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This study explored reverse culture shock faced by the first-generation Thai diasporas residing in Western countries upon visiting Thailand. A qualitative research approach guided it. Semi-structured interviews were employed to obtain data from 21 respondents. Thematic analysis revealed that all Thai diaspora tourists experienced reverse culture shock, which could be categorized into five main aspects: cultural, interpersonal, emotional, moral, and environmental. Further, the study suggested that reverse culture shock did not always result from the elements in a home country that caused difficulties, discomfort or unpleasant feelings but could also come from the attributes which tourists sought but could not find in their current country of residence and the realization of the significance of things in their home country that were previously overlooked. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Politikwissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The majority of food- and culture-related studies of international students have focused on their consumption of specific ingredients or types of foods, or their attitude toward a local culture's traditional cuisine. However, the cultural perspective remains under-researched, particularly regarding the cultural factors that influence this adjustment. By mitigating the experienced culture shock, these factors may lead to a higher level of adjustment to the local cuisine and, subsequently, to the local culture. Twenty semi-structured in-depth interviews were conducted with international students and analyzed using inductive thematic content analysis. Food specific aspects (fresh ingredients, processed foods, eating out) and socio-economic factors (available budget and prior intercultural experience) were included to the analysis. The novelty and contribution of this study is in separating the factors influencing the adjustment to local food and culture into two main categories. The passive factors, which were difficult or impossible to change during the study program, entailed four main themes that may support adjustment: socioeconomic background, food-related convictions, encountered positive word-of-mouth, and the contribution of the institution. The active factors, which could be controlled, also comprised four main themes: connection to the local culture (before moving abroad), immersion in the culture through food, experimenting with traditional food, and personal development. [ABSTRACT FROM AUTHOR]

This study aims to examine the culture shock of teachers who have just started teaching in rural areas and their solutions for their adaptation to the new cultural environment. Case study, one of the qualitative methods, was used as part of this research. The participants are 17 classroom teachers who recently started teaching in the villages in the Eastern and Southeastern Anatolia Regions of Türkiye in the 2021-2022 academic year. Criterion sampling was used in the selection of the participants. A semistructured interview form prepared by the researcher was used as the data collection tool. The stages of thematic analysis were used in the research. The themes obtained as a result of the analysis of the data collected during the interviews with newly appointed teachers were grouped under four headings: Initial Culture Shock, Factors that Facilitate Cultural Adaptation, Factors that Make Cultural Adaptation Difficult, and Support to Novice/Prospective Teachers. According to the data collected from the teachers participating in the study, it is the language differences that cause culture shock the most. While the climate of the region they live in, lifestyles, differences in the communication channels used, and economic problems make cultural adaptation difficult, colleague support, acceptance, learning cultural elements, family support and certain personal characteristics facilitate the cultural adaptation process. In addition, teachers think that supporting new pre-professional teachers by communicating with experienced teachers, giving courses on cultural diversity in undergraduate education and holding orientation meetings will accelerate cultural adaptation. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the re-emerged culture shock and psychological adjustment of Chinese students during the COVID-19 pandemic in the United States. The investigation shows that Chinese overseas students, who had acculturated to the American culture, have just experienced a more severe cultural shock than ever before. Reasons for this are various, in which the hatred and anti-Chinese sentiment and the misleading information contribute a lot. What is encouraging is that some students' culture shock has been alleviated slightly with the coming end of the pandemic. This study attempts to offer a perspective to critically reflect on the changes of the students' cultural adaptation resulting from the pandemic, as well as to reflect on how we can rethink, and accordingly, take measures to restore these students' confidence and help them have better contact with people from other cultures in this fast-changing complex world. [ABSTRACT FROM AUTHOR]

Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In light of increasing globalization and the rising trend of international study, this paper reviews prominent literature as well as benchmark studies on culture shock, focusing on the experience of international students. First, it takes a look at concepts of the phenomenon, both negative and positive. This is followed by a discussion of the physical and psychosocial effects of culture shock, prior to detailed discussion of international students and their cultural adjustment problems. A number of suggestions are provided for educational institutions as well as international students regarding how best to manage and overcome culture shock. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Counselling & Psychotherapy / Revue Canadienne de Counseling et de Psychothérapie is the property of Canadian Counselling & Psychotherapy Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Migraciones is the property of Universidad Pontificia Comillas, Instituto Universitario de Estudios sobre Migraciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher education literature has often documented the barriers to participation in study abroad for students of color. However, the majority of study abroad research to date employs a deficit frame, focusing on why students of color do not participate, rather than on what enables students of color to rise above barriers. Using an anti-deficit orientation, this study analyzed the survey responses of a sample of students of color who studied abroad, in order to highlight the self-reported motivational and influential factors present in their decision-making process. Building on previous applications of the integrated college choice model (Salisbury et al., 2011), and informed by Yosso's (2005) community cultural wealth model, this article presents a new conceptual framework for understanding how students of color use forms of capital to enable them to study abroad. Implications and practical suggestions for future research and study abroad administration are described in light of the study's findings [ABSTRACT FROM AUTHOR]

Our investigation explored year-long re-entry growth trajectories of global service learning returnees' international interests (a global learning outcome) and psychological well-being (a psychosocial outcome) as functions of both (a) pre-departure levels of the same variable and (b) subjectively and objectively assessed degree of cultural dislocation. Participants were 111 (87% female; 72% Caucasian) college students who participated in a short-term (13 to 62 d) global service learning immersion to one of 15 countries. International interests remained stable from pre-departure through 12 months re-entry and were best predicted by the pre-departure level of the same variable. Neither subjective nor objective cultural dislocation moderated the re-entry trajectory. The growth trajectory for psychological well-being was best explained by a cubic function. After re-entry, psychological well-being decreased, reaching its lowest point at approximately 4 months, and returned to baseline by 12. Subjectively reported sociocultural adaptation to the host country was a significant predictor to both the re-entry level of psychological well-being, the rate of decline, and the subsequent rate of return to baseline. Those who adapted more strongly to their host country experienced more psychological difficulty upon return and took longer to return to baseline. We recommend preparing students for the potential re-entry friction by adhering to known best practices for education abroad (i.e., providing ample pre-departure and re-entry programming and services). We suggest that pre-departure preparation include psychoeducation for stress and coping and we recommend framing the period of re- entry friction (contrasting reverse culture shock) as an invitation to personal growth and exploration. [ABSTRACT FROM AUTHOR]

Despite the ongoing globalisation of higher education, few studies have attempted to understand international students' adjustment experiences in non-Western institutions of higher learning. This study employed in depth, semi-structured interviews to explore the adjustment experiences of 10 international postgraduate students in Malaysia. Three themes and twelve sub-themes emerged from the interviews, including academic adjustment (academic experiences with English language, different teaching and learning approaches, experiences with student support services, and academic support), psychological adjustment (safety and peacefulness, loneliness, anxiety and stress, and homesickness), and sociocultural adjustment (perceived discrimination, language and communication challenges, personal friendships with local students, and culture shock). The theoretical and practical implications are outlined in regard to international students' expectations and experiences of living and studying in Malaysia. [ABSTRACT FROM AUTHOR]

Increased internationalization in the economic, political and social arenas has led to interpersonal cross cultural contact. Because much of this contact has not been successful, so many problems has raised in the two ways of life which lead to a feeling of alienation, pain of exile, depression and frustration. The present paper shows the multiplicity of problems that a migrant women confront today and how they fight against them to cope up with this. This study shows how a female identity is constructed through such multiple codes, components, language, myth, history, psychology gender and race. [ABSTRACT FROM AUTHOR]

Internationally qualified nurses constitute 25% of New Zealand's registered nurse workforce, and these numbers are expected to grow as the New Zealand ageing population expands. The Nursing Council of New Zealand registrations for 2016 showed that 55% of internationally qualified nurses were from the Philippines and 20% were from India. However, little thought is given to how these nurses integrate into New Zealand culture. The aim of this study was to examine the sacrifices, perceived benefits and surprises of internationally qualified nurses from the Philippines and India on their migration to New Zealand. This was an explanatory sequential mixed methods study. Internationally qualified nurses from the Philippines and India (n=61) were recruited to participate in a survey, the results were analysed using descriptive statistics. Many of the significant themes were then explored through a focus group (n=4) and this information was analysed using a qualitative descriptive design. The results of this study aligned with previous research with the most significant sacrifices being borrowing money, careers on hold and separation from family. The most significant benefits were better wages, increased status and opportunities. However, some surprises were evident, such as adjusting to variable weather, the friendly nature of the people and Māori culture. The long process to gain nursing registration in New Zealand was both surprising and a sacrifice. These insights may help policy and training around dissipating culture shock on arrival to New Zealand, and gives those working with internationally qualified nurses an insight into their experiences and motivation for migrating. [ABSTRACT FROM AUTHOR]

Copyright of Issues in Information Systems is the property of International Association for Computer Information Systems and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Study abroad programs are becoming increasingly popular, yet leaving home to live in a foreign country can be very stressful. We tested the idea that self-determined motivation to study abroad can prevent students from experiencing culture shock and support their subjective well-being, using a sample of 131 international students studying in the United States. After controlling for demographic variables, personality traits, length of stay in the United States, and external difficulties (e.g., language), self-determined study abroad motivation was associated with lower culture shock and greater contextual subjective well-being. Furthermore, basic psychological needs satisfaction fully mediated these relationships. The present study shows that international students’ motivation influences their acculturation, by helping them to meet their own needs in the new context. Theoretical and practical implications, as well as study limitations, are discussed. [ABSTRACT FROM AUTHOR]

This study represents a pragmatic approach to understanding the current state of information glut in concert with the mitigating factor of digital agility. A large US global corporation was researched for professional employee and managerial feedback regarding its management of an infinite and unwieldy information glut in the workplace. The findings were analyzed for their respective successful or failed agile technical remedies set-forth by employers to placate the employees and mitigate the consequences of information glut. Although corporate communications publicly portrayed agile technologies and mobile devices as ameliorators to information overload in the professional milieu, interviewees and Informants differed in their interpretations. Results showed that despite the implementation of agile technologies, including mobile tech devices, employees suffered information glut from perceived overload, context collapse, culture shock, and workplace injustices that were exacerbated, not mitigated, by digital agility. [ABSTRACT FROM AUTHOR]

The intensity of the culture shock when an individual moves from one environment to another depends on the cultural differences between the two environments. It also depends on the individual's experience and multicultural skills and the locals' way of being. Individuals who move to another new environment later may suffer culture shock again. However, experience can help them manage new situations. Culture shock has several stages that vary in duration. Interestingly, when individuals return to their home environment, they may suffer a reverse culture shock. Adapting to a new cultural context involves overcoming culture shock. This culture shock influences the psyche of individuals. This study uses a psychological perspective to explore how foreigners in two culturally diverse sports organizations adapt to a new cultural context. The process of adaptation takes place through the filter of behavior, experiences, and performance, under the influence of motivation. In terms of team performance, a multicultural context can have a powerful influence. This study highlights the variety of factors that deeply affect how culturally diverse organizations perform. • This article examines how foreigners from different sport organizations adapt to specific cross-cultural contexts. • The article adopts a social change approach and offers recipes for the adaptation of foreign players. • The article employs a qualitative framework to outline the cultural differences between foreign players. • Findings reveal specific themes related to the adaptation of foreign players to multicultural contexts. [ABSTRACT FROM AUTHOR]

The author discusses the translation of the translingual text of the diary "Primeros Dias Porteños," by Anna Kazumi Stahl, an account of Kazumi Stahl's first impression of Buenos Aires, Argentina. He says that the diary narrates the life of the author and her cultural and linguistic shock, focusing on the importance of Kazumi Stahl's nine days experience of visiting Buenos Aires on her journey to becoming a Spanish translator writer.

Based on personal experience sojourning abroad, lack of preparation for the process, adaptation and subsequent reverse culture shock, the challenge to scholars and researchers is to garner a deeper understanding of what is involved in shaping ones encounter in unique and untrained cultural situations. Specifically, the use of qualitative methods and descriptions engage audiences and help illustrate experiences related to cross-cultural communication. Once we establish how individuals become knowledgeable of the adaptation process, and deem it a rewarding encounter, we may then learn the best ways to apply our findings in the direction of settings outside academia. The goal is to further the communication research field in relation to cross-cultural studies by demonstrating that adaptation (especially among cultures) is a uniquely individual process and that while previous models are helpful in generalized settings, a more creative understanding is needed to ensure proper preparation and in turn successful experiences. [ABSTRACT FROM AUTHOR]

This study extends previous research by examining the role of cultural intelligence (CQ) in both culture shock and reverse culture shock. Specifically, this study asserts that CQ acts as a moderating mechanism that lessens the negative effects of both culture shock and reverse culture shock on psychological and sociocultural adaptation among international students. Two studies were conducted in Australia to test these assertions. Study 1 (n = 189) was participated in by new international students. An online survey was set up and disseminated. Results indicated that culture shock is significantly but negatively related to both psychological and sociocultural adaptation. In addition, results demonstrated that CQ moderates the relationship by lessening the impact of culture shock on students’ psychological and sociocultural adaptation. Study 2 (n = 123) was participated in by international students who had recently graduated and returned to their home countries. An online survey was also set up and disseminated. Results indicated that reverse culture shock is significantly but negatively related to both psychological and sociocultural adaptation. CQ also served as a moderator in lessening the impact of reverse culture shock on both forms of adaptation. [ABSTRACT FROM AUTHOR]

Human beings make and find meaning on several levels, as we are intrinsically driven to do so in order to experience life satisfaction and sense of fulfillment. In this auto-ethnographic paper, I share my experiences as a communication and English teacher in China, helping students to understand and express meaning. This basic level of working with meaning has led to higher levels of meaning in discussions inside and beyond the classroom with scores of students, positively affecting not only my students but also myself. In contrast to considering language and communication meaning in my professional arena, I share my higher level personal search for meaning, after making radical career, relationship and personal life changes to become a sojourner in China. The paper concludes with the realization that working with the different levels of meaning in different life arenas has repurposed and brought wholeness to my life, validating that meaning is what makes life worth living. [ABSTRACT FROM AUTHOR]

This paper draws on the personal experience of the author who had been employed as a Youth Arts Manager in a small, desert town in the Northern Territory. In her research honours study during the project for which she was engaged, she aimed to understand the tensions she experienced managing this partnership. Now, five years later, she reconsidered the experience and, placing the concept of culture shock at the forefront of her perspective, came to see the experience in a new light. Kate proposes that understanding protocols is a process embodiment that may be affected by the experience of culture shock, and secondly, that creative processes can be reduced neither to process nor product. Rather, with a clear understanding of aims and objectives as they relate to context, from community development can fruitful artistic partnerships. [ABSTRACT FROM PUBLISHER]

This study examined reported media exposure, perceived threats from Muslims, ethnocentrism, and intercultural contact using cultivation theory, integrated threat theory, and the contact hypothesis. Ethnocentrism was the largest single predictor of perceived threat, accounting for 42% of the variance in perceived threat. To the extent that minority cultural members are perceived as a threat, they are viewed by majority cultural members in negative ways. Perceived threat was a significant antecedent to contact, with knowledge of Muslim culture accounting for 16% of the variance in contact. This investigation concludes that the solution to cultural conflict is an increase in intercultural contact. [ABSTRACT FROM AUTHOR]

The article discusses the research on mistakes in international education by the non-profit organization Forum on Education Abroad (FEA). The article also mentions that international educators are learning from their mistakes. Topics including suggestions offered to avoid those mistakes, such as sustaining positive relationships with students and others, avoidance of culture shock and self-caring are also discussed.

As researchers strive to identify the components of effective preparation for study abroad, it is also critical to investigate the beliefs and expectations about intercultural adjustment that students bring to these interventions. A questionnaire assessed the structure and correlates of 149 U.S. undergraduate students’ lay theories of culture shock. Findings indicated that students tended to attribute culture shock to differences in the external environment, such as language, communication, and surroundings, rather than to internal affective or cognitive factors, such as poor stress management, identity confusion, or prejudice. The tendency to attribute culture shock to internal causes was greater for those with higher levels of cultural competence, whereas low travel experience and interest in foreign language learning predicted the tendency to attribute culture shock to external causes. These results are discussed in terms of implications for sojourner adjustment and intercultural training. [ABSTRACT FROM AUTHOR]

The increased use of ethnography in health science research warrants an in-depth examination of the experiential account of ethnographic data collection. Using OBERG's classic definition of "culture shock" as a framework, I share my experience as a novice researcher conducting fieldwork as part of an institutional ethnography on workplace mental health. I draw attention to the typically unspoken aspects of ethnography throughout this account by providing insights on role contradictions, in addition to ethical, emotional, and practical issues that are not readily addressed in traditional methodological descriptions of ethnography. I conclude with a variety of strategies for the novice health science researcher to effectively negotiate some of the typical dilemmas experienced in this type of research. [ABSTRACT FROM AUTHOR]

Expatriate writing is born out of the clash between displacement and relocation, belonging and alienation; it also implies cultural travel from nostalgic reminiscences of home, their original culture to the anchoring in the new world, their adopted culture. It is the diasporic writers, who are concerned by the need to re-establish their roots, straddling between the psychological and physical borders of two cultures. This paper discusses the cultural conflicts portrayed in Divakaruni's select stories, especially with reference to Silver Pavements and Golden Roof. Disillusion felt by the migrants are detailed. Confronting people from other cultures is a special feature in these stories. Spiritual and psychological conflicts are discussed. [ABSTRACT FROM AUTHOR]

The article explores the issue of culture shock and other associated tensions experienced by South Africans with Afrikaans as their first language who have migrated to New Zealand. Topics covered include reasons for migration including the South African push factors and the New Zealand pull factor for South Africans, management of culture shock and the experience of grief and loss among migrants.

This article is intended to explore how language and culture are interwoven and their mutual impact on each other. Language can be viewed as a vehicle for exhibiting world culture. It is a well-known fact that for international peace, unity and harmony, appreciation and recognition of each other's culture is important. Culture may be prone to change, owing to new scientific discoveries, and technological inventions and conceptual innovations the world witnesses, almost every day. Different communities using different languages follow different cultural practices. [ABSTRACT FROM AUTHOR]