Chapter 1

Chapter I

Social Adjustment: Culture Shock

El Norte (The North); dir. Gregory Nava, 1983, U.S.

What would you do if you came to study in the United States but after several months you discovered that you could not adjust to living in the culture?

Exploration

This activity will prepare you to read the case study by presenting you with the basic issues that the case study will address. Read the following statements. Then respond to each one by writing yes or no in the blanks to express your agreement or disagreement. Although your first response to some statements may be "I don't know," try to make a decision about as many statements as possible. After completing the activity, discuss your answers with the members of the class.

2Cultures in Contrast

1.I experienced culture shock and feelings of alienation after I arrived in the United States.

2.Life in the United States is not that much different from life in my country.

3.North Americans are much more liberal in their attitudes toward moral issues than I am.

4.The food in the United States is not very appealing to me.

5.I have had trouble getting used to the climate here.

6.It is hard to make friends with North American students in the United States.

7.Almost all of my close friends here are from my native country.

8.Although most North American students are friendly, their friendliness seems superficial and insincere.

9.I feel worried about whether I will be able to master the English language.

10.I have not had many problems coping with life in the United States.

11.I accept and respect most North American customs and traditions.

12.Universities and colleges should provide their international students with support in order to help them adjust socially and academically.

Glossary

adapting	modifying oneself according to changing circumstances
adjust	to adapt or conform to new conditions; to become familiar with a new
	culture, its language and behaviors
alienation	isolation and withdrawal from the values of the society
appealing	attractive, interesting
assimilated	absorbed into a culture or society
barriers	obstacles that prevent progress or achievement
bland	without spice or strong taste
bold	assured, confident, daring
climate	prevailing weather conditions (temperature, wind velocity, precipitation)
coping	dealing with and attempting to overcome difficulties
counselor	person who gives advice or counseling
culture	ideas, customs, skills, arts of a given people in a given period; customary
	beliefs, social forms, material traits, and behaviors of a racial, religious,
	or social group

	Social Adjustment	3
culture shock	state of emotional and physical distress resulting from living in a	culture
	that is different from your own; sense of confusion and uncertainty some-
	times with feelings of anxiety that may affect people exposed to an alien
	culture without adequate preparation
customs	social conventions carried on by tradition and enforced by social disap-
	proval of any violation
depression	state of severe sadness and lack of energy
empathize	to understand, be aware of, be sensitive to the feelings, thoughts, and
	experience of another person
insincere	not honest or genuine; hypocritical
liberal	broad-minded; not strict in observance of traditional forms
master	to become skilled or proficient in the use of
moral	relating to principles of right or wrong in behavior
optimistic	anticipating the best outcome
preconceived	formed prior to actual knowledge or experience
self-reliant	believing in one's ability to handle problems and make decisions
stereotype	standardized, oversimplified mental picture of a person or group
superficial	lacking in depth; presenting only an appearance
thrilled	extremely excited and happy
traditions	long-established customs or practices that have the effect of unwritten
	laws
values	ideas, beliefs, practices that are important to an individual or a group;
	principles of ethical behavior

Case Study: Coming to North America

This problem-solving activity offers the opportunity for group work in analyzing a case study and writing a case study report. Each case presents a dilemma that may be resolved in a number of ways; no one solution is correct. The cases are built around realistic situations that raise a number of complex questions.

After you read the case study, discuss the major problem the case presents and answer the discussion questions with the members of the class. Then write a case study report following the format that is provided.

Anandita Rantung (called Dita for short) was in the middle of her first semester as a college student. Because of Dita's superior academic achievement in her secondary school in Indonesia, she had been awarded a full scholarship by the Indonesian government to attend college in the United States. When Dita arrived from Jakarta just two months ago to study at a small liberal arts college in the Boston area, she couldn't have been happier. She was excited finally to be in the land of her dreams, the country where she was planning to accomplish her goal of getting a B.A. degree in communications.

Cultures in Contrast

America, America; dir. Elia Kazan, 1963, U.S.

Dita knew that it would not be easy to attend college in the United States; her English was still not perfect, and she would have to take several semesters of English courses to prepare her for her academic program. Also, she had lived in Jakarta all her life and had never been away from her family before, and she had many close friends that she would miss very much. Nevertheless, she was thrilled that she had been given this opportunity and was certain that she could overcome any barriers she might face. Dita was an optimistic and enthusiastic person with a strong sense of moral values. She welcomed challenges and maintained her sense of humor, no matter what happened.

Everything had started off well for Dita. She liked Sandra, her roommate from Chicago, and her academic counselor helped her to choose one academic course (Studio Art) that she could take along with her three English courses. She did have a bit of trouble with the food in the college cafeteria. It never tasted right to her. The food was too bland, and it was greasy compared to what she had eaten in Indonesia. No matter what she tried, none of it was delicious. She considered eating at the fast food restaurants in town, but Dita couldn't stand the hamburgers or chicken sandwiches either. Several weeks went by before Dita noticed that her clothes seemed loose, and she realized that she must have lost weight. But she wasn't really concerned. After all, being thin was what many young women wanted.

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ln terms of her academic work, Dita was not certain how she was doing. Her English classes were small, and the teachers were kind and patient. Yet Dita kept getting low grades on her quizzes, tests, and essays.The studio art class was also causing her trouble. Dita had always enjoyed drawing, so naturally she was pleased that she was taking the art course. Her only problem, though, was that the professor spoke so quickly that Dita could rarely understand what he was telling her. Dita hoped that her work was satisfactory, and she tried to listen carefully to the professor. Still, it was quite upsetting to her when during class in the third week of the semester, the professor told Dita that there had been a misunderstanding and her drawing was not what the professor had assigned.

In the fourth week of her semester, Dita began feeling extremely tired. She could hardly stay awake past ten o'clock at night, and in the morning, if she didn't hear her alarm, she would sleep until eleven or twelve. Since all her classes were in the afternoon, it didn't matter that much. Once her roommate asked her why she was sleepy all the time, but Dita said that it probably was because she had to study so hard."My English classes take a lot of work, and maybe that's why I'm tired," she told Sandra.

Actually, Dita would have enjoyed going out more often and not just studying all the time, but nobody asked her to go places or do things. And she hadn't met any other Indonesian students yet. As for getting to know some American students, it wasn't that easy. One night when Sandra and two of her friends were talking in the room, Dita came over to listen and try to take part in the conversation. But when they began describing their sexual activities with their boyfriends, Dita got embarrassed and left the room. She just wasn't used to such frank talk about sex. Her friends had not talked like that in her country, and she didn't feel comfortable listening. Besides, she wasn't all that interested in discussing sexual relationships, especially since she hadn't had any.

Although her roommate continued to act quite friendly to Dita, after that, she rarely invited Dita to join her group of friends. Once in awhile Dita thought about asking Sandra if she could come along when they all went out to clubs or parties on the weekends, but she hesitated to be so bold.

"Maybe she'll realize that I am alone tonight and will say something," Dita frequently thought.

But Sandra was caught up in her own world, and she didn't pay much attention to her, except for one time when she invited Dita to dinner. During that dinner, Dita had tried to explain how lonely she was, but Sandra seemed unsympathetic.

"There are plenty of activities you could become involved in or clubs to join. And you just need to become more self-reliant," Sandra told Dita.

Dita smiled shyly. "I guess I still miss my friends and family," she confessed. "Don't worry. You'll feel better soon," was Sandra's casual comment.

That evening was the last time Dita and Sandra went out together. In fact, Dita rarely left her room unless she had a class. She mostly lay on her bed writing letters to her friends at home. One day two weeks later, after Dita had spent the morning in a state of deep depression and loneliness, she decided that she would go to the advising center and get some suggestions about how to adjust better to her new life. However, when she called to make an appointment with the foreign student adviser, she was told to call back the next week because the adviser was on vacation and no one else could see her.

6 Cultures in Contrast

At that point, Dita began to cry. It occurred to her that maybe it wouldn't be all that bad for her to withdraw from school and return to Indonesia even though it would mean losing her scholarship. Her family and friends might consider her a failure for giving up the chance to get a degree from a college in the United States, but Dita didn't really care what other people would say. They weren't the ones who had to live all alone in a foreign country. She knew she had tried her best, and she was ready to call it quits. Her English wasn't improving anyway, she hated the food, and the weather was getting colder every day. Worst of all, she had no close friends, Indonesian or American, nor any other sources of support, so what was the use of trying to live in the States? It seemed to Dita that coming to North America had been a really bad decision.

Discussion

Answer the following questions about the case study before writing the case study report.

1.Can you understand what Dita is going through and empathize with her?

2.What kind of person is Dita? How would you describe her?

3.How well has she been coping with her college life?

4.What specific problems is Dita having in adapting to American college life?

5.What kind of person is Sandra, Dita's roommate? How would you describe her?

6.What types of support does Dita's college offer to international students?

7.How important are friends in helping a student adjust to a new life?

8.What steps could Dita take to become more comfortable in the United States?

Case Study Report

Working with the whole class, write a case study report analyzing the problems Dita Rantung is having. Use brainstorming1 to come up with the four sections of the report, which should be written in the format given in the outline that follows.

After you have completed the report, turn to Appendix B, "Case Study Report" (p. 219), and read the model case study report for chapter 1.

I.Statement of the Problem

A.Definition

B.Analysis

II.Suggestion of Possible Solutions

A.Solution 1

B.Solution 2

C.Solution 3

III. Evaluation of Possible Solutions

A.Solution 1

1.Advantages

2.Disadvantages

1.Brainstorming is the unrestrained offering of suggestions by members of a group to seek solutions to problems. No idea is considered too absurd to mention. The purpose is to generate as many ideas as possible.

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B.Solution 2

1.Advantages

2.Disadvantages

C.Solution 3

1.Advantages

2.Disadvantages IV. Selection of a Solution

A.Choice

B.Justification

Vocabulary

This activity will reinforce your understanding of the important concepts and vocabulary words found in this chapter. Fill in the blanks with the most appropriate words to complete the following paragraphs. Use each word only once.

barrier	coping	liberal	appealing	bland
superficial	adapt	traditions	assimilated	differ

When international students attend schools in the United States, they often experience varying degrees of emotional and physical distress in the first few months of living in the new country. These feelings of distress and alienation, known as culture shock, tend to disappear with time although some students suffer more than others. Research shows that this "uprooting disorder" will be less severe if students are highly motivated, psychologically mature, experienced in living in other countries, and competent in the language.2 Of course, if

students don't have a good command of English, the language will make

it even harder for them to learn the appropriate social skills they need in their new environment.

First of all, in trying to to the customs and of

this country, students may find the general pace of life a problem. This is particularly true for students who are attending schools in large cities because life in large cities in the United States is lived at a fast pace. People seem to rush around and don't take time to relax, except on weekends. Families rarely eat lunch together, and some don't even eat dinner at the same time because they are just too busy trying to keep up with all their activities. According to one Chinese visitor, "The average American does not understand the calm conversing, nap-

2.Adrian Furnham and Stephen Bochner, Culture Shock: Psychological Reactions to Unfamiliar Environments

(London, New York: Routledge, 1989), 126.

8 Cultures in Contrast

ping, strolling, sitting quietly, and various other kinds of leisurely relaxation that Chinese enjoy. They think they are alive only when they are 'doing' and 'moving.'"3

Another problem is caused by the fact that most new students lack the social support systems they had in their home countries. A network of friends can enable an international student to overcome many difficulties, and it is especially helpful to form friendships with native English speakers.4 However, although North American students can seem friendly,

their friendliness is rather and insincere. "Let's get together," they

say, without setting a definite date. "Hi. How're you doing?" they ask, without expecting or waiting for an answer. To international students, Americans appear to be self-absorbed and uninterested in making friends.5

Also, ethical beliefs and value systems from culture to culture, and

students may feel anxious about living in a society whose values do not match theirs. For instance, some international students may consider the attitudes of Americans much too in regard to moral issues, such as young men and women having intimate relationships or living together before marriage. Moreover, the use of drugs and alco-

hol may be unacceptable to them.

Finally, the			North American food is usually not at all
		to students whose native food is spicy, healthful, and full of variety.

Hot dogs, hamburgers, potato chips, and french fries can become boring on a daily basis, and they aren't as healthful as fresh fruits and vegetables or rice and beans. Because they dislike the food, many students do not eat properly during their first few months in the United States. Therefore, it is fairly common for them to lose weight or get sick during this period of adjustment.

Despite these various problems, most international students are flexible enough to ac-

quire the skills required in their new surroundings as they become

more aware of others' values and practices.6 Gradually, they grow accustomed to the lifestyle

3.Jiejun, "A Family Christmas," in Land without Ghosts, edited by R. David Arkush and Leo O. Lee (Berkeley: University of California Press, 1993), 231.

4.Furnham and Bochner, 129, 139, 250-51.

5.Elisabeth Gareis, Intercultural Friendship: A Qualitative Study (Lanham, MD: University Press of America, 1995), 65.

6.Furnham and Bochner, 250.

Social Adjustment

9

in the United States, build a network of friendships, and learn to enjoy the benefits of living abroad. Actually, culture shock can be a positive experience of growth and learning and is a

normal response to change.7 In fact, students who have become into

North American culture may even have reverse culture shock when they return to their home countries.

What is your opinion on this topic?

Write a paragraph or two expressing your point of view on the issues discussed above.

7. Furnham and Bochner, 49-50.

10 Cultures in Contrast

Dim Sum: A Little Sit of Heart; dir. Wayne Wang, 1984, U.S.

Activities

1.Fill out the questionnaires on culture shock and culture fatigue in Appendix A (p. 215). After you have completed the questionnaires, discuss your answers with the class.

2.Researchers have found that the greater the distance (both objectively and subjec-

tively) between the visitor's country and the host country, the greater the amount of stress or difficulty experienced by the visitor.8 Was this true in your case? Write an

essay describing the amount of stress or difficulty you faced when you first became a student in the United States and explain how you adjusted to your new life.

3.Write a letter from Dita to her parents in Indonesia. In this letter Dita tells them about the problems she is having in getting used to college life in the United States.

4.Make a list of the support services that an educational institution should offer to its international students to help them adjust academically and socially. Then find out what support services are offered by your school. Share both your lists with your classmates by writing them on the chalkboard.

8.Furnham and Bochner, 121, 122, 139.