Search

The article discusses the higher risk of depression among international and nonwhite students at U.S. universities and colleges. It cites cultural factors, pressure from families, and mandatory full course loads as common causes of mental illness in such students. The article goes on to look at the reluctance of some students to seek treatment and cover services provided by schools.

The article presents a personal narrative describing the author's experiences living in India during a human-rights fellowship and his struggles dealing with the cultural differences between that of the U.S. and India.

Students from poor and working-class backgrounds can struggle even after making it to your elite campus. [ABSTRACT FROM AUTHOR]

The article offers advice to English-speaking scholars on finding college teaching jobs in non-English-speaking countries. Topics include the importance of journal rankings for the publication of academic articles, salaries that college professors are paid in non-English-speaking countries, and the role of culture shock that faces college faculty who have left their country.

Focuses on the education gap being experienced by Israeli Arab minorities in the university system of Israel. Cultural bias being experienced by students; Comment from Khaled Abu-Asabh, lecturer at Beit Berl teacher-training college, on the culture shock being experienced by Arab students who matriculates at an Israeli university; Affirmative-action programs taken by Israeli universities to help disadvantaged students.

The article informs that many foreign students feel alienated in colleges and universities of the United States. Most of the foreign students experience culture shock and a sense of alienation in classrooms and dormitories. Some foreign students say that they are angry with American universities as they recruit them aggressively but fail to take significant steps to help them adjust socially or academically to college.

The article discusses the Preparing Future Professors program, which is run by Stanford University in Stanford, California and San Jose State University in San Jose, California, and is meant to teach Stanford graduate students what being a professor at a college that is not considered elite is like. Topics discussed include the mentoring aspect of the program, the differences in the colleges' campus environments, and the culture shock that the program is meant to eliminate.

A personal narrative is presented by Beheruz N. Sethna, who plans to retire from his presidency at the University of West Georgia, focusing on his experience of culture shock as an Indian immigrant student at Columbia University and dean at Lamar University in Texas.

Shares the reverse culture shock experienced by philosophy professor Richard Shusterman after returning to Philadelphia, Pennsylvania from Hiroshima University in Japan. Comparison between Shusterman's responsibilities in Philadelphia and in Hiroshima; Reason that his daughter needs a sense of continuity; Responsibilities accumulated during his absence.

A letter to the editor is presented in response to the to the article "Cultural Shock in Reverse," by James R. Corey in the April 9, 1979 issue.

A letter to the editor is presented in response to the to the article "Cultural Shock in Reverse," by James R. Corey in the April 9, 1979 issue.

A letter to the editor is presented in response to the to the article "Cultural Shock in Reverse," by James R. Corey in the April 9, 1979 issue.

The author reflects on the issue of reverse cultural shock. He regarded that cultural shock is mostly experienced when people is adapting to a foreign culture. However, upon returning home of an Arabian student taking a degree in the U.S., it seemed that the student was experiencing a reverse cultural shock. He observed that the student was incapable of maintaining a foreign identity. Thus, he suggested that schools in the U.S. should prepare such student on how to cope with the problem.