Nitel Sosyal Bilimler
Yazarlar: Ervanur BULUT, İnci GÜNDOĞDU
Konular:Beşeri Bilimler, Ortak Disiplinler
Anahtar Kelimeler:International students,Adaptation,Psychosocial problems
Özet: The purpose of this research is to determine the psychosocial problems and needs of international students studying at Hacettepe University, and to offer solutions for these problems and needs from a social work perspective. This study differs from other studies that focus on international students due to two reasons: first, this study takes in to consideration the students' own solutions for the problems and needs and second, this study uses the maximum sampling method to reach maximum variance in data. We used a qualitative method and interpretive phenomenological analysis. We collected data from the students studying at Hacettepe University in the 2016-2017 academic year, using a structured interview research design, due to the fact that the data gathering phase was carried out by more than one researcher. The study group is limited to eighteen international undergraduate students nine females and nine males, studying at Hacettepe University. We adopted a maximum sampling method. Participants were chosen from eighteen different countries and fourteen programs to achieve maximum diversity. Participants have been in Turkey at least for two years. A fully structured form developed by the researchers and a two-part data collection form consisting of personal information and questions were used. With the permission of the students, we recorded the interviews and the findings were obtained through an interpretative phenomenological analysis. We examined the adaptation process of international students under a total of eleven headings; friendship relations, housing, language, education, clothing, food and drink, transportation, expectations about the city, leisure activities, home-family longing and economic status. The problems experienced by the students related to these issues were identified and coping mechanisms were examined. The results of this research suggest that international students mostly establish close friendship relations with other international students like themselves, and friendships established with Turks are on a more casual, day-to-day basis. International students experience loneliness whilst living in Turkey, particularly in the first few months, but their loneliness decreases in times. The student housing needs is largely met by General Directorate of Credit and Dormitories Agency ‘Türkiye Cumhuriyeti Kredi ve Yurtlar Kurumu’ (KYK). Because students are not aware of the housing options before moving to Turkey, they face difficulties when they are not provided with housing by Turkish state institutions. Differences in lifestyle, crowded rooms, insufficient dormitories and negative relations with landlords are some common problems international students face in housing. Students have difficulty in understanding Turkish, and in speaking and expressing themselves. Structural differences between the student's mother tongue and Turkish, differences between written language and spoken language, inadequate language education, and differences in speaking language and academic language are some of the problems international students face. Students stated that the most common problem regarding education was that courses whose official language of instruction was English, were often taught in Turkish. Participants’ food choices were quite different from the Turkish food culture. However, after two years in the country, they become used to Turkish food. Climate and geographical characteristics have an impact on students' clothing. Some students were exposed to different and cynical attitudes by locals whilst wearing their traditional clothing. Economically, students receive scholarships from various institutions or are supported by their families. Students who did not receive scholarships faced economic difficulties and the prospect of work. None of the students experience any problems in their leisure activities. Transportation problems were related to school campuses being inaccessible from city centers. The main support mechanisms of international students are associations and charities with which they are in contact. Most students had friends or relatives living in Turkey before coming to Turkey, who were instrumental in providing confidence and acting as a support mechanism in case of problems. Contextualizing these findings in the broader social work discipline, activities should be carried out to regulate the adaptation and relationships of international students with their environment. We argue that providing counselling for students, briefing students about available social services and their legal rights in Turkey would enhance their experiences even more, if provided before their enrolment in Turkish institutions. A voluntary support line, with the option of their native languages, could be run by volunteer international students. Organizing orientation programs for international students and respect for diversity themed seminars across campuses would be welcomed by international students who, although seldomly, experience discriminatory practices.