| dc.description.abstract | International graduate students and their families, specifically their young children, as sojourners, can experience difficulties adjusting to the United States and its associated different culture and education system (Sherry, Thomas, & Chui, 2010, p. 34); (Tong, Huang, & McIntyre, 2006, p. 203). These young students constitute a particular cultural adjustment because they are neither immigrants nor refugees. Little research has been done concerning the sojourner child. These children not only experience challenges with negotiating schooled identities in a new and different environment, the transition back to their native culture and educational environment after experiencing these changes, may potentially lead them to "experiencing anxiety about returning home" (Sherry et al., 2010, p. 34). Accordingly, the purpose of this research is to highlight and examine the experiences of international sojourner students enrolled in elementary or secondary school in a Midwestern college town. Throughout this study, I have attempted to assess what challenges and/or successes these young students had with English language acquisition and adjustment to American culture and education and to assess any additional needs that could be met, in addition to support programs already in place. By understanding the voices and experiences of these sojourners, efforts can be made to create a more supportive environment. For this research project, I interviewed twenty-two participants from ten different families (all who had spent anywhere from eight months to nine years in the United States) in order to gain an understanding of their experiences as sojourners. Seven countries were represented within this group of participants: Indonesia, Vietnam, Nepal, Mexico, Korea, Uzbekistan, and India. Through the interviews, the students were able to share their experiences and cultural voice.These students reported difficulties with language learning and communication and making friends. These students and their families also reported that they were anticipating their re-entry and supplemented their curriculum to more closely match their home country. Efforts to retain knowledge and practice of native culture-specific norms were also reported, highlighting the sojourners' efforts to prepare to make a smooth transition back to their home country. Through my interaction with these students, I learned that they are resilient, despite the reported challenges. Highlighting the students' challenges and successes provides insight into their experiences and allows them to share their cultural voice. | |
