Browsing by Author "Boafo-Arthur, S."
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Item 2023: International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students(Springer, 2022) Boafo-Arthur, S.; Attah, D.; Boafo-Arthur, A.; Tsevi, L.Studying abroad is seen as a very beneficial aspect of any study experience. And in some countries or cultures, it is expected to be a part of the path carved by any serious potential academician. With studying abroad, and the expectations of being highly employable post one's graduation, it can be quite a disappointment should one's expectations of employability, and the job market not match the reality of employment within the country of origin, or the country of sojourn. This chapter intends to examine the expectations individuals have prior to graduation, the discrepancy between that and the reality of the job market, and tentative solutions to the challenges faced. Narratives from current and former international students/study "abroaders" will be included to depict the actual experiences of these individuals and how their experiences connect to the broader issue under discussion.Item Help seeking behaviors of international students: Stigma, acculturation, and attitudes towards counseling(Global Perspectives and Local Challenges Surrounding International Student Mobility, 2015) Boafo-Arthur, S.; Boafo-Arthur, A.International students' pursuit of education in the United States (US) is mutually beneficial to both international students and the economy of the United States. Students often experience culture shock or transitional stress upon arrival. Despite these challenges, research indicates that international students are not likely to seek professional counseling to manage or resolve their issues. In the event that they seek help they are known to prefer medical instead of psychological help. Authors in this chapter review the influence of stigma and acculturational variables on help seeking behaviors of international students. The authors also discuss implications for international students and institutions of higher education, and conclude with recommendations that may be beneficial to international students, student counseling services, and institutions of higher education in the United States. © 2016 by IGI Global. All rights reserved.Item The Sojourner's return: Risks and challenges of the study abroad experience on re-entry(Study Abroad Contexts for Enhanced Foreign Language Learning, 2018-04) Attah, D.A.; Boafo-Arthur, S.; Boafo-Arthur, A.Thousands of students are participating in study abroad programs, which is a major decision that could alter the life of a student and shape his/her future. It is important, therefore, to carefully weigh the options that come with being an international student. This chapter explores the history of study abroad, students' study abroad experiences, and the benefits of these programs. Study abroad benefits include personal growth, intercultural development, and career attainment. Educators consistently assert that a significant part of the studying abroad experience is training future global leaders to be more effective and efficient, respecting the diversities of people and cultures, including political and economic systems, and the willingness to take a stand for the world's welfare. Following this, the re-entry experiences of students who return to their home countries at the end of their studies are examined with respect to the physical, social, and psychological risks that student returnees are faced with.Item The Sojourner’s Return: Narratives on the Re-entry Experience(Springer Link, 2020) Boafo-Arthur, A.; Boafo-Arthur, S.; Attah, D.A.; Tsevi, L.This chapter reflects on the re-entry experience with emphasis on the cognitive, psychological, and behavioral aspects of the experience for individuals from sub-Saharan African nations. These issues will be discussed against the backdrop of Szkudlarek’s (2010) Expectations model; Gullahorn and Gullahorn’s W-curve hypothesis; and Martin and Harrell’s (2004), Intercultural Model of re-entry. The internationalization of higher education has become a priority among many institutions of higher education. Sojourning abroad comes with related issues such as culture shock. This notwithstanding, sojourners who choose to return often report many benefits of the stay abroad experience. Likewise, returning home after being away for several years also presents other challenges as students re-adjust to their home countries.Item The Sojourner’s Return: Risks and Challenges of the Study Abroad Experience on Re-Entry(2022) Attah, D.A.; Boafo-Arthur, S.; Boafo-Arthur, A.Thousands of students are participating in study abroad programs, which is a major decision that could alter the life of a student and shape his/her future. It is important, therefore, to carefully weigh the options that come with being an international student. This chapter explores the history of study abroad, students’ study abroad experiences, and the benefits of these programs. Study abroad benefits include personal growth, intercultural development, and career attainment. Educators consistently assert that a significant part of the studying abroad experience is training future global leaders to be more effective and efficient, respecting the diversities of people and cultures, including political and economic systems, and the willingness to take a stand for the world’s welfare. Following this, the re-entry experiences of students who return to their home countries at the end of their studies are examined with respect to the physical, social, and psychological risks that student returnees are faced with.Item Strategies and Initiatives in Acculturation: Voices from Ghana(Kent Academic Repository, 2017) Boafo-Arthur, S.; Attah, D.A.; Boafo-Arthur, A.; Akoensi, T.D.Culture shock and acculturation are salient aspects of any international study trip. Over the years, many institutions have devised several strategies to help international students transition to life in the host country. However, most of these strategies are insensitive to diverse cultural or country specifics. Drawing from Social Learning Theory, this paper provides narratives from four former students from the West African country of Ghana and how they navigated the process of acculturation in their respective host nations. The narratives discuss their feelings during the study abroad trip, some of the challenges they faced, and personal as well as institutional strategies that aided in ameliorating the experience of culture shock. A few recommendations for Student Affairs Practitioners are also provided.