INTERNATIONAL STUDENTS CROSS-CULTURAL ADJUSTMENT GUIDEBOOK UNBC

by

Hilda Boakyewaah Boateng
B.F.A., Kwame Nkrumah University of Science and Technology, 2007
M.A., University of Northern British Columbia, 2016

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
IN
COUNSELLING

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
March 2022

© Hilda Boakyewaah Boateng, 2022

ii
Abstract
International students pursuing higher education experience diverse challenges during
their stay in their host culture. This project design relies on research findings of the pervasive
challenges faced by international students in creating a guidebook for international students
pursuing higher education at the University of Northern British Columbia. The stress that students
encounter around the psychological and social-cultural domains is often difficult to mitigate when
familiar support systems are not available and/or accessible. The dominant stress areas identified
during the cross-cultural transition are in the areas of language, academic, social, financial, and
labor market. The availability of support systems that provide international students with
awareness about cross-cultural challenges, support resources, and their functions in the academic
setting as well as community environment can assist them in better integration and successful
outcomes.

iii
Table of Contents

Abstract

ii

Table of Contents

iv

Acknowledgments

v

Chapter 1: Introduction
1.1
Introduction
1.2
Rationale of Project
1.3
Significance of Project
1.4
Personal Location
1.5
Overview of Project
2.1
The Significance of International Education to Canada’s Economic
Development
2.2
International Students Struggles across Canadian Academic Institutions
2.3
University of Northern British Columbia International Student Context
2.4
Summary

Chapter 2: Literature Review
3.1
Introduction
3.2
Canadian Policy of International Student Education
4.1
Psychological and Social-Cultural Complexities in International Student
Acculturation
4.2
Acculturation Stress Defined
4.3
Dominant International Student Cross-Cultural Barriers Impacting
Smooth Integration
4.3.1 Introduction
4.3.2 Language and Communication Barriers of International Students Learning
4.3.3 Academic Adjustment of International Students
4.3.4 Financial Adjustment and Labor Market
4.3.5 Social Adjustment and Belonging Barriers
4.3.6 IS Adjustment to New Cultural Norms in a Foreign Culture
5.1
Components of Cross-cultural Adjustment Cycle of international
Students
5.1.1 Introduction
5.1.2 Honeymoon Stage
5.1.3 Hostility Stage
5.1.4 Humour Stage
5.1.5 Home Stage
6.1
The Problem of Lack of Support Systems during the Adjustment

1
2
3
6
8
9
11
13
13

14
15
18
20
21
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23
25
26
28
29
30
30
31
31
32
32

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6.2
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
6.3
6.4

Process
The Significance of Social Support Systems to ease the Adjustment
Process
Introduction
Emotional Support
Practical/Tangible Support
Informational Support
Social Companionship Support
The Role of University Resources and their Effects on International
Student Adjustment
Summary

33
34
34
35
35
36
37
39
39

Chapter 3: Project Plan
7.1
Introduction
7.2
Description of Project Design
7.3
The IS Cross-Cultural Guide-University of Northern British Columbia
7.4
Ethical Consideration
7.5
Conclusion
References

40
41
43
45
45
57

Chapter 4: UNBC International Students Guidebook
Figure 1
Figure 2
Figure 3

15
16
42

Abbreviations
UNBC
University of Northern British Columbia
IS
International Student

References

46

v
Acknowledgments
May God forever be praised! I owe it all to His faithfulness and abiding presence because He has
never failed me through all the storms braving life as an immigrant. My deepest appreciation goes
to Dr. Jacqueline Holler for her direction towards choosing the counseling profession - the best
decision I made to harness my God-given gift. I am also indebted to Linda O’Neill my immediate
supervisor for her support and suggestions through the completion of this project work. I
remember your affirming words to me on February 7, 2019, “you were born to do this, Hilda!
What you do cannot be taught.” Your words mean so much to me to date. John Sherry, you have
been a quiet force that helped me to profoundly appreciate the counseling program and
profession. I am immensely thankful to Samuel Oppong Nkansah, you pointed me to believe in
myself and work hard towards my goals. Thank you for offering to serve as my external
supervisor. My love and gratitude to my family, friends, and all who contributed to making this
journey a possibility.

1
Chapter 1
1.1 Introduction: Part One
Studying abroad can be one of the most rewarding experiences for students pursuing
higher education. However, this transformative opportunity also poses numerous stresses (Blue
et al., 2000; Lacina, 2002; Nasir, 2011; Thomas & Althen, 1989) such as difficulties adjusting to
the new environment. Indeed, for new international students, the experience of arriving from
diverse backgrounds and transitioning to another culture could present various complexities that
correlate to the collective influence of the psychological and social environment of the new
culture.
The demands of acculturation stress, cultural differences, racial discrimination, and lack
of social support (Yakunina, Weigold, & McCarthy, 2010) are common struggles. Further,
academic life, personal commitments, and separation from family relations and friends contribute
to difficulties in the transition process (Bastien, Seifen-Adkins, & Johnson, 2018). This could
impact students’ physical and mental wellness in their functioning and cultural integration (Ortiz
& Choudaha, 2014).
Myles and Cheng (2003) highlight language as one of the main barriers that impact
effective communication and building social connections. Moreover, international students
experience stressors from academic challenges such as unfamiliar teaching styles, academic
writing, and workload expectations. Some students may also face financial burdens with
expectations to provide for their families within the host settlement and abroad. Students may
arrive without a scholarship to offset their tuition and livelihood, while those who come in with
scholarships may have left jobs in their country of origin and face financial challenges to
accomplish their goals. Certainly, international students may experience the mental distress of

2
isolation from exposure to the vast gap of cultural diversity inside and outside school (Myles &
Cheng, 2003). Thus, the need for international students to be able to access support in their
transition process within the academic (Trilokekar, Safdar, El Masri, & Scott, 2014) and
community environment cannot be understated
Wolanin (2000) highlights distinctive strengths international students bring to higher
education. Given significant contributions to a country’s economy, they also transfer rich
academic knowledge. The influence of diversity in building international relationships is of
enormous value considering the acceleration of the integrating economies and global business
environment. Thus, in the direction of multicultural sensitivity that would promote and maintain
international student enrollment, university management needs to recognize and respond to the
unique needs of this diversified academic population (Bastien et al., 2018; Trilokekar et. al.,
2014).

1.2 Rationale of Project
The rationale of this project is to uncover the challenges regarding the international
student adjustment process in Canada with a focus on the University of Northern British
Columbia. Numerous research studies indicate countless challenges that confront international
students due to barriers in academic, financial, socialization, and interpersonal problems (Yeh &
Inose 2003). International students enrolled at the University of Northern British Columbia are
not excluded from international student-identified challenges across the country. Hsu (2003)
described how these problems often arise in settling in a new culture while braving different
academic experiences, various emotional and financial anxieties, and other cross-cultural
challenges.

3
1.3 Significance of Project
This project is a guidebook to primarily provide information about diverse adjustment
issues experienced by international students enrolled at the University of Northern British
Columbia. Firstly, the project will discuss acculturation issues within psychological and
sociocultural contexts. Topics will include cultural adjustment, academic struggles, socialization,
finances, language proficiency, and labor market concerns during and after their studies (Dauwer,
2018; Sherry, Thomas & Chui, 2009).
Secondly, the project aims to highlight the various possible vulnerabilities of international
students at the University of Northern British Columbia and build awareness for this group of
students. The guidebook is intended to prepare prospective, new, and continuing students and
educate them about potential challenges on their arrival and stay. Finally, the project will explore
and provide suggestions of coping strategies and available support services within the academic
and community circles. It may offer mentoring ideas in gaps in services within the academic
setting and community of settlement. The guidebook will offer recommendations to improve
international student services.

1.4 Personal Location
I immigrated to Canada seven years ago to pursue self-development in knowledge and
skills and expand my employment opportunities for better prospects. In 2013, I became a new
graduate student at the University of Northern British Columbia. For the first time as an
immigrant, I faced the challenge of adjusting to a new culture distinct from my home country.
My beautiful, adventurous perception in its idealist sense about the Western World was met with
an absolute cultural shock when my reality did not reflect my former perceived thoughts or ideas.

4
At the heart of the matter, the realities of a new immigrant student with no awareness of
the complexities of integration in a new academic and social setting were crippling. With a vague
idea of what the weather would feel like, especially in the North and not substantially prepared
both psychologically and materially, such extreme temperatures coming from a tropical soil
brought confused reactions.
From the first day in class, I realized, the opportunity I earnestly prayed for to travel for
further studies was nothing like I anticipated. I yearned to return home, but the sacrifices had
already been made. I had quit a stable job and my family had paid an enormous amount of towards
travel; there was not much hope looking back because that would be a disappointment to both
my family and social group. The language barrier in assimilating teaching and educational
material coupled with inadequate social skills was more daunting at the initial stage. Thus, being
different, cut off in an unknown and unfamiliar surrounding, exposed me to isolation and
disconnection from people.
Constant anxiety in navigating the unfamiliar system and cultural space exposed me to
psychological stress. Indeed, this hurt my academic performance and mental health. I remember
dreading to stay in Canada if this were going to be my life – instinctively; I wish I had been aware
of these realities because it would have prepared me and not taken me by surprise.
In my experience, I identify with most new student immigrants at the University of
Northern British Columbia, including my younger sister, who also arrived as an immigrant
student two years ago. For an immigrant student living in a new cultural environment, you are at
a disadvantage over domestic students as the pressure mounts to catch up in the academic
conditions even as you struggle to identify and learn new ways of being.

5
Our adjustment is multi-layered and complex and entails the sociocultural and
psychological spheres coupled with our educational expectations. The adjustment and integration
never end; it seemingly gets better over time. Although each story is personal in the adjustment
process, it is still shared collectively.
Working as a practicum student at the UNBC counseling center, my counseling
engagements demonstrated to me students’ emotional distress and anxiety. Although I
encountered several international students, it was quite troubling to me the low turnout of
international students for mental health support (Yakunina et. al., 2010). It was unknown whether
international students know of the availability of support services or did not find the need to use
it due to other unknown personal factors. In my case, I was aware of the counseling service yet
never used it for reasons I cannot identify. However, I can say that I did not know about the
process of accessing the counseling service and did not even bother to find out.
Thus, what are the actual barriers to help-seeking, and how can they be mitigated? I
happen to agree with Sharkin (2013) in her guidebook, College Students in Distress, where it is
asserted that, unlike school counselors, non-counseling college personnel is on the frontlines in
terms of spotting troubled students and enlisting assistance for them. She continues to highlight
how it may be distressful for non-counseling personnel in knowing what to do or how to respond
to students dealing with distress.
I believe raising awareness of international students’ particular struggles ought to be
heightened throughout appropriate channels and essential support systems within the university
information system pathways (Trilokekar, Safdar, El Masri, & Scott, 2014). Through academic
and administrative services, connections within the university system may provide social
engagement to help students feel connected in the adjustment process. Information about

6
community resources and employment pathways needs to be provided for international students
to help with the financial constraints that add to the stress of settling in the host community. I
hope that this project will ultimately build a significant level of connected care to buffer the
unavoidable challenges.
As a counselor, this collective struggle to support new international students is a call to
action. I am aware of ongoing efforts by the international office that supports international
students in diverse ways. More can be done especially in creating awareness to help prospective
students make informed choices and feel cared for and welcomed. This is an important task for
the university community.
I hope this project would help amalgamate ideas in creating awareness about the everyday
struggles of international students through a guide that would give pertinent information to build
awareness around these vulnerabilities and, thus, minimize some of these surprising stresses, give
information about resource services available in the University and community. In this way, new
international students can be better prepared psychologically for unforeseen challenges.

1.5 Overview of Project
This project will explore adjustment struggles imposed on new international students
enrolled at the University of Northern British Columbia from the lens of international students’
struggles as a whole. This project will help design a guidebook that would support awareness
about diverse adjustment issues experienced by international students enrolled at the University
of Northern British Columbia as students. These issues around acculturation include cultural
adjustment, academic struggles, socialization, residency, finances, language proficiency, job

7
acquisition, and employment (Yakunina et. al., 2010; Trilokekar et. al., 2014) during and after
international student’s studies.
Chapter Two will review the literature to identify acculturation struggles among
international students under two domains, namely psychological and social-cultural, that affect
international students in their transition process at UNBC and Canada at large. I will examine the
adjustment process regarding vulnerabilities in language, social adjustment and belonging,
academic adjustment, and financial and labor market exclusions, among other cross-cultural
barriers (Yeh & Inose, 2003). These factors are known to affect the smooth acculturation of
international students in Canada generally and specifically UNBC. However, emerging research
has discovered that the nature of international student concerns is homogenous in their
complexities even in the face of individual experiences. Against this background, the project will
explore areas in the adjustment process imperative in improving the successful outcome in the
transition process.
Primarily, this project can be used as a guide to inform and create awareness about
international student adjustment issues. It will also highlight concerns that could help service
providers, particularly the international student office, mitigate international student problems
and potential vulnerabilities for culturally specific support systems.
Chapter Three will lay out the project design and form the basis for the concluding
chapter. The design will take the form of a module that will incorporate principal headings that
will be interfaced with subheadings to add information and explain various topics. Principal
headings will cover Canadian culture and lifestyle, cultural adjustment processes, university
support systems, and community support systems within Prince George. Each of the principal
headings will have connected subheadings that expand topics areas.

8
2.1 Introduction: Part Two
The Significance of International Education to Canada’s Economic Development
International education is currently an important enterprise for most major countries
competing for financial benefits. Admittedly, international education advances skilled labor
considering that it fosters cross-cultural learning and connections, thus students can productively
assimilate into the labor market after their education (Scott, Safdar, Trilokekar, & El Masri,
2015). The Canadian federal government in 2014 marked the importance of international
education under the Global Market Action Plan. According to reports, the number of international
students studying in Canada expanded 325% from 77,235 in 1988 to 328, 672 in 2012 a historical
record in just over twenty years (CIC, 2013).
Based on this expansion, Canada’s policy developers are creating efforts to further raise
international students’ numbers from 239,131 in 2011 to 450,000 by 2022. The goal is to advance
expenditure generated by international students from nearly 7.7 billion annually in 2012 to 16
billion (Cox, 2014; Government of Canada 2014). This approach also intends to fortify the
economy through domestically trained people for the labor market and promote long-term
residency to curtail the population decrease (Cox, 2014). Therefore, the government of Canada
is capitalizing strongly on international education to attract more international students, through
an initiative called “International Education Strategy.” This plan is set up to prepare the country
for the global market (Canada’s International Education Strategy, 2014).
Canadian government projected targets reveal the importance of international student
education to policymakers in the Canadian governing body. International students play a vibrant
role in creating opportunities for advancing economic prosperity in Canada and creating
knowledge and skills on a global scale. With these noted benefits, it is essential to ask what

9
conditions need to be put in place towards the growth of international students to maintain proper
integration and settlement? As argued by Scott and colleagues (2015), the contribution of
international education largely depends on positive cultural integration. Continued growth relies
on providing a positive learning and rewarding experiences for international students (Ortiz &
Choudaha, 2014).
Ryerson’s Center for Immigration and Settlement (Assessing Canada’s Support of
International Students) research reinforces the multiple problems identified as challenges that
make life harder for international students in Canada during and after their studies. Some of these
problems regard the lack of connection opportunities and support systems in universities across
the country and the complexities of Canada’s immigration rules and policies (Dauwer, 2018).
Consequently, policy developers, higher education institution personnel as well as international
students themselves need to give particular attention to the challenges and barriers international
students experience as they transition. The achievement of Canada’s international education
development plan pivots on international student adaptation and preservation (Scott, et al., 2015).

2.2 International Student Struggles across Canadian Academic Institutions
A focus on international student vulnerabilities is limited in research due to the unique
nature of their challenges. Critical challenges within the areas of academia, language, academic
workload, financial stress, dietary barriers, cultural misunderstanding, and racial discrimination
are documented struggles (Abel, 2002; Flowerdew & Peacock, 2000; Yakunina et al., 2010). The
interlace of these elements widens awareness of the social, cultural, personal, and academic
adjustments international students have to make (Myles & Cheng, 2003).

10
A pilot study conducted in two higher educational institutions in Canada revealed that the
projected outcome doesn’t correlate with international student lived experiences integrating into
the Canadian workforce (Trilokekar, R., Safdar, S., El Masri, A., & Scott, C. (2014). International
students expressed concerns about gaining access to the labor market and, even worse, fears of
attaining jobs in their study area. Further, reports indicated discrepancies in career opportunities
relative to domestic students (Trilokkar et al., 2014)
Roach (2011) research examining service provision deficiencies related to international
student services across different institutions within Canada revealed distinctive disparities. To
illustrate one example, across the four participatory institutions, only a single international
student office could refer students out to community resources for support. The study also stated
that several international office workers did not have the competencies to advise students on
immigration matters (Dauwer. 2018)
In addition to these findings, Roach’s (2011) study revealed that few international offices
provided bridging services. However, there were contradictions across institutions. In the face of
these inconsistencies, these services assigned as part of the services provided were not
continuous. This finding supports the lack of optimal service provision for the international
student body across educational institutions in Canada. The gap creates a lot of frustration for the
general international student body, particularly newcomers who are still navigating their new
academic and social environment. Therefore, there is the need to highlight and address these gaps
in international student service delivery among educational institutions (Dauwer. 2018).
One of the major problems that add to international student struggles is lack of awareness
regarding cross-cultural barriers as mentioned in areas of psychological stresses of alienation,
stigmatization, and racism; employment preparation barriers, academic stresses, and immigration

11
complexities (Yakunina, 2010). These unforeseen challenges reinforce feelings of alienation, and
stigma and could deter help-seeking behavior making it more difficult for international students
to achieve positive experiences and successful outcomes. Generally, the lack of awareness
regarding potential challenges conceals possibilities of discovering suitable service provision and
support systems in their environment. Thus, hindering smooth integration in the University and
the community of settlement (Myles and Cheng, 2003).

2.3 University of Northern British Columbia International Student Context
University of Northern British Columbia is situated in the North-West region of BC and
ranks as one of Canada’s leading universities. The University has its largest campus located in
Prince George, with its other regional campuses located in Fort St John, Terrace, and Quesnel.
Currently, the international student population makes up 11.1% of the entire student population.
Inclusiveness and diversity stand as one of the University’s core values which exponentially
enhances the university learning environment (UNBC website).
Notably, adjusting to a new town like Prince George located in the northwest region in
British Columbia creates countless logistical stresses such as harsh weather conditions and the
already stated transitional factors. Barriers surrounding language, social support system, service
provider awareness (community resources), navigating through the community, and general
cultural adaptability are issues international students face (Yakunina et al., 2010), especially at
the initial arrival stage. These vulnerabilities present an urgent state of safety issues for fresh
students and continuing students as settling in a new environment is a process and not time bound.
While international students are an integral part of cultural diversity promoting
humanistic values, they also improve productivity and profitability by exchanging innovative

12
ideas (UNBC, Website). Nevertheless, international student challenges are unrecognized because
of the unique nature of the factors involved.
University of Northern British Columbia is one of the many universities in Canada with
an increasingly international student body. There was a 92% increase in the international student
body in Canada in 2015, an upsurge since 2008 (CBIE, 2016). Essentially like other Canadian
Universities with international students, acculturation challenges are homogenous because of
cross-cultural transitional factors. Thus, with recognition of the complexities in transitioning and
integration barriers, higher educational institutions should take the necessary actions to minimize
challenges to enhance successful integration.
According to some research, the academic success of international students (Westwood
& Barker, 1990) may be determined by the connection between the host culture of settlement and
adjustment difficulties (Zimmerman, 1995). It is imperative to understand international student’s
concerns and adjustment difficulties culturally and socially within and outside the classroom to
build more awareness because they influence student experiences in academic circles (Myles &
Cheng, 2003).
One such method is for higher educational institutions to recognize the concerns of
international students, assess their expectations, and create awareness to empower the quality of
services (Ortiz & Choudaha, 2014; Trilokekar et. al., 2014) to mitigate their peculiar struggles.
Creating awareness of the possible barriers and challenges could enhance preparation and
planning for prospective international students in advance of their arrival and adjustment during
and after their education. It can also enhance building suitable platforms for engagement through
support groups, a safe place where international students can share and voice specific issues. The
importance of building relationships and connections could also help address acculturation issues.

13
2.4 Summary
The project aims to highlight the various vulnerabilities of international students pursuing
higher education at the University of Northern British Columbia from a personal standpoint and
contextual research studies available relating to the subject. The project may build awareness for
this group of students, which may also benefit continuing students. Further, it aims to provide
support systems to help ease the stresses of the transition process. It will also highlight areas of
gaps that could help service providers, particularly the international student office, academic
staff, and other services/communities provide better service.

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Chapter 2: Review of Literature
3.1 Introduction
The resources used in gathering the literature for this study were journals and articles from
websites such as Google Scholar, Academic Search Complete, ScienceDirect, EBSCOhost
research platform, a Canadian Government website, etc., and other Google search platforms such
as blogs with references. Texts and books were also used as sources of information for the project.
The predominant search terms examined are Acculturation, International students,
Adjustment barriers: language, academic, social, financial, psychological stresses, sociocultural
stresses, and support services for international students. The search was narrowed to between 10
to 15 years. Nevertheless, works from authors that are cited invariably past the time frame are
utilized because their works carried constructive information beneficial to the subject area. Search
findings are worldwide. However, more focus is on Canada to capture an in-depth context with
regards to the cultural conditions.
A thematic analysis was employed to capture the central themes around international
student’s adjustment barriers. The literature identified several international student’s challenges
in the areas of language barriers, academic adjustment, social adjustment, belonging, financial
adjustment, and labor market. These areas are expanded from findings across the globe and
narrowed down to Canada.

3.2 Canadian Policy on International Student Education
Canadian policy suggests the strategic significance of international students to the
economic growth and development of the country (Scott et al., 2015). Current federal policy
revisions regarding international education strategy indicate the belief in international education

15
to boost the national economic system by drawing and retaining skilled workers to expand
Canada in the global market space. Based on Immigration, Refugees, and Citizenship Canada
(IRCC) data, the international student population in Canada increased by 13 percent in 2019 (CIC
News, 2020).
Currently, governmental efforts are ongoing to expand the number of international
students to approximately 450,000 entering the country to study by 2022. Through this Canadian
policy the government intends to generate more careers to about 86.500 million and expand
estimated expenditure to ultimately grow the Canadian economy by boosting tax proceeds to
about $910 million (Canada’s International Education Strategy, 2014). According to Scott et al.
(2015), government efforts are influenced by the positive returns of international students’
education in the province of Ontario, where 41.9% of international students generated 3.5 billion
in returns for the government.

Figure 1. Source: (CIC News, 2020)

16
The above chart illustrates study permit holders in Canada from the year 2000 to 2019.
The international student population in Canada has seen a progressive increase of about 11% over
the last decade. From 100,000 in 2000 to 700,000 in 2019, there has been an increase of 5000
study permit holders. Current findings also suggest a decrease of Canadian-born students entering
universities in the last decade due to the low birth rate in Canada (CIC News).

Study Permit Holders by Province/Territory on December 31, 2015, to 2019
Province/Territory
Newfoundland
Prince Edward Island
Nova Scotia
New Brunswick
Quebec
Ontario
Manitoba
Saskatchewan
Alberta
British Columbia
Northwest Territories
Province /Territory not
Stated
TOTAL

2015
2016
2017
2,675
3,215
3,665
1440
1965
2475
10460 11795
13350
4170
4445
4800
50040 54735
61325
152105 186345 236265
10020 12825
15995
5855
7035
7950
19710 23410
26110
95790 104675 118760
25
30
30
40
150
195

2018
4,090
3215
16170
5800
69965
275690
18580
9430
29690
133445
40
1780

2019
4,690
3815
18640
6905
87280
306735
19385
10840
32990
144675
35
6200

352365 410690 491135

568130

642480

Figure 2. Source: (CIC News, 2020)

The above table shows international student estimates in Canada across the 10 provinces
and three territories from 2015 to 2019. While Ontario received the highest number of
international students with 48 percent estimating nearly 307,000 international students, British
Columbia comes in as the second largest with 23 percent -145,000 people. Following current
findings, the international student population has observed triple growth, ranking Canada as the

17
third highest globally over the United States of America (CIC News. 2020). This progressive
statistical upsurge shows Canada as a hotspot for hosting international students from across the
world.
Admittedly, international education has assumed a viable global business with developed
countries encouraging international students to come (Scott et al., 2015). The growth has resulted
in considerable changes in the international education policies among developed and less
developed nations, intending to attract international students. Despite the rapid growth of
international students in Canada coupled with government initiatives emphasizing a strategic plan
to recruit and retain more students (Canada’s International Education Strategy, 2014), there has
been insignificant work to provide support that will ensure their successful transition (Roach,
2011)

4.1 Psychological and Social-Cultural Complexities in International Student Acculturation

The process of acculturation consists of psychological and social-cultural adjustments
(Berry, 2008). According to Safdar and colleagues, the psychological and social-cultural
adjustments impact the period of cross-cultural transition (Safdar, Chuong, McKenzie, & Uhm,
2010). Although both domains are related, they carry distinctive characteristics (Berry, 2006).
International student acculturation involves these domains, with the interaction of these elements
affecting students’ wellbeing both psychologically and socially.
According to Scott et al (2015) based on the concept of coping and stress by Lazarus and
Folkman, (1984), psychological adjustments characterize an individual’s overall attributes of
well-being and satisfaction measured by an individual adverse effect (Brisett et. al., 2010) such
as emotional difficulties and mood distresses (Sadfar et. al., 2009). Further, the psychological

18
effects differ among individuals and behavior traits (Safdar et. al., 2009; Scott et. al, 2010) that
affect coping with lived experiences. Examples of predictors of psychological adjustment include
behavior factors such as “locus of control, extroversion/extraversion, life changes, and social
support” (Bastien et al., 2018, p. 1201)
On the other hand, socio-cultural adjustment concerns an individual’s capacity to
culturally integrate their new environment through the process of social learning (Bastien et al.,
2018). Specifically, an individual capacity to “fit into” a social context (Yang et al., 2006, p.
488) comprises one’s thriving abilities mediating the host environment’s social and cultural
components.
Adjustment within the socio-cultural domain is considered a process of social learning
and develops progressively in the areas of cultural differences, language capabilities, and general
satisfaction within the host inhabitant (O’Reilly et al., 2010). Jain (2012) reinforces socio-cultural
adjustment in terms of feeling accepted by new social standards and values. The socio-cultural
adjustment also builds and maintains social connections and a sense of belonging (Gerdes &
Mallinckrodt, 1994; Gündüz, & Alakbarov, 2019).
In understanding international student’s psychological and socio-cultural adaption
struggles, it is important to understand the demanding complexities in adjusting to everyday
living, communication, standard social norms, and accepted behavior within the new
environment (Johnson & Sandhu, 2007). Arguably, psychological, and social issues within the
school and community are relatively influential and present unique acculturation distress among
the international student community.

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4.2 Acculturation Stress Defined
Acculturation stress is rooted in the process of acculturation, a response rooted in changes
during cross-cultural contact (Berry, 1995; Berry, 2006). In explaining acculturation, Safdar and
colleagues (2013) define it as “those phenomena which result when groups of individuals with
different cultures come into contact, with subsequent changes in the original patterns of either or
both groups, or in the behavioral or psychological change in individuals from either or both
groups” (p. 5). Thus, acculturation occurs as a change in adjusting to a new environment different
from one’s home culture.
Acculturation stress happens within the physical, social, and psychological domains (Yeh
& Inose, 2003). Frequently, stress reactions include “heightened levels of depression (linked to
the experience of cultural loss) and of anxiety (linked to the uncertainty about how one should
live in the new society) (Berry, 2006, p. 43). For international students’ immersion into a new
culture, the challenge of integrating into their host environment raises psychological and
emotional distresses and impacts the students’ welcoming experiences.
The lack of awareness in the face of ambiguities in identifying services coupled with
challenges in expressing support needs adds to one’s stresses. Thus, students may exhibit
emotional pain, powerlessness, marginalization, loneliness, and perceived alienation (Sandhu &
Asrabadi, 1998) due to differing cultural backgrounds and cultural interactivity. Because of this,
an individual’s stress may heighten in the absence of social support and social connectedness,
and appropriate awareness and accessibility.
Admittedly, moving away from a secure home environment to independence and
responsibility for college students presents essential life changes (Sullivan, & Kashubeck-West,
2015) and undeniable potential vulnerabilities. Several research studies illustrate university-level

20
education with imposing challenges and stresses (Sharkin, 2013) as students encounter altering
“social, financial, and academic expectations” (Scott et al., 2015, p. 5). However, international
students face significant challenges with combined difficulty in cross-cultural conflict (Andrade,
2006).
In Berry’s (2006) writings, the term acculturation stress is widely known as “culture
shock,” which translates to negative experiences in cross-cultural interaction. However, the main
issue is how people handle and manage encountered stresses (negative experiences) using coping
strategies towards enhancing adaptation. Berry (2006) describes the term ‘shock’ as a
characteristic that heightens at the initial stage of the acculturation process, notably when
accompanied by contradictory events. However, Berry’s (2006) study emphasizes that some of
these stresses may arise from a person’s dominant culture, often resulting from the lack of
resources to adapt to a new condition.
As stated earlier, stresses that international students face during the acculturation process
are primarily within the academic and social contexts. Other significant areas identified include
language, financial, and concerns related to racial discrimination. (Lee et al, 2004; Mori 2000;
Church, 1982; Yeh & Inose, 2003). The issue most studies have not covered is immigration
anxieties and finding channels and supports to help minimize these challenges.

4.3 Dominant International Student Cross-Cultural Barriers Impacting Smooth
Integration
4.3.1 Introduction
The daunting process of integration after being removed from one’s familiar support
systems and familiar cultural environment builds on personal vulnerabilities. For most

21
international students, the encounter of a new culture may be the first experience living in a
different society. A new student’s unraveling anxiety towards change and the ambiguities of new
life experiences must be embraced ultimately. The impact of cross-cultural barriers imposes high
demands on international students’ mental wellbeing in the process of their academic and
professional pursuits. The main barriers in the cross-cultural transition process are revealed in the
following areas.

4.3.2 Language and Communication Barriers of International Students Learning
Language barriers and writing is indicated as a significant problem confronting
international students (Akanwu, 2015; Gatwiri 2015; Scott et al., & El Masri, 2015). A student’s
ability to communicate effectively is a critical determinant in integrating into a new environment
(Baker, 2001) determining one social, academic, and professional engagements (Young et al.,
2013). For new students, suitable communication abilities are a defining factor for minimizing
struggles in the transitional process (Andrade, 2006).
According to Sawir (2005), international students extensively process the information on
their new environment on arrival. The demands of the acculturation process leave them to make
meaning of their new experiences from their perspectives and establish personal perceptions and
knowledge base. This is because new students are still developing awareness and building
familiarity to make sense of their new environment.
For instance, Scott and colleagues (2015) reinforce the problem with language
comprehension, and communication standards for international students at the beginning of
international student education irrespective of the strong attributes of the educational system.
The international students in this study stressed the disparities in the mode of delivery of lessons

22
from the style they are familiar with from their country of origin (Scott et al., 2015). The problem
of the linguistics barrier is also more challenging in comprehending teachers and classroom
engagements. International students with language barriers such as English as a second or third
language with significant inflections to their speech may be self-conscious in contributing to
classroom exercises out of concern of being ridiculed. This could hinder classroom participation
and overall academic performance (Bastien et al., 2018; Scott et al., 2015).
Further, incompetencies in communication and interaction can impede the social skills
necessary for building social connections. Essentially, language incompetence may affect selfconfidence and learning abilities (Jackson et al., 2013; Yoon & Portman, 2004). Nonetheless,
constant engagement and practice are necessary to accept and learn from errors and develop selfconfidence in the adjustment process (Gatwiri, 2015). However, the anxiety to make mistakes
may inhibit continuous communication which may promote social interaction and enhance
language proficiency. Similarly, language anxiety may hinder regular engagement between
international students and domestic peers that could encourage mutual understanding and help to
minimize stereotypes and discrimination (Berry, 2006).
Another component that language can present as a barrier is the acquisition of
employment. Language abilities are significantly connected to the acquisition of jobs for
international students. In Scott and El Masri’s (2015) study in Canada, students with lower
competence in speaking English were unlikely to be considered for employment. Fewer skills in
English hindered international students’ abilities in expressing their knowledge to prospective
employers in job interviews. Admittedly, language is the first component judged without
consideration of other skill sets and strengths. Thus, students may find it a challenge to enter the

23
labor market. This creates financial constraints and obstructs the development of professional
experience for after-school employability.

4.3.3 Academic Adjustment of International Students
The number one priority of international graduate students involves adjustment to their
degree requirements and general academic life (Lewthwaite, 1997). One common stressor faced
in adjustment to academic life stem from instructional differences. In a study among Canadian
universities, international students complained of struggles with teaching and presentation styles
in the face of the lack of confidence in their oral abilities. International students identified
concerns with the delivery of academic lessons despite the high quality of education. This
presented disconcerting feelings in assimilating academic materials. Complexities regarding the
pace of lectures and the content of material often skew international student academic
performance (Scott & El Masri, 2015).
Language difficulties about adjusting to different communication styles and accents of
professor’s impact assimilating academic content at the early stages of academic life (Scott, & El
Masri, 2015; Senyshyn et al., 2000; Tompson and Tompson, 1996). International students whose
educational teaching styles are essentially passive with a specified focus on reading rather than
conversational skills may find it challenging in conversational skills and classroom participation
(Clément & Bourhis 1996; Sawir's, 2005; Scott & El Masri, 2015; Tompson and Tompson, 1996).
Moreover, issues around lack of academic awareness around cultural differences such as
speaking without raising hands, taking notes during lectures add to international students’
frustrations and anxieties, exacerbating feelings of isolation and alienation in the classroom due
to judgments of a colleague who may find them lacking competency (Bastien, Seifen-Adkins, &

24
Johnson, 2018). While international students may be trying to be effective in adjusting
academically, the lack of academic engagement between domestic and international students
creates a cultural misunderstanding that puts them at a disadvantage.
Rienties, Nanclares, Jindal-Snape, and Alcott (2013) discovered that students with
cultural similarities are likely to work well together compared to students from the country of
settlement. Although the study indicates that within 14 weeks foreign students could engage well
with domestic students, nonetheless, international students’ experiences noted better outcomes
with students who share similar backgrounds and cultures. For this reason, Akanwa (2015)
suggests the impact knowledge and cultural value play in students’ learning and engagement with
educational content as well as relationship building.
Essentially, the instructional design of teamwork has a strong influence on how
international and domestic students work and learn together (Rienties, et al., 2013, p. 332).
Akamu (2015) and suggests that even as students may inherently and inadvertently draw close to
students who share things in common, a teaching style that combines teamwork between
domestic and international students could encourage social connection. Rienties et al., (2013)
highlight classroom teaching style, particularly group work, as valuable to increase cultural
connection among students of different backgrounds. Consequently, enabling a “diverse
academic environment” that creates a safe space for student interaction between international and
domestic students is significant to academic performance (Akanwa, 2015).

4.3.4 Financial Adjustment and Labor Market
International student’s stresses include financial vulnerabilities in their attempt to study
for a promising future (Sherry, et al., 2009). Generally, studying in a different country brings

25
substantial financial constraints. Often, international students lack awareness around financial
expectations of what it is like to study and live in a different setting and under unfamiliar
conditions. One of the problems of dealing with financial struggles pertains to the disparities in
tuition between domestic students’ tuition and international students. Particularly, international
students often pay higher tuition fees (Banyong, 2015) coupled with general living expenses. This
creates the need to find employment opportunities to offset high expenditures.
Dauwer (2018) reveals several factors and obstacles in integrating into the labor market
in Canada. Typically, international students come in with several personal and family support
expectations. These pressures create stress in the face of other psychological and socio-cultural
adjustment processes. The need for international students to find employment while pursuing
their academic interests becomes urgent. Although international students can obtain jobs to
support themselves financially during their studies, transition into the labor market accompanies
numerous setbacks and barriers (Trilokekar et al., 2014).
First, Dauwer (2018) identifies employer’s preference for Canadian work experience
because of language and cultural adjustment issues. Roach (2011) illustrates through interviews
in four Canadian post-secondary institutions discriminatory experiences by international students
because of lack of Canadian work experience. Dauwer’s study also discovered that employers
considered students based on their knowledge of “workplace culture.” As a result, international
students need education and preparation on Canadian employers’ objectives since this is
important to the job market (Dauwer, 2018). According to Qain (2017), lack of job preparation
and work experiences outside Canada are not easily recognized by some employers. This lack of
recognition delays employment acquisition in the face of an urgency to meet financial needs.

26
Secondly, the temporary immigration status for international students creates a problem
in the attainment of a job. New international students often immigrate to Canada on a student visa
which allows them to stay temporarily. Being on temporary status creates another hindrance to
finding employment (Dauwir, 2018). The problem for international students regarding their
temporary status is that administrative processes regarding documentation and government
process are arduous (Scott, & El Masri, 2015); thus, employers do not find the administrative
processes expedient to hire students.
Thirdly, limited work opportunities and placement in relevant employment are known
obstacles for international students in the labor market. According to Dauwir (2018), several
research studies demonstrate that international students find limited job opportunities placement.
Qian’s (2015) research highlights that limited capacities in social and professional contacts and
English language skills were the main impediments to job opportunities. This advertently affects
students’ preparation for entry into the labor market after school with repercussions on their longterm professional objectives. Thus, international students suffer disproportionately given these
limitations (Trilokekar et al., 2014).

4.3.5 Social Adjustment and Belonging Barriers
Social adjustment correlates to the psychological approaches in dealing with social
conditions and customs towards individual integration (Jain, 2012; Kılıçlar et al., 2012).
Friendship, a key component of social adjustment is identified as a significant element towards
social adjustment (Martirosyan, Bustamante, & Saxon, 2019). In Gerdes and Mallinckrodt’s 1994
view (as cited by Berry, 2006), social adjustment is determined by variables such as developing
social networks and freedom of participation in social life within a receiving location such as a

27
university, city, or country. New students face the challenge of securing a sense of belonging
through creating and sustaining social connections.
In Gündüz and Alakbarov’s (2019) view, once international students leave their home
country into their host environment, they are faced with the pressure to adjust socially. They are
required to socialize independently and engage with new people and confront environmental
pressures and norms. By adapting to a new culture, international students develop relationships
and learn various forms of etiquette and customs. How well students adapt to these changes and
the adjustment period determines their ability to build social friendships. Literature has shown
that international students with stronger social support experience minimum incidents of stress
and isolation and can adjust to their host environment with less difficulty (O’Reilly et al., 2010).
Loneliness is a fundamental struggle for international students by being in an unfamiliar
environment, with no friends, social network, and cultural and linguistic competencies (Sawir et
al. 2008). Transitioning from one way of life to another presents shifting one’s way of being from
the most primary issues surrounding eating or talking to multiple socialization styles. Thus, one
ought to define ways of adapting and coming to terms with the facing change (Study International
Website, 2018). Language, of course, is an essential medium to build a connection with domestic
peer groups, helping to minimize isolation and loneliness.
Engagement between international and domestic students fosters intercultural knowledge
building. Also, it promotes building social interaction, networking, and a sense of belonging, the
lack of which has adverse impacts on international students’ integration and well-being. In a
Canadian study, international students expressed concerns due to the absence of interactions with
domestic students outside of school. This situation weakened relationship building that enhances
supportive networks (O’Reilly et al., 2010).

28
Another significant barrier to the adjustment process of international students reviewed
in numerous literatures is the perception of discrimination and racism. In a study by Brown and
Jones (2013), racism correlates with students’ adverse feelings concerning the host environment
and loneliness. Evidently, among 150 international student groups, one-third experienced some
form of racial discrimination. The adverse impact of emotional abuse led to negative experiences
and generated unfavorable outcomes on the country of settlement (Brown and Jones, 2013). This
suggests international students with a high level of social connectedness and minimal experiences
of discrimination are likely to feel accepted and willing to stay in the host settlement than
otherwise.
Similarly, community connectedness where international students receive support in
navigating their host community, finding community resources, and exploring the labor market,
were reasons international students expressed intents to stay or leave Canada (Scott, & El Masri,
2015).

4.3.6 International Student Adjustment to New Cultural Norms in a Foreign Culture
Cultural norms are common practices involving everyday activities such as appropriate
communication skills during conversations, ways of dressing and behavior, and environmentally
acceptable norms governing a group of people. Typically, these norms are behaviors and attitudes
that are organic to a society or group. The application of cultural norms is essential to social
interaction and building relationships. Generally, such habits similarly connect or segregate
people (Belyh, 2017).
Essentially cross-cultural differences may pose a threat or bring confusion to international
students in building close relationships due to their inexperience with appropriate norms. To

29
illustrate, students from “collectivistic cultural backgrounds” may find it bewildering interacting
with ones from an individualistic model of the “self-reliant, assertive, and independent” such as
found in the North American culture (Yeh & Inose, 2003, p. 16). Adjustment to cultural norms
plays a crucial part in successful academic performance (Nasir, 2011). A research study
conducted by Sherry et al. (2009) indicates the struggles international students encounter in
adapting to new cultural norms. Hence, cultural norms are crucial in building interaction with
others, and it is a significant element in the adaption process of international students.

5.1 Components of Cross-Cultural Adjustment Cycle of International Students
5.1.1 Introduction
Trifonovit (1977), suggests that cultural learning/cultural teaching determines cultural
adjustment in four areas: the honeymoon stage, hostility stage, humor stage, and home stage.
These stages are informative areas that could help build cultural sensitivity among multicultural
educators. Essentially, the awareness of these stages could create the opportunity to enhance
support for immigrant students. It is opportune that these stages may also give educational
institutions a clearer understanding of cultural adjustment for international students to improve
on supportive institutional and community networks. In Trifonivit's view, many people
experience four stages of cultural adjustment in a new culture, society, or settlement. The
following text will illustrate the four stages in detail.

5.1.2 Honey Moon Stage
Trifonivit (1977) describes this period as the excitement around the new experience. It
embodies the initial recognition of fulfillment in living in a new culture and enthusiasm over

30
positive life experience and achievement. For most international students, it could mean the
reality that one’s idea of residing abroad to pursue one’s academic and professional opportunities
come true. To illustrate in my own experience, the realization after the Canadian Consulate
approved my Canadian student visa after numerous failed attempts and refusals over the years
was replaced with an overwhelming joy knowing that I was close to living my best dream life.
Although Trifonivit (1977) posits that students at this stage may have some support in
place buffering them on their arrival, he asserts it is often short-lived due to cultural and linguistic
barriers. Subconsciously, people often lose their cooperative enthusiasm and withdraw from the
new student. To illustrate, instructors may no longer support new students to feel accepted by
being culturally sensitive towards them in the adjustment process.
Therefore, students’ actions and behaviors can be assessed in contrast to culturally
acceptable norms within the host culture. New students may feel alienated/isolated and begin to
exhibit confusion relating to the misunderstanding of his/her culture within the host culture. New
students may experience feelings of ridicule from domestic students and even educators who may
overlook the complex situation of new students who are still navigating the new settlement. This
situation may lead to the hostility stage.

5.1.3 Hostility Stage
In the hostility stage, international students struggle to handle the confusion and
misinterpretation of the current culture. New students advance from demonstrating undesirable
behaviors to hostility towards the new culture. According to Mesidor and Sly (2016), new
students may experience personal disorientation due to “culture shock,” evoking negative
emotional states such as stress, confusion, anxiety, depression, and frustration being in contact

31
with an unfamiliar way of life. Further, students may potentially blame their challenges on
external influences attributed to the host culture. Student hostility towards a new culture could
lead to cultural mistrust and lead to disengagement, lack of motivation, and indifference in
following through with their educational objectives.

5.1.4 Humour Stage
This stage characterizes new students feeling more relaxed in new conditions and
experiences while adjusting to the new culture continues. At this stage, the previous period of
misunderstanding and confusion from the hostility stage is less threatening. They can look at the
adjustment process with humor. Students may have a better understanding of perceiving new
situations and experiences with a lighter heart and disposition. Here students can engage in
rewarding and socialization activities. Students can interact and build social connections and can
enjoy their academic activities. It is also a period where new students reflect, and process
challenges faced during the hostility stage.

5.1.5 Home Stage
This embodies the stage new students begin to feel at home. New students feel more
adapted and settled in their new culture. Students embrace and learn the new cultural norms and
standards and integrate their own into the host culture (Mesidor & Sly, 2016). At this stage,
students still identify with their own cultural identity and patterns while utilizing new cultural
norms and practices of the new culture; this is referred to as biculturalism. Berry’s (2005, 2006)
studies examining cross-cultural transition and mental health indicate the positive impacts on
well-being through the psychological integration of home and host culture. Trifonivit (1997)

32
highlights academic institutions need to enhance the biculturalism outlook within the classroom.
It emphasizes the significance of cultural diversity. Moreover, Trifonivit (1997) delineates that
although these stages are readily identifiable, defining the stages is a challenge as they generally
intersect. Essentially, one stage can be linked with other stages with students fluctuating between
stages.

6.1 The Problem of Lack of Support Systems during the Adjustment Process
Dauwer’s (2018) studies indicate the inconsistencies and limitations in the support service
provision by Canadian educational institutions. In assessing support service gaps as concerns,
international students identified “differential service provisions” within several institutions
(Roach, 2011: p. 29). The lack of social support has proven to maximize acculturation stress of
emotional pain, isolation, loneliness, and powerlessness (Yeh & Inose, 2003). Mallinckrodt and
Leong (1992) and Nasir (2011) Chuah & Singh (2016) Sandhu (1994) Lee et al. (2004),
emphasize the buffering impacts of social support as a powerful coping resource for persons
experiencing stressful life changes including stresses adjusting to an unfamiliar culture. Thus,
international

students’

academic

performance

and

ability

to

cope

during

the

adjustment/adaptation process increase when support systems are available and easily accessible.
For instance, international students settling in the U.S. report a sense of loss, leaving their
social support system in their home country (Sandhu, 1994) while finding it threatening to build
new ones in the U.S. Mallinckrodt and Leong (1992) have shown that support systems from
family, friends, and academic institutions directly impact the psychological stress levels of
international students. Hence, international students leaving original support systems from their

33
home country are likely to depend on their academic institution to enhance their transition and
improve their welfare.
Given varying cultural perspectives on social support systems, international student’s
satisfaction with the available social support system affects acculturation stress. Social support is
essential to positive functioning and a solid coping resource for a person encountering stressful
life-altering changes. Contrarily, the lack of social support is at the root of stress; this follows that
the accessibility of social support affects the adjustment process positively.

6.2 The Significance of Social Support Systems to ease the Adjustment Process
6.2.1 Introduction

As mentioned, social support shows positive effects on the psychological, socio-cultural,
and physical domains of international students. Cohen and Makay (1984) have analyzed the
buffering social support model on stress, specifying the implication of social support on the wellbeing of individuals. The buffering model support resources highlight four areas: emotional,
practical, informational, and social companionship — discussed in the following pages.

6.2.2 Emotional Support
In Cohen and Makay’s (1984) view, emotional support comprises information that
increases one’s sense of esteem and belonging. As international students, they need to fit in while
bearing the loss and distance of familiar friends, family, and loved ones. For most universities,
counseling services may foster a new student’s emotional support. A student may find a safe
space to process challenges, build insight, and problem-solving. Thus, they feel valued and cared

34
for as part of a flow of communication. “Social support would presumably provide a reserve of
these resources and thus protect one (or help one recover) from stress-induced loss” (p.259).
Self Esteem: Cohen and Wills (1985) highlight the significance of being aware of conditions that
may influence self-defeating feelings. Thus, the experience of uncontrollable stresses may lead
to one’s lack of confidence in their abilities. Thus, behaviors that show encouragement, approval,
and concern could enhance one’s confidence to seek help in finding possible solutions presented.
For international students, established support systems within host institutions may promote selfesteem to enhance help-seeking behavior. In this way, esteem support may encourage selfefficacy in problem-solving.
Feelings of Belonging: Chen and Makay (1985) assert that feelings of belonging, and solidarity
improve one’s affective state. They explain that this support system is essential in shielding
people from stress-induced mental problems such as anxiety and depression. As psychological
stress is every day among international students due to the loss of a familiar support system from
their home environment, the provision of mutual support from host institutions may hold the key
to preventing affective disorders.

6.2.3 Practical/Tangible Support
According to Chen and Makay (1984), tangible support is often disjointed from
psychological support. However, they suggest the interplay of the mind and body as providing
material support for people under stress is in line with support service. Admittedly, tangible
support in the provision of financial aid, material resources, and other needed services (Chuang
& Sigh, 2016) may positively impact students’ psychological feelings of being cared for and
valued (Chen & Makay, 1984). In Chaung and Wills’s (2016) view, practical acts such as

35
supporting international students with language support, transportation, and loaning money are
imperative. In many instances, solid support may not be as essential as the recognized notion of
solidarity. (Chen & Makay, 1984).

6.2.4 Informational Support
Provision of help in defining, understanding, and coping with problematic events (p. 313)
as well as academic support, guidance, and referral to other support services (Chen & Makay,
1984) is critical for new students. In Chaung and Wills’s (2016) study findings, international
students required informational support including university statutes and regulations, guidance
relating to courses/programs offered, and financial guidance. These could be areas where new
settlers find it confusing due to a lack of intercultural competencies.
Often, there is no guidance in aiding new students to interpret information even when
accessed. Primarily, financial guidance is often lacking in most institutions. For new international
students, financial guidance in interpreting currency and financial management/planning may be
beneficial in their financial planning and decision making. Financial planning could help students
meet their academic objectives and benefit one’s emotional and mental health.

6.2.5 Social Companionship Support
Friendships can be emotionally and personally rewarding. In Maslow’s hierarchy of
needs, friendship is illustrated third on the human need as an element that provides a sense of
love and belonging. Social companionship support implies one’s sense of integrating into a social
group for recreational purposes beyond the academic circles (Holmes & O’Neill, 2012).
International students with social support in companions that transcends the classroom have a

36
higher chance of building intercultural communication and feelings of belonging among host
students and the environment as a whole (Chaung & Will, 2016).
In Holmes and O’Neill’s (2012) study, they identified the benefits of friendships between
domestic students and international students including academic and psycho-social support.
Essentially, this relationship helps international students feel relaxed and comfortable living and
studying abroad even in differing cross-cultural awareness and possible challenges. Similarly, the
established relationships build a sense of connectedness that buffers international students from
feelings of isolation in a foreign country (Hendrickson et al., 2011).
Cross-cultural social interactions also enable cultural diversity and tolerance. This contact
may benefit domestic and international students in building multicultural awareness and
sensitivity, which may have benefits expanding beyond academic parameters. Although there are
barriers to building friendships and social connections, social companionship has shown to be the
number factor that builds a sense of social support for international students (Hendrickson et al.,
2011). A study by Westwood and Baker (1990) found out that well-adjusted international
students had higher rates of social companionships. For this reason, Chaung and Wills (2016)
suggest academic institutions explore proactive measures in building social companionship
among international students and domestic students.

6.3 The Role of University Resources and their Effects on International Student
Adjustment
Banjong’s (2015) study on a higher educational institution in the U.S. reveals the
importance of university resources in promoting international students’ academic life and wellbeing. The research discovered the role of campus resources such as the international office,

37
writing center, counseling center, and academic success center support students to cope with their
educational challenges. However, the study purports that international students generally do not
access available resources due to lack of awareness about their location and functions. Thus, the
need for growing awareness through diverse channels, especially on students’ arrival, has the
potential to significantly minimize struggles for a smooth transition process.
English proficiency classified as a major concern for international students is positively
mitigated when students accessed the student success center on campus. Students reported
beneficial results when they utilized the centers. While the lack of English proficiency showed to
impede building relationships, building proficiency strengths from these centers similarly
enhanced social skills and academic success (Banjong, 2015).
Concerns related to loneliness and isolation adversely impacted students’ academic
performance due to increased emotional vulnerabilities, but counseling support is demonstrated
to modulate emotional struggles. Yet international students do not make effective use of this
resource as their domestic counterparts. International students found it increasingly hard when
they cannot make friends particularly in the face of language and other significant barriers already
discussed in this paper. Social connection significantly decreases the occurrence of homesickness
and leads the way for a happier and more meaningful stay. Banjong’s (2015) studies found that
international student’s under-utilized counseling centers due to the attachment of negative
perspectives and misconception that it’s mainly aimed at students with special needs and
handicaps. This uncovers the profound deficiencies in student’s understanding of academic and
community resources available to facilitate the process of adjustment for improved outcomes
(Banjong, 2015).

38
Issues surrounding financial crisis tend to influence students’ decision to either persist or
quit school. In Canada, international students are allowed to work for 20 hours a week their entire
educational period, so cannot make an additional income to offset their tuition and living
expenses. Besides, international students pay more for their education than domestic students and
are disadvantaged in foreign currency exchange. This is because students need more money in
exchange for a small sum of currency in the country of settlement. This creates stifling burdens
on students’ overall adjustment period. Banjong’s (2015) studies points that student who
encountered financial distresses ultimately turned in for counseling support when they could no
longer cope with their stresses.
Although Bayong’s (2015) research indicates that students coming from diverse cultural
backgrounds may experience and solve problems differently - the implication is to emphasize the
significance of campus resources for international students. Thus, higher institutional personnel
need to increase student’s awareness about the location and functions of support services and
encourage their use. Creating opportunities for mentoring from seasoned international students
with good knowledge about resources to support newcomers; explaining functions and locations
of resources can be very beneficial. This acquired information and awareness about resources can
minimize difficulties and enhance student’s transition process (Banjong, 2015).

6.4 Summary
The availability of social support systems in buffering international students during the
adaptation process is imperative. Chen and Makay’s (1984) social support buffering model
review provides evidence consistent with the beneficial effect it may have on the well-being of
international students. The generalized positive effect may provide international students with a

39
sense of predictability and stability. Thus, it could enhance satisfying experiences in the academic
and community circles. In effect, international students’ psychological needs may improve in the
long term by examining their acculturation stresses (Yeh & Inose, 2003).

40
Chapter 3: Project Plan
7.1 Introduction
The attached guidebook is an informational guide to help create awareness of
international student’s struggles and provide support ideas through the transition process.
Essentially, the project integrates the cross-cultural phases and possible support systems/coping
strategies within the UNBC academic institution and community of Prince George. The thematic
literature review found in Chapter Two informs the identified areas that make up the guide
clarifying student challenges within Canada as related to UNBC academic institution. The themes
have been evident through the literature review uncovering the ubiquitous international student
challenges across Canada.

7.2 Description of Project Design
The outline of the guide module starts with an introduction and includes an overview of
Canadian culture and life to build an awareness of the Canadian cultural atmosphere and living.
As part of the introduction, I include welcome and arrival information and preparation for settling
for new immigrant students. This topic builds awareness around the Prince George community,
weather conditions, appropriate clothing for the seasons, accommodation, and transportation
system.
Secondly, I present an overview of cross-cultural adjustment stages and identified
transition stresses and their impacts on international students’ general well-being and academic
success. The first two cultural adjustments include the honeymoon stage and the hostility stage.
Focus is given to these two stages as both are problematic areas. Thus, tips for mitigating possible
struggles will be suggested. A brief overview is given to the last two stages (humor and home

41
stages) as both are more adaptable stages for international students. The intent is to demonstrate
that transitional adaptation may appear at some point within the transitional process.
Thirdly, I discuss the four dominant cultural barriers in language, academic,
financial/labor, and social domains. I describe each adjustment barrier to uncover possible
struggles and solutions. I also present available resources and support systems within the
University of Northern British Columbia. Finally, I address available community resources that
international students can access in their transition process. The guide is open to modifications
and updates continuously to meet the needs of international student education as time evolves.
The intent is to create awareness in enhancing areas for development.
In summary, the guide that follows provides a structure for learning about international
student’s transition struggles and possible support systems — intended to provide awareness for
new international students and continuing students at large. Primarily, the guide provides
informational support for preparation and functional areas in accessing support for an enhanced
cross-cultural transition experience.
Although this guide intends to provide a succinct tool for students to easily locate the
support available to them in their transition and cultural integration, there is a need to examine
the potential ethical implications of the project. The following sections will discuss the ethical
dilemmas of this project.

42
Figure 3: Layout of the International Student Cross-Cultural Guide-UNBC
International Students Cross-cultural Adjustment Guide
Canadian Culture and Living
General Cultural Norms

Welcome

Transitioning to Canada
Orientation
Prince George
Weather
Clothing
Transportation
Accommodation

Cross-Cultural Adjustment Cycle

Honeymoon
stage
Tips
-Learn about
Canada
-Learn culturally
acceptable norms

Hostility
stage/Culture
Shock

Acquainted with
integration

Tips
-Build social
connections.
-Ask questions
-Seek counseling
support

Tips
Developed
understanding
settling polarized
cultural confusion.

COPING
THROUGH
ACCULTURATION STRESS

Dominant Transition Barriers

Language

Academic

Financial
Social Adjustment
Isolation /Alienation

Available Resources within UNBC

Community Resources

43
7.3 The International Students Cross-Cultural Guide-University of Northern British
Columbia
This guide is designed to the enhance transition process of international students pursuing
higher education at the University of Northern British Columbia. It is aimed at all international
students from diverse backgrounds. The guide emphasizes providing knowledge regarding the
transitional phases of adjustment/coping strategies and informs collective struggles that have
been identified throughout the research reviewed. Further, it attempts to serve as a central
informational point that can guide students, especially newcomers, in locating and identifying
service functions regarding available support services within the school system and community.
Admittedly, international students come in with different perspectives and needs often
influenced by their backgrounds, thus the guide has limitations in responding to all areas that may
be of concern to different cultural groups. However, the guide gives a broad overview of
international students’ key areas of concern gathered across institutions. Thus, it is important to
note that available support systems identified in this guide may lack the capacity to meet all the
needs of every international student at the University of Northern British Columbia. Nevertheless,
it may offer general ideas and areas to address desired questions.
Herein, the management of international students within the university has the role to
examine specific multicultural needs to better serve the international student population.

7.4 Ethical Consideration
Ethical principles are gaining stronger emphasis as a crucial element to social science
research (Barai, 2000). Ethical norms focus on standards of research conduct that govern
behaviors or actions in the interest of subjects (Gajjar, 2013, Bhattacharyya, & Ray, 2021).

44
Specifically, ethical consideration protects the rights, safety, and dignity of researchers and their
participants. Therefore, it promotes the appropriate research process and methods
(Bhattacharyya, & Ray, 2021). In research, ethical norm’s function and apply the objectives of
researchers in causing no harm to participants through their academic study pursuits. According
to Gajjar (2013), there are several reasons for research to observe ethical principles; one of these
principles is advancing “knowledge, truth, and avoidance of error.” This can be achieved through,
lessening “fabrication, falsifying, or misrepresenting research data” (p. 8).
I have taken the practical measure to minimize any potential misinformation through a
critical examination of sources of information, providing awareness and design of the project as
well as adequate details to enable students to make informed decisions. The orientation of
providing the information needed to exercise decision-making power could advance
collaboration, communication with service providers and staff to minimize the risk of exploitation
and distress. This enhances trust (safety), accountability, and transparency (Barai, 2000;
Bhattacharyya & Ray, 2021).
In consideration of my standpoint, it is key for me to utilize an objective lens to avoid
implicit bias based on race, discrimination, personal decisions/agenda as well as interpretation of
research data. Herein, I have disclosed my standpoint and interest in this subject topic to foster
openness and integrity. As such, the harm of influencing users’ self-determination in their
thoughts and action is reduced. Further, this allows for “responsible mentoring” (p. 10) designed
to provide education towards international student welfare in the cross-cultural adjustment
process allowing them to make their own decisions (Gajjar, 2013).

45
7.5 Conclusion
In this project, I have identified underlying struggles of international students across
various Canadian institutions through creating a guidebook for international students at the
University of Northern British Columbia. Predominant areas of transitional challenges are
discovered in the academic, language, social, employment, and labor markets. In identifying these
struggles, the project also draws attention to support systems within the academic and community
environment that may improve international students’ survival as they brace the adjustment
phases.

46
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Hilda Boateng, M.Ed.

International Students

Cross-cultural guidebook

2

Table of Contents

Title
Table of Contents
IS Cross-Cultural Guide Framework
Acknowledgements
Overview
Culture and Living
Welcome
Cultural Norms and Living
Manners and Etiquette
Transitioning to Canada
City of Prince George
Weather/Climate
Clothing
Transportation
Accommodation
Cultural Adjustment
Home Stage
Crisis Stage/Cultural Shock
Recovery Phase
Coping through the Acculturation Stress
Sustaining lifestyle to cope through cultural shock
General tips towards transitioning
Dominant Transition Barriers
Academic Adjustment/Tips
Language Adjustment/Tips
Social Adjustment/Tips
Financial Adjustment/Employment Tips
Academic Services UNBC
Health and Wellness Resources
Financial Resources
Employment Resources
Prince George Community Resource
Recreational Resources
References

1
2
3
4
5
6
6
6
7
8
8
9
11
13
14
14
15
15
17
18
19
20
22
22
22
23
23
24
25
26
27
28
30
35

3

International Students Cross-cultural Adjustment Guide
Cross-Cultural Adjustment Cycle
Welcome

General Cultural Norms
Transitioning to Canada
Orientation
Prince George
Weather
Clothing
Transportation
Accommodation

Canadian Culture and Living

HONEYMOON
STAGE
Tips
-Learn about Canada
-Learn culturally
acceptable norms

CRISIS/CULTURE SHOCK
Tips
-Build social connections.
-Ask questions
-Seek counseling support

REVOVERY STAGE
Tips
Developed understanding
settling polarized cultural
confusion.

COPING THROUGH
ACCULTURATION
STRESS

Dominant Transition Barriers

Language Adjustment
Struggles-Tips

Academic Adjustment
Struggles-Tips

Financial/Employment
Adjustment Struggles-

Available Resources within UNBC

Community Resources

Social Adjustment-Tips

4

International Students Cross-Cultural Guide

Traditional Territory Acknowledgement
Since time immemorial indigenous peoples have walked gently on the diverse traditional
territories of where the University of Northern British Columbia community is grateful
to live, work, learn and play. We are committed to building and nurturing relationships
with indigenous peoples. We acknowledge their traditional lands, and we thank them
for their hospitality.

5

Overview
International student experiences in a host culture may present diverse
experiences both on the emotional, psychological, and physical levels. For most, the
excitement of a dream come true has seemingly been realized. However, the challenges
of transiting to a new culture may be recognized in settling. The experience of
acculturation struggles is often different from person to person.
While international students start to acquaint themselves with the new home
through the initial processes of registration, attempts to build social
connections/engagements, navigating through the academic and community circles, and
learning of new cultural norms and lifestyles, they may at the same time find some level
of stresses. This is part of what is called the cultural adjustment or adaptation phase.
Through the faces of cultural adaptation, they may encounter one or more challenges
that are often unavoidable. However, building awareness of the challenges and
recognizing them as they occur can be beneficial in making informed choices in seeking
appropriate available support to help minimize some of the adaptation struggles.

6

Canadian Culture and Living
Welcome
As a new or prospective student, it is important to familiarise myself with Canada
and Prince George. Here, research will be significant to build knowledge. Some of the
areas that will be important to learn to include cultural norms, weather conditions,
appropriate clothing, support services, and social connection among others. This can be
done by attending the orientation ceremony which normally happens in September. Make
it a point to tour around the school and take note of crucial areas such as the international
student office, counseling center, school clinic, and financial office. Other pivotal areas
include learning about the bus system to enable commuting grocery shops, hospitals, and
other community resources.

General Cultural Norms
Tradition

The Canadian cultural tradition prioritizes multiculturalism and diversity. The
country is considerably diversified from varied immigrant heritage. Thus, tradition

7
maybe appropriate to individual families and largely influenced former homeland.
Despite, Canadian tradition is closely tied to the country's holidays as well as individual
festivities and anniversaries such as:
•

Birthdays

•

Graduation and wedding anniversaries

•

National celebrations such as Christmas and Easter festivities, Thanksgiving Day,
Remembrance Day, Canada Day, Family Day, and others.

•

Statutory Holidays

Canadian’s prioritize special occasions and anniversaries. Special occasions are generally
honored by giving presents/gifts as well as social events, and mutual displays of shared
affection and appreciation (canadianguide.com).

Manners and Etiquette in Canada

Canadians are generally friendly and polite in their social engagements. The use of
please, sorry, and thanks are acceptable conventions of social etiquette during
interactions. People put a high value on honesty, humility, and sensitivity in relationships
with friends and strangers. Canadians also prioritize individuality and privacy. Exchange
of a smile is a common manner of Canadians to everyone including strangers. More often
there is an exchange of a handshake and a hug with familiar people. People are relatively
outspoken and independent and may relate to close relations such as young, elderly in a
more casual manner. Canadians are value time and schedules. People are often exact with

8
time schedules and expect the same from others. When you are scheduled for 2 pm you
are expected to show up at 2 pm. Showing up late for a scheduled appointment is
considered disrespectful and merit an apology and/or explanation. Showing up too early
too may also be unexpected causing unease when the host is unprepared
(canadianguide.com).

Transitioning to Canada

City of Prince George
Prince George is situated on the traditional lands of the Lheidli T’enneh First
Nations. The name in Carrier language signifies “people where the river comes together.”

9
The city is the largest in Northern British Columbia with a population of about 74,000
inhabitants. The convergence of railways, highways, rivers reveal the name of
togetherness and centers the city as a Northern BC Service hub.
Prince George can boost such the University of Northern British Columbia,
accessible good-paying jobs, housing, and transport system. The community’s essential
transport system includes an international airport, buses, and taxi and train connecting
people, industries, and transporting natural resources such as mineral, forest, and farming
products across Canada and around the world. There are various recreational activities
and sites for building on positive engagements on your leisure and weekends. To learn
more about the City of George, services, and upcoming activities/events follow the link:
Learn About Prince George | City of Prince George.

Weather/Climate:
Canada has four seasons comprising of
Fall (September to November)
Characterizes a beautiful colorful season

10

Winter (December to March)
Winter is quite cold in most places in Canada.
In Prince, George winters are cold and temperate.

Spring (March to May).
This is often a rainy season. Rain boots and umbrellas
and raincoats will come in handy

Summer (June to August)
Summer is generally warm and sunny.
Often characterize a lot of outdoor activities

11

Average Temperatures in Prince George

40.00

29.5

30.00

19.8

Axis Title

20.00
10.00

6.70

27.1
14.6

4

3.20
-4

-10.00

29.9

17

0.00

-20.00

29.6

28

7.3

4.7

-0.2

-4.1

-7.5
-16.3

-18.3

-30.00

-29.4

-40.00
January

12.9

-3.5
-10.9

-25.2

Februar
March
y

April

May

June

July

August

Septem Octobe Novem Decem
ber
r
ber
ber

High

6.70

3.20

19.8

17

29.5

28

29.6

29.9

27.1

14.6

12.9

-3.5

Low

-18.3

-29.4

-25.2

-4

-0.2

4

7.3

4.7

-4.1

-7.5

-16.3

-10.9

Axis Title

Source: UNBC-International Office Virtual Content

Clothing
Winter is a beautiful time of the season. However, it can present unfamiliar temperatures,
especially for international students. This is due to harsh weather conditions often
experienced in the north. Winter is a season you will need special clothing to help battle
the elements.

The following diagrams describe the necessary layering and accessories

for the winter season.

12

Layering your clothing in 3 steps will help you to stay warm

1. Base Layer

Jeans, leggings, shirts, skirts, and pants

2. Middle Layer

Make sure this layer is adjustable

Cardigans, Sweaters

3. Outer Layer (Shell)
Jackets and Coats

Winter Accessories
Headwear: Winter headbands, hats, caps, toques, and face masks
Ear/Neck: Ear and face masks, earmuffs, knitted/wool/fleece scarfs
Hands: Winter mittens, Knitted/wool/fleece gloves.
Feet: Thick warm socks, toe warmers, and boots

Source: UNBC International Office Content

13

Transportation
Lack of familiarity with public transport can be a hurdle as an international
student. BC transport is the main public transit system that commutes people around the
Prince George community. As part of easy access around the community, full-time
international students can access the BC transit system through a valid U-Pass pasted on
the student ID card (a mandatory charge which comes as part of international tuition fees
on a semester basis). U-PASS gives all UNBC students unlimited access to all PG transit
routes. For more info: Public Transit | University of Northern British Columbia (unbc.ca)
The BUS transit rides 7 days a week except for Christmas and New years day. Find
the Rider Guide on Campus (International Office) for schedules information,
commuting times, and routes. Make sure to be on time at the bus stop to avoid missing
the bus. Buses have numbers and will indicate on their screen where they are heading.

Tools

✓
✓

Trip Planner helps you find plan a trip, and which
bus to take to connect to places.
Download Bus Schedules and Maps on your
computer or Phone. PG Transit Mobile App
Link to access Trip planner and download
Public Transit | University of Northern British
Columbia (unbc.ca)

Bus Etiquette

✓
✓
✓
✓
✓
✓

Enter through front door and exit through back
door
Respect other riders’ personal space when moving
around to find a seat
Find areas with extra seat to sit quietly
Stay behind red line when bus is in motion
Ask for the stop button to press for your stop
Bus drivers are good with answering your questions

14

Accommodation
Seek accommodation before arrival. Speaking with the international office,
academic supervisors and familiar people from your cultural group are ways to access
accommodation. Sometimes opportunities for temporary accommodation may help in
settling at the initial stage. With time you may find a preferable place.

Cultural Adjustment Cycle
Culture Iceberg
SURFACE CULTURE

DEEP CULTURE

C

Visible Parts of Culture
-Ways of life
-Laws
-Customs
-Institutions
-Methods
-Techniques
-Rituals/Practices
-Language

Invisible Parts of Culture
-Expectations
-Attitudes
-Beliefs
-Norms
-Ideologies
-Values
-Philosophies

cultural adjustment is the process and time it

takes one to adjust to a new cultural environment different from your own. It is often not

15
an easy transition and can present several feelings/emotions and experiences. The
transition process during cultural adaptation usually happens in four phases: honeymoon,
crisis/cultural shock, recovery, and adjustment.

Honeymoon Stage
This stage characterizes your initial arrival into a new culture where you find
yourself fascinated by the new. Feelings of excitement and curiosity may extend over a
couple of weeks but are often short-lived due to cultural and language barriers. However,
anxieties over normal daily tasks such as navigating the school, community, speaking a
new language, locating places to use the transport system would present challenges.
Tips
•

Learn about Canada and the city of Prince George

•

Learn culturally appropriate norms

Crisis Stage/ Cultural Shock
This stage may start a few months (3 to 4 months) after you arrive. Culture shock
gradually begins from difficulties in integrating and identifying with the new culture.
Essentially, this causes challenges in knowing and acceptance of new ways of being from
what you are familiar with. You may start feeling confused in understanding the new
culture.

16

You may notice eminent signs of stress, confusion, anxiety, depression, and
frustration being in contact with an unfamiliar way of life as feelings of
isolation/alienation from people and community creeps on you. You start to experience
the differences between your original culture and the new.
This stage is often more difficult for new immigrants to manage.

Lost &
Confused

Signs of Cultural Shock
❖ recurring anxiety, frustration, and irritability
❖ Sense of loss and helplessness
❖ Loss of sleep, focus, and ability to complete tasks

Disoriented
& Uncertain

Culture
Shock

Perplexed
& Unsure

Bewildered &
Unsettled

❖ Feelings of rejection
❖ Withdrawal from people and activities creates a sense of loneliness that nobody
cares about.
❖ intense feelings of missing family and friends back home “homesickness,” and the
sense of going back home.
❖ depression, sadness, and self-doubt
❖ sense of failure and disappointment
❖ sense of dissatisfaction with your new culture and may complain about unfamiliar
occurrences and experiences.
❖ Chronic illness

17

Tips
•

Ask questions

•

Build a social connection

•

Seek counseling support

Recovery Phase
Recovery from the cultural crisis is held differently among individuals. This
because is people come from diverse backgrounds, possess different strengths and
weaknesses, and abilities. Giving yourself time and patience, you will start to experience
the positive impacts of cultural adjustment including enhanced cultural awareness, selfconfidence, and motivation to connect with people and activities around you.

Gradually you will start to feel more flexible and comfortable in your host
environment. Increased ability to expand your social network, engage and explore
different places and activities. You are also able to identify with your own cultural identity
as well as practice new cultural norms and traditions of the new culture. While bearing
this phase, it is important to utilize available support systems in the school and
community. Allowing yourselves to connect and engage with institution and community
support systems whiles going through the challenges; you are likely to minimize
experienced stresses.

18

Coping through Acculturation Stress
Any challenging life event can stir our stress response. One such occurrence is
moving to a new country. Although, challenges often point to us that we are in the
direction of growth. However, the major life event such as moving to a new country can
present overwhelming experiences when having to deal with a lot of transitional changes
all at once. As you may have already learned, the exciting phase of cultural adjustment
can be positive until our limits are run when we start confronting barriers of integrating
and identifying with the new culture. Increase your awareness around coping strategies
to mitigate perceived and real stresses. This information may provide you with some
educate you on what stress looks like and its management. You can access individual or
group support through the universities counseling unit to help cope with your specific
challenges: Counselling Services | University of Northern British Columbia (unbc.ca).
More information at the academic resource page (p.15)

Stress Response
Situation

Interpretation

Response

Often stress response gets activated when we think we may not have what it takes
to handle a difficult situation. Essentially you might be safe but may believe you are in
danger. Thus, it is important to think about how you are thinking about events and
challenges. For example: if you think your inability to understand your professor is

19
humiliating, you might fear going for lectures and avoid it. You can cope with stress by
dealing with the situation, the interpretation, and the stress response

Sustaining Lifestyle to Cope Cultural Shock
✓ Be familiar with the university, educational system, courses, and campus
✓ Learn about the host city and country
✓ Learn about the new cultural environment related to interpersonal skills
✓ Establish contacts before and after arrival
✓ Demonstrate confidence in the phase of barriers
✓ Have realistic expectations about life abroad
✓ Make sure to attend the first-year orientation to receive significant information
about the transitional process and academic success

Managing Stress
Situation (the real world)
Define the problem, break it
down into pieces, and set
goals to overcome

Interpretations (Our
thoughts)
Change the way you think
about challenges
Sometimes we show signs
of stress in minor
situations.

Response (feelings and action)
Find support services available
to you such as mentioned in
this guide.

20

General Tips towards Transitioning
Acknowledge current struggles as normal
It is important to acknowledge your experienced challenges as part of the transition
process. The unpleasant feelings and discomfort are temporary and transient. They are
part of the natural process that a person experiences through change and
unfamiliarity. Give yourself time and be compassionate with yourself as you navigate
through the process.

Mistakes and Discomforts will be part of the transition
You might be overly self-conscious about making mistakes or failing at something.
This could create discomforts and feelings of helplessness. Mistakes can be useful
since that’s how we all learn to be good at something. It will be part of your learning
and that’s fine. Embrace the discomforts and work through challenges with accessible
support systems around you.

Be an observer with a curious mind
Ask questions and be less judgemental. Use your current connections such as your
academic advisors, mates, and professors who may know more about the culture to
build more knowledge about your new environment. Be respectful with your manners
and language.
Try to use words such as “I am curious about…” “Tell me about…”, “can you tell me
more about….” to know more about the new culture. In observing try to relate your
cultural knowledge from home to the same situations your see. This allows you to
learn about yourself and your culture in comparison to the host culture.

Learn about the cultural norms and traditions
There are many ways to learn about another culture. Some suggestions include
research, asking questions, and observation.

21

Prepare in advance for the weather changes
Winters can be hard for a new immigrant. Prince George is generally known for long
harsh winter seasons and unpredictable snowstorms. Prepare for the winter by
stocking up winter clothing, snow boots, gloves, and hats so you can keep warm.

Learn about your new surrounding
This can be done by participating in student programs and activities. Explore your
academic institution and community. Ask people to show you and teach you about
how to use the bus system and hours of operation. Try to notice important places like
in the school environment such as the international offices, school clinic, and
counseling center. The international student office can help you answer a lot of the
questions you may be struggling with. In the community be aware of hospitals,
grocery shops, post offices, and recreational centers. (Some resources in the school
and community can be found in this guide)

22

Dominant Transition Barriers/Tips
Academic Adjustment Struggles

Tips

✓ Difficulty in assimilating teaching/academic
content

✓ Find learning support in senior students
especially those of cultural groups

✓ Differing teaching and presentation style

✓ Find peer support among course mates

✓ Complexities in the pace of lectures

✓ Talk to tutors and express your concerns

✓ Lack of confidence in-class participation

✓ Seek support from faculty and academic
instructors

✓ Adjustment to communication style

✓ Access the academic success center

✓ Academic awareness around academic
cultural knowledge.

✓ Build a study habit/Have a timetable

✓ Academic pressure with assignments

✓ Team work with domestic students

Language Adjustment Struggles
✓ Linguistic obstructions and
interpretations
✓ Language competence and
communication standards
✓ Trouble processing extensive
information
✓ Complexities in accents and tone
✓ Anxiety in making errors and avoiding
speaking
✓ Lack of self confidence and fear in
interacting with peers

Tips
✓ Make effort beyond discomfort to interact
with domestic students irrespective of
language deficiencies
✓ Read to understand cultural differences and
standards
✓ Build competency in home country before
arrival
✓ Take an English course/classes
✓ Try social activities and clubs
✓ Practice and don’t stress

23

Dominant Transition Barriers/Tips
Social Adjustment Struggles
✓ Difficulty building connections and making
friends
✓ Significant cultural differences in social skills
✓ Unfamiliar cultural norms in building
relationships
✓ Feelings of alienation and Isolation
✓ Racial differences and minimal interaction
✓ Feelings of discrimination
✓ Homesickness

Tips

✓

Learn about cultural norms and social skills

✓ Find opportunities to interact with people
example: volunteering, social clubs, and peer
programs
✓ Seek company with own nationals or other
international students
✓ Connect regularly with familiar connections
at home particularly family and friends
✓ Familiarise with interests, hobbies and
activities enjoyed by domestic students
✓ Understand beliefs and ideas of the new
culture

Tips

Financial/Employment Struggles

✓

Learn about the exchange of Canadian
currency

✓ Lack of knowledge about the
exchange of Canadian currency

✓ Seek support in the opening a bank account

✓ Securing bank account

✓ Learn about financial management

✓ High cost of studying abroad

✓ Have realistic financial expectations in
response to your needs and others

✓ Personal and family expectations
✓ Delays in the acquisition of
employment
✓ Lack of education and skills for the
Canadian workforce

✓ Prepare adequately for study abroad
✓ Seek financial aid as needed
✓ Seek counseling in stresses related to
finances
✓ Gain information about required jobs and
prepare adequately for interviews

24

Academic Services UNBC

25

Health & Wellness Resources

26

Financial Resources

27

Employment Resources

28

Prince George Community Services

29

Prince George Community Services

30
Recreational Resources
Recreational activities could help mitigate some of the daily stresses and connect you to
social engagements around Prince George.

Prince George Aquatic Centre
The Aquatic Centre provides swimming, sauna, and hot tab recreational services for the
Prince George community. Services are available to internationals.
Find information on Aquatic Center hours of operation, admission fees, rules, safety,
and more at the City of Prince George website:
Aquatics | City of Prince George
Location: 1770 George Paul Lane. Prince George, BC v2n 0E1
Tel: 250-561-7787

Indoor and Outdoor Skating Service
Skating is one of the activities to stay active during the winter season.
Indoor Public Skating (North Edge): Season runs from October and March.
Location 1384 5th Avenue, Prince George V2L 3L4
Tel: 250-564-5981

Outdoor Skating/Community Outdoor Ice Ranks: Offer outdoor skating options.
Learn more about community rinks sites by downloading the ice rinks map on the City of
Prince George website. www.http://princegeroge.ca. Tel: 250-564-5981

31
Art, Galleries, Museums, and Public Library
Galleries
Find beautiful arts and sculptors that promote the history of Prince George and Canada.

Studio 2880: Operated by Prince George and District Community Arts and Council.
Feature’s art pieces and programs such as music festivals and others.
Location: 2880 15 Avenue, Prince George, BC

Two Rivers Gallery: This is the cities premier gallery service and encourages learning
through art and exhibitions.
Location: 725 Canada Games. Learn more through the City of Prince George
Email: 311@princegeorge.ca
Tel: 250-561-7600

Museums
Exploration Place Museums and Science and Center
Explore the indigenous history and practical science through exhibits and galleries. The
museum features traditional and connective interactive displays. Learn about the history
of L’heidli T’nenneh, dinosaurs, and live animals and reptiles.

Website: http://explorationplace.com

32
Tel: 250-562-1612. Toll Free: 1-866-562-1612
Location: 333 Becott Place, Prince George, BC V2N 4V7

Railway and Forestry
Features historical artworks from Prince George railway, industrial and forestry exhibits.
Experience vintage railway, mini-rails, and trains. Offers educational programs, tours, and
events.

Location: 850 River Road, Prince George, BC V2L 528
Tel: 250-563-7351
Email: admin@pgrfm.bc.ca

Prince George Public Library
Provides a variety of educational services such as readings, audio, online collection, and
resources. Offers free and affordable programs, clubs, and events for all ages. Find the two
sites below in Prince George below:
•

Bob Harkins Branch (Downtown)
Location: 888 Canada Games Way, Prince George, BC V2L 5T6. Tel: 250-563-9251

•

Nechako Branch Hart Highway
Location: 6547 Hart Highway, Prince George, BC V2K 3A4. Tel: 250-563-9251

33
CN Center
The center premiers Prince George’ largest entertainment venue. The facility hosts a
variety of national and international performing arts and large-scale events
Location #100- 2187 Ospika Boulevard South, Prince George, BC V2N 6Z1.
Tel: 250-561-7777

To learn more about Prince George City events and programs contact:
City of Prince George www.http://princegeroge.ca
Email: communityrecreation@princegeorge.ca
Tel: 250-561-7600

Prince George Community Resources for Vulnerable People
Salvation Army Food Bank: Provides emergency food and groceries for people in need.
Location: 3500-A 18 Avenue, Prince George, BC V2N 1A9.
Tel: 250-564-4000

Saint Vincent De Paul: Services include, meals, hampers, support finding resources,
clothing, and home furniture’s.
Location: 1220 2nd Avenue. Prince George. Tel: 250-564-7871

34
Affordable Clothing, footwear, books, home appliances and equipment’s
Find second-hand clothing, food wear, furniture, books, home appliances and
equipment’s at thrift stores around Prince George. A few of the popular ones in Prince
George include:

Value Village: Find opening hours by contacting Location: 1666 Spruce St, Prince
George, BC V2L 2L2Tel: 250-561-031.

Salvation Army PG Thrift Store: Location 3500 18 Avenue, Prince George, BC V2N
1A9. Tel: 250-569-7475

St Vincent de Paul Thrift Store: Location 1645 3 rd Avenue. Tel: 250-562-5136

Student Clubs
Graduate Student Association (NBCGSS)
Tel: 250-960-5671
Email: gssoffice@unbc.ca

Northern Undergraduate Student Association (NUGSS)
Tel: 250-960-6427
Email: nugss-hello@unbc.ca

35

UNBC Student-Led Organisations and Associations
UNBC Student-Led Organizations
UNBC Afro-Caribbean Student Association

Email Address/Instagram
Email: acsa@unbc.ca
Instagram: unbc_acsa

Facilitates cultural integration and showcases diverse
cultures in unity, and love.
Email:alphapibetasorority@unbc.ca
Instagram: alphapibeta

UNBC Alpha Pi Beta Sorority
UNBC Best Buddies

Email: bestbuddies@unbc.ca
Instagram: unbcbestbuddies

A friendship club that exists to pair UNBC students in a 1-1
friendship with adults from the community with intellectual
or developmental disabilities.
Email: chemistryclub@unbc.ca
Instagram: unbcchembiochemclub

UNBC Chemistry & Biochemistry Club

UNBC Commerce Student Association

UNBC Computer Science Club
UNBC DIY Club

Email: commercesa@unbc.ca
Instagram: unbc_csa

Email: csclub@unbc.ca
Instagram: unbccompsci

Email: diyclub@unbc.ca
Instagram: diyunbc

36

UNBC Student-Led Organisations and Associations…cont’d
UNBC Student-Led Organizations

Email Address/Instagram

UNBC Education Club

Email: educationclub@unbc.ca
Instagram: unbc_educationclub

UNBC Environmental Engineering Student
Association

Email: eesa@unbc.ca
Instagram: unbceesa

UNBC Fencing Club

Email: fencing@unbc.ca

UNBC Forestry Club

Email: forestryclub@unbc.ca
Instagram: unbcforestryclub

UNBC Health Sciences Student Society

Email: healthsciencess@unbc.ca
Instagram: unbchealthsciences

UNBC IMPAKT (formerly Random Acts of
Kindness)

Email: impakt@unbc.ca
Instagram: unbc_impakt

UNBC Instrumental Music Club

Email: musicclub@unbc.ca

37

UNBC Student-Led Organisations and Associations…cont’d

UNBC Student-Led Organizations

Email Address/Instagram

UNBC InterVarsity Christian Fellowship

Email: ivcf@unbc.ca
Instagram: ivcf.pg

UNBC Islamic Relief Club/Muslim Student

Email: msairc@unbc.ca
Instagram: unbc_msairc

Association
UNBC Jack.org

Email: jackproject@unbc.ca
Instagram: jack.orgunbc

UNBC JDC West

Email: jdcwest@unbc.ca
Instagram: unbcjdcw

UNBC Medieval Club

Email: medievalclub@unbc.ca

UNBC Model United Nations

Email: unbcmun@unbc.ca
Instagram: unbc_mun

UNBC MS Student Support Club

Email: msstudentclub@unbc.ca
Instagram: unbc_ms_club

38

UNBC Student-Led Organisations and Associations…cont’d

UNBC Student-Led Organizations

Email Address/Instagram

UNBC Musical Productions

Email: musicalproductions@unbc.ca
Instagram: unbcmusical

UNBC Nerdy Gaming Club

Email: nerdygamingclub@unbc.ca
Instagram: unbc_nerdygamingclub

UNBC Northern Anthropological Student
Club

Email: nasc@unbc.ca

UNBC Northern Pride Centre

Email: pride@unbc.ca

UNBC Nursing Club

Email: nursingclub@unbc.ca
Instagram: unbcnursing

UNBC Outdoors Club

Email: outdoorsclub@unbc.ca
Instagram: unbcoc_official

UNBC Parks and Conservation Club

Email: pcc@unbc.ca
Instagram: unbcpcc

39

UNBC Student-Led Organisations and Associations…cont’d

UNBC Student-Led Organizations

Email Address/Instagram

UNBC Pre-Med Students Association

Email: premed@unbc.ca
Instagram: unbcpremed

UNBC Pre-Veterinary Club

Email: prevetclub@unbc.ca
Instagram: unbc_prevetclub

UNBC Psychology Club

Email: psychologyclub@unbc.ca

UNBC South Asian Student Association

Email: sass@unbc.ca
Instagram: sassclub

UNBC Sports Appreciation Club

Email: sac@unbc.ca
Instagram: unbc_sac

UNBC Student Chapter

Email: csce@unbc.ca

UNBC Student Chapter of The Wildlife
Society

Email: tws@unbc.ca
Instagram: tws.unbc

40

UNBC Student-Led Organisations and Associations…cont’d

UNBC Student-Led Organizations

Email Address/Instagram

UNBC Student Planners’ Association

Email: studentplanning@unbc.ca

UNBC Students for a Green University

Email: sgu@unbc.ca
Instagram: sgu.unbc

UNBC Synthetic Biology Club

Email: sbc@unbc.ca
Instagram: northernbcigem

UNBC Timberwolves Student Athlete
Society (TSAS)

Email: tsas@unbc.ca

UNBeeC Apiary Club

Email: UNBeeC@unbc.ca
Instagram: unbeec.apiaryclub

UNBC World University Service of Canada
(WUSC)

Email: wusc@unbc.ca
Instagram:
unbc_wusc_local_committee

41
References

Andrade, M. S. (2006b). International students in English-speaking universities. Journal
of Research in International Education, 5(2), 131–154.
https://doi.org/10.1177/1475240906065589

Aquatic Center. (n.d.). City of Prince George. Retrieved February 7, 2022, from
https://www.princegeorge.ca/Things%20to%20Do/Pages/Recreation%20and%20Activit
ies/Aquatics.aspx

Arts and Culture. (n.d.). City of Prince George. Retrieved February 7, 2022, from
https://www.princegeorge.ca/Things%20to%20Do/Pages/ArtsandCulture.aspx

Canadian Traditions and Celebrations. (n.d.). Canada Guide. Retrieved October 20, 2021,
from https://thecanadaguide.com/culture/traditions/

Recreation and Activities. (n.d.). City of Prince George. Retrieved February 7, 2022, from
https://www.princegeorge.ca/Things%20to%20Do/Pages/RecreationAndActivitie
s.aspx

COMMUNITY RESOURCES. (n.d.). Immigrant and Multicultural Services Society.
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42
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Strength in Diversity!