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Multicultural Learning and Teaching

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Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States

Takahiro Sato / Samuel R. Hodge
Published Online: 2013-06-18 | DOI: https://doi.org/10.1515/mlt-2012-0040

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Abstract

The purpose of this study was to explore Japanese students’ views about their academic and social experiences at majority White university in the United States (US). The six participants were Japanese undergraduate students (4 males, 2 females) with various academic majors. This descriptive qualitative study was situated in the concept of an academic Soujourner (Sato & Hodge, 2009; Siu, 1952). The primary data sources were a demographic survey and interviews. The demographic data were analyzed descriptively (Gravetter & Wallnau, 1996). The interview data were analyzed by constant comparative method (Merriam, 1998) and uncovered the recurrent themes: (a) differences exacerbate difficulties, (b) unwelcomed outsider, and (c) shifting attitudes. The participants’ cultural and linguistic differences exacerbated their academic and social difficulties. They were marginalized, which led to negative attitude shift against White peers. Implications and recommendations for improving the experiences of Asian international students at US college and universities are discussed.

Keywords: Japanese; Academic and Social Experiences; Predominantly White University

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About the article

Published Online: 2013-06-18

Citation Information: Multicultural Learning and Teaching, Volume 8, Issue 1, Pages 93–114, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2012-0040.

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