In this way, I hoped to gain insight into their varying levels of commitment so that I can become more effective at supporting their learning.
Gordon’s question
Why do undergraduates from certain world regions demonstrate differing levels of commitment to completing their coursework?
Critique of story 4.16
A number of students did accept Gordon’s invitation, and he was able to get them to talk about themselves and the texture of their lives. The accounts of those from Native American, Hispanic, African, and South Asian backgrounds were shockingly eye-opening. In Gordon’s own words:
I was stunned the first time one of these students shared some of their ongoing responsibilities within their extended families or tribes. At first I felt irritated because I assumed they didn’t care about academics. Now I am humbled by the dedication that these students show both to their college education and to their family and tribal responsibilities.
Gordon’s own insight provides the answer to his question. It will be useful to also consider these students’ differing levels of commitment to coursework from a cross-cultural perspective.
The children of African, South Asian, Hispanic, and Native American families, whether in those regions or in the U.S. soon after immigrating, most often are raised within a communitarian value system, which refers to a consistent pattern of giving and receiving support within one’s extended family. This is accepted as normal behavior expected of each extended family member who is physically and mentally able to participate. Family responsibilities are paramount, taking precedence over fulfilling the assignments of any teacher, instructor, or professor.
Students from Northern European backgrounds tend to be raised in individualistic value systems. Many are encouraged by their parents to focus on learning well in school to kick-start their individually chosen careers. For these students, family responsibilities exist but rarely dominate their lives. If they’re so inclined, most are free to devote themselves to their studies.
Students from East Asia demonstrate a third way of balancing the competing demands of family and school. There’s no question that most are raised within an intensely communitarian value system – but with a twist. Academic knowledge and the day-after-day work of knowledge-acquisition (studying) are held in high esteem. In fact, an extended family’s social standing among peers is much enhanced by having relatives – parents, grandparents, children and grandchildren, cousins, aunts and uncles – who have gained high academic or professional distinctions. Thus, a student’s responsibility to their extended family is discharged by being committed to studying long and hard. Everyone approves and admires!
For thought
Gordon tried to understand differences among students by learning from the students themselves about their lives. His opinions dramatically changed, most likely because he heard directly from the students about their real-life challenges. He didn’t learn about such things only by reading.
A path some people take to even more thoroughly appreciate the lives of people in very different societies is to live among them in their traditional villages. If doing this by oneself or as a couple doesn’t appeal, an alternative is to consider the Peace Corps: peacecorps.gov/bold.
Related stories
Story 4.11 has a story line very similar to this, but the students are inner city sixth-graders.
Go to Chapter 1 Quick-Links | Return to Chapter 4 Quick-Links | Go to Chapter 7 Quick-Links | Go to Chapter 10 Quick-Links
Endnotes:
22 Chávez & Longerbeam, 23–24.
Full citations are available at misalignedminds.info/References.