Running head: Engagement Experiences of Caribbean International Students

Rosie Capps
Stacie Epson
Ceceilia Parnther
Tyler Sanders
EDLD 6570: Engagement Experiences of Caribbean international students in the U.S.
Western Michigan University

Engagement experiences of Caribbean international students in the U.S.

Engagement Experiences of Caribbean International Students

International students add to the richness of student life in the United States
(Mamiseishvili, 2012). Within the student affairs profession, responsibilities demand intentional
efforts to synthesize the shared experiences various cultures face in order to accommodate the
needs of students (Mamiseishvili, 2012). This paper focuses on the experiences of Caribbean
students who matriculate as international students at domestic colleges and universities. Notably,
many Caribbean college students find grounding in familial and religious values even while
away from home, leaving them less likely to seek assistance from others when concerns arise
(Greenidge & Daire, 2010). Oftentimes, these groups of students are lumped in with U.S.
students sharing similar ancestry and are not as researched as much as other international student
groups (Edwards- Joseph & Baker, 2013). This can be contributed to the fact that the Caribbean
consists of a myriad of cultural, socioeconomic, and religious factors that make it difficult to
generalize experiences (Walrond & Wiggan, 2010). With this in mind, the paper uses literature
to share student experiences that inform current conversation rather than attempt to explain the
behaviors and experiences of all Caribbean students.
Recent literature helps to illuminate the perspective of these students as they navigate US
campus experiences. Issues related to stressors (Jackson, Ray, & Bybell, 2013) language
(Friedenberg, 2002), as well as culture, race, and colonization (Lynn, 2008) are identified. A
combination of these factors and the internalized stereotypes associated with each often
determine the success or challenge for these students (McFarlane, 2010). A synthesis of the
information will close with considerations and best practices using student engagement inform
these conclusions.
Who are Caribbean International Students?
The Caribbean is a region that consists of the Caribbean Sea and the 700 islands
bordering the Sea. Islands which contain a relatively flat terrain include Aruba, Barbados,

Engagement Experiences of Caribbean International Students

Bonaire, the Cayman Islands, Saint Croix, The Bahamas, and Antigua. Other islands in the
Caribbean that have more volcanic and mountainous features include Cuba, Hispaniola, Jamaica,
Dominica, Puerto Rico, Montserrat, Saba, Saint Kitts, Saint Lucia, Saint Thomas, Saint John,
Tortola, Grenada, Saint Vincent, Guadeloupe, Martinique, and Trinidad and Tobago. In total, this
region is made up of 27 individual countries making up this section of North America. (Wiggan
and Walrond, 2014). The region is a mix of independent countries, commonwealths, and
territories of larger countries such as the United States or the United Kingdom. Due to the
complex background of this region there are various ethnicities and racial makeups that can be
found in each country and or island. (Hay, 2009)
Countries such as Spain, Portugal, England, The Netherlands, and France have heavy
cultural influences upon the Caribbean islands due to the historical European colonization of the
area (Lynn, 2008; Walrond and Wiggan, 2014). The history of colonization stratifies Caribbean
culture by race, language, culture, and religion. The effects impact socioeconomic realties and
ultimately, the ability to seek education in the US (Gonzalez, 2011). Following discovery of the
region by Christopher Columbus, Spain enslaved the native populations, while also using African
slaves to supplement development. Soon, the Dutch, British, and French followed; first
importing African slave labor, then, importing indentured servants following the abolishment of
slavery (Lynn, 2008; Gonzales, 2011). These indentured servants included many individuals of
South Asian descent. As a result, the majority of the Caribbean has notable populations with
Native, African, Indian, Chinese, and European ancestry. In many cases, the predominate spoken
language remains that of the occupying colonies, Spanish, French, British, Dutch, and
Portuguese. Other languages spoken in the Caribbean include Haitian Creole, and Papiamento.

Engagement Experiences of Caribbean International Students

Patois, a blend of native and colonized language is also present and widely used (Gonzales,
2011). The predominant religion is Christianity (Nero 2006).
For purposes of this paper, we are including the Caribbean region of countries in their
entirety, choosing not to focus on a specific population based on language or heritage. Despite
this, some examples focus on varying cultural aspects of a subset within the Caribbean. The
students who come from these countries represent unique historical and cultural backgrounds and
the acknowledgement of these differences is crucial in encouraging these students success and
integration within US higher education.
The Black Caribbean Student and US migration patterns
The majority of Caribbean students choosing to study in the US are of African ancestry,
and are often thought of as Black in the US. The largest Caribbean populations according to the
Open Doors (2012) fact sheet studying in the US include students from Jamaica, Trinidad and
Tobago, the Bahamas, and the Dominican Republic. Students choosing to study in the US are
primarily women. These students come from many walks of life and socioeconomic statuses
The number of immigrants from the Caribbean islands remained small throughout the 20th
century but grew after the 1965 Immigration Act. They were primarily concentrated in two states
(New York and Florida) and the majority lived in large cities (Rong & Brown, 2002). In a 2011
article by Kristen McCabe, the United States was home to approximately 3.5 million immigrants
from the Caribbean in 2009. More than 90 percent of these immigrants arrived from Cuba, the
Dominican Republic, Jamaica, Haiti, and Trinidad and Tobago, and is similar to the patterns of
students choosing to attend US colleges and universities. This immigration pattern has spurred
established communities that shaped a broad understanding of Caribbean culture, and at times
also provides an avenue for students to participate in an affirming environment. One example is

Engagement Experiences of Caribbean International Students

the historical account of Cuban migration. The Cuban influence on US culture has been an asset,
and the resulting establishment of culturally affirming communities allows this population to
perform successfully in postsecondary education.
Six percent of the US Black population is foreign-born, and 10 percent is of foreign
ancestry (Williams, Haile, Gonzales, Neighbors, Baser, & Jackson, 2007). Black Caribbean
immigrants are the largest subgroup of Black immigrants and they compose 4.4 percent of the
US (Logan & Deane, 2002). Areas with thriving Caribbean communities are more likely to have
programs or coursework in Caribbean studies.
Cultural Variance - Hispaniola
An example of the vast differences in social capital within the Caribbean region is on the
island of Hispaniola. The island shares the backgrounds of European, Native, and African
ancestry. Yet, what makes this island noteworthy is that it is shared by two different countries
with their own unique history regarding colonization. The history between Haiti, a French
colonized country, and the Dominican Republic a Spanish colonized country is interwoven
creating complex relationships on the shared island. Though these two countries are both
completely independent from their original colonizers, the identities of each are largely rooted in
the treatment and behavior of the slaves (Walrond & Wiggan, 2013, p. 14). Due to this, the
Dominican Republic flourishes while Haiti struggles in relative comparison. This had led to
hostile government relations leading to events such as the Dominican led genocide of the Parsley
Massacre in 1937 and many other racial and ethnic struggles amongst the two countries
(Gonzalez, 2011). This has resulted in the killing and injuring of many of the islands population.
The struggles of this islands unity can be seen presently with the Dominicans problem with
Haitian refugees and undocumented Haitian immigrants. (Guijarro-Fuente & Oritz, p. 234). As

Engagement Experiences of Caribbean International Students

these countries share similar heritage the contrast of the uprisings of their independence
coincides with their harsh ties with each other. Though this example of Haiti and the Dominican
Republic is extreme, less intense examples can be found throughout other various Caribbean
nations.
Caribbean self-identification is a combination or immigration, colonization, and native
people. As a result, cultures blend in complex ways that are not always easy to ascertain. Foods,
language, cultural traditions, and communications are a blend of cultures that are similar to many
countries, yet unique to the region (Wiggan and Walrond, 2014). This continues to impact the
international students who choose to study in the United States making it vital that student affairs
professionals are prepared to be informed of these complex identities.
Caribbean Education and Economic Factors
The size of each Caribbean nation is small compared to its other North American
counterparts leaving little room for new discovery of resources. For a population to thrive it is
essential for skills to be update and for a workforce to be readily adaptable to ensure
productivity. The strongest contributor for majority of Caribbean nations economy is tourism
(Bank, 2009). Various countries have destroyed their natural resources depending on this sector
to provide support to their economies. Coupled with multiple struggling education systems
found throughout the region, labor is often outsourced to bring income and production to various
markets. The demand is high to feed the need for highly skilled and educated workers in the
Caribbean. The current outsourcing limits the chance of opportunities to expand the economy of
these nations with its own citizens. Bank (2009) believes the current education systems in many
nations in the region are not preparing the youth to be productive members within the Caribbean
economy. It is essential that the members of Caribbean societies who have the opportunity to

Engagement Experiences of Caribbean International Students

study in United States are well equipped to develop the skills and gain information during their
time spent in the US higher education system to help strengthen the economy of their given
nation.
The educational and skill development of Caribbean students studying within the United
States can be directly utilized in the Caribbean workforce and education system. Currently, many
jobs are outsourced due to the deplorable state of education within the region. This is also due to
population decline; some countries have reported having up to a 36% population decrease since
the 1980s. Many Caribbean citizens are immigrating out of the region and the birthrates of
various nations of the area are in a decline (Bank, p.55, 2009). The lack of resources within
many Caribbean countries limits the ability to fully support their citizens economically or
educationally, prompting the increase of their students coming to countries such as the United
States to further their education. It is essential the skills learned during the Caribbean students
time in the US have the potential to boost the economy to encourage population of various
nations.
Bank (2008) reports that the unemployment rate for young adults is very high. An
example from this report is St. Lucia, where the author describes the population as low-skilled,
recently left school, rural, poor and female (p. 37). Taking this information into account many
Caribbean international students may come from backgrounds with little social capital to help
them succeed during their time abroad. The current state of the education system in the
Caribbean has arguably prompted youth to lead to various undesired lifestyles. Bank (2008) also
notes that college aged citizens of the Caribbean are less likely to engage in violent activity if
they feel connected to school (p. 38) pressuring urgency in the improvement of Caribbean
education systems. Those given the opportunity to continue their education in the United States

Engagement Experiences of Caribbean International Students

have the potential to return home with the tools to enrich Caribbean schools and the workforce
with their newfound skills. These newly garnered skills can help ensure the continued growth of
not just education systems of the region but help expand the Caribbean workforce ultimately
helping the economy.
Those students who do navigate the system and have opportunities to attend primary and
secondary school are both fortunate and resourceful. They are often one of a relative few.
Obtaining the education needed to qualify for postsecondary education is a matter of advocacy,
survival and social capital. Despite limited access to education, those who do partake consider
themselves well prepared, and largely take pride in the educational systems within their nation,
often feeling that those systems are at times more strenuous then the more plentiful opportunities
in the US.
College Choice
Literature on the college choice process identifies push and pull factors determining the
choice to attend college at all (Mazzarol & Soutar, 2002), and may also determine the choice of
students to study internationally. Major factors include the desire to participate in higher
education, academic aptitude, and postsecondary skill set (Mazzarol & Soutar, 2002). As
mentioned, in the Caribbean higher education as a possibility is severely limited. Of available
institutions in country, most options are the equivalent of technical and trade schools, limited in
both scope and legitimacy. Even more exclusive are traditional four year institutions, where
demand greatly exceeds supply. As a result, cultural values often incorporate the relative
infrequency of higher education as an option.
Economic concerns are another leading factor in college choice (Mazzarol & Soutar,
2002). For Caribbean students, the decision to study abroad compounds several factors.

Engagement Experiences of Caribbean International Students

Postsecondary education is significantly more expensive then educational opportunities in the

students home country. In addition, students wishing to study in the US must find ways to
finance their education without national aid. According to the Open Doors (2012) fact sheet,
individual funding accounted for the bulk of students studying in the US. As a result, students
and parents without access to these funds are unable to attend. With parental involvement
increased due to financial pressures, it is easy to surmise that the stress of success and potential
earnings may be a concern for many students. Questions of long term migration are also of
concern. Fluctuations in the economy and periods of higher paying jobs also affect the decision
of students to attend or postpone postsecondary education (Mazzarol & Soutar, 2002).
Social status is a huge factor in the choice to attend college (Mazzarol & Soutar, 2002).
Caribbean students have to navigate changes in culture that are at once similar and very different
than what they may be used to. As mentioned earlier, the social status of students varies between
countries, and will ultimately be different based on the relationship a country has with the US at
any given time. Some students have worked and saved and are considered nontraditional
students, while others having the means to attend in the traditional manner. Still, other students
are sponsored by various international or domestic organizations and carry with them different
backgrounds. This social status combines with the ideas that Caribbean students and their
families have about the US from media and community experiences that affect the decision to
attend college. Family relationship with immigrant communities in the US play a huge role in
willingness to support a students attendance, for this reason, many students attend institutions
where there are other individuals from their country of origin who attend or who are alumni.
Participation and Engagement for Caribbean students in the US

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Caribbean students seek community on the college campus to augment the experiences
which test their multiple identities in a variety of ways, For example, a well off Caribbean
student may feel the stigma of being an international student, or the stereotype of an immigrant
living below the poverty line in more impactful ways than another student who has navigated
these identities for a longer period of time. Language and history come into play as well. Many
students regardless of ethnicity and or social class seek community through language and
cultural events (McFarlane, 2010). They may be drawn to these as a way to feel safe, sharing an
experience with others that seems familiar.
Content analysis results of websites operated by Caribbean student group organizations
provide some information on the manner in which these organizations operate. This research
suggests that most organizations are led by women, both in presidency and by executive board
(Plaza, 2009). This is an interesting fact considering the relative dominance of men in leadership
position in Caribbean societal structure. Of the organizations with male leaders (14%), all other
leadership roles were held by women (Plaza, 2009).
Plaza (2009) describes this the feminization of the student leadership roles at
universities. Historically, women in the Caribbean have had to bear an equal burden to men in
terms of working in the fields and being independent. Migrating from the Caribbean meant that
women continued to bear an equal responsibility for maintaining the family and working outside
the home (Plaza, 2009). This seems to be a continuing trend as the next generation of women
take charge of the student leadership roles on campus (McFarlane, 2010). This pattern may also
be a result of more women participating in higher education in general.
Ethnically, this research shows that individuals of Jamaican and Trinidadian ethnic origin
seemed to be in leadership positions in greater numbers (Plaza, 2009). These groups make up

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two of the largest populations of Caribbean students studying in the US (Open Doors, 2012). The
study suggests that given the greater representation on campus lends social capital to these
countries of origin, allowing other Caribbean students to defer to their leadership and experience.
Plaza (2009) seeks to identify the manner which Caribbean student may compensate for losses in
identity when coming to the US. Activities he found prevalent in his analysis include reengaging
in culture through the public display of artistic expression. These activities provide evidence of
the degree to which the membership experiences feelings of object loss or cultural mourning
(Plaza, 2009). According to Plaza, (2009) 60% of the schools had an annual event around
traditional Caribbean recipes, music, and ambiance. These events seemed to reduce feelings of
object loss and cultural mourning for students (McFarlane, 2010). Other activities that also
suggest a continued desire for transnational connection include speakers and symposiums on
campus on issue affecting the Caribbean region, and projects linking to the Caribbean
community both domestic and abroad, and particularly in areas with significant Caribbean
populations (Plaza, 2009). Notably, photographic analysis of this project also showed that the
majority of student group participants were predominately women assumed to be of Afro
Caribbean ancestry (Plaza, 2009). Student group websites also contain a combination of English,
Spanish, Patois, and Creole references. This supports the idea of navigating multiple identities
through language (Plaza, 2009). Other important links included streaming radio stations, links to
newspapers, and Facebook groups.
Despite sharing ancestry, Caribbean students relate to US students in varying degrees.
Beyond similarities in appearance, the ability to fully integrate communities does not exist in a
meaningful way, despite efforts to combine these experiences in many student affairs offices and
through clubs (McFarlane, 2010). This may be due to competing priorities and a desire to have a

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cultural identity representative of the Caribbean, rather than borrowed from the US. McFarlane
(2010) summarizes this well, asserting that perhaps Caribbean immigrants, away from those
who are most like them, focus on ways they perceive themselves to be different from AfricanAmericans in an effort to hold on to (or reach back towards) what they left behind (p. 110).
The multiplicity of Caribbean Identity
Caribbean international students are often an invisible minority (Baker & EdwardsJoseph, 2014, p. 17) making it hard for them to distinguish themselves from Black Americans to
the general population. Despite migration due to the slave trade, the effects of colonization in
each country, and the manner in which slaves permitted to conduct their lives vary. Language,
education, cultural norms, and individual identity vary widely. Psychological distress from
identities of Black Caribbean students can become prominent within this international student
population (Case & Hunter, 2013). This prompts the importance of validated distinction from
their Black American counterparts, despite the similarities that exist (Case & Hunter, 2013).
Honoring the variances of this populations background is crucial in ensuring their successful
time at a US college campus for their mental well-being. Some students find solace in English
speaking Caribbean groups, while others more readily identify with language, being drawn to
students and staff from Francophone or Spanish speaking countries for solidarity (McFarlane,
2010). Still others embrace variances in their identity by engaging in domestic and international
groups. Black Americans identify with US history that may not resonate with Caribbean students
of African origin (Baker & Edwards-Joseph, 2014).
Despite differences in the region, Joshua Jelly-Schapiro (2005) believes one sense of
identity within the Caribbean comes from the history of forced migration and genocidewithin
the indigenous inhabitants (p.49) that became invisible. This has created missing links to

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correctly define a universal Caribbean identity. As such the desire to value differences is strong.
Michelle Hayss Ive Been Black in Two Countries (2009) describes the different Black
ethnicities found in Cuba such as Negro-Cubano (ethnicity comes before nationality), CubanoNegro (nationality comes before ethnicity), or Afro-Cuban (to be viewed differently from white
Cubans) are just some of the few ways that black citizens of Cuba may choose to define their
connection to a Cuban identity (p. 29). This is just one countrys example of the found
complexities of self-identification within the Caribbean. Also explained in her descriptions of the
black identities of Cuba is her assertion that these labels are limited in their use (Hays, 2009, p.
32), which mirrors the realities of identifying any citizens ethnicity within any country in the
Caribbean. It is ultimately up to the person rather than society to define who and what they are to
others, based on their background and experiences.
Academics
Many Caribbean students entering US colleges and universities feel academically
prepared for college given the prevailing belief that the British system of education is rigorous,
and perhaps in some ways more so than the primary and secondary school systems in the US
(Edwards- Joseph & Baker, 2014). Coming to the US brings additional challenges in other areas,
with many students feeling less confident based on various parts of their identity, or apathetic,
assuming that course work will not be challenging. This research also shows that while students
found variances in teaching and testing styles challenging, the system of education seemed to be
a fairly easy one (Edwards- Joseph & Baker, 2014).
Finances affected academic success for students in many ways. Given the dependence
international students have on their families, many see the collegiate experience as a long term
investment above all else, and put pressure on success in this way. Family support affected these

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beliefs and was often tied to the ability of financial support and the ease in which the support
could be given. The economic relationship of and between the country of origin and the US is
also a factor in determining external funding.
Spirituality was another focus, with Christianity in particular being cited as a
predominate driver of success. The relationship to a Christian God, the church, and clergy were
all contributors to success and retention. Parental and or familial involvement and support,
discussed at length within many of these variables was another factor. Despite distance, links to
family and related support were clear markers of success.
Homesickness
Students report cultural mourning as an issue (Plaza, 2009). In places where there are
limited Caribbean communities, students are often forced to engage in another part of their
identity more fully, rather than embracing what makes them different (McFarlane, 2010). One
example of this is identifying with Black American students. Institutions often put these groups
together in an effort to obtain a critical mass. Latino organizations help to fill some of the gap,
especially for Spanish speaking Caribbean students; however the experience and culture of many
Caribbean students is markedly different from their South American counterparts. For Indo
Caribbean and Caribbean students with more European ancestral features, finding cultural
community may be even more difficult, as these students have less of a population to gravitate
toward (Plaza, 2009). The lack of cultural outlets, combined with the importance of the family
structure, is a relative breeding ground for homesickness and feelings of isolation. As an island
based population, Caribbean students are more likely to experience the effects of devastating
weather systems, with floods, earthquakes, and tropical storms affecting the region in severe
ways. The affects can be both emotional and financial. Weather, bureaucracy for international

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students, cultural attitudes in communication, and US traditions also add to feelings of frustration
and a longing for the familiarity of home.
Help Seeking Behavior
International students in particular may struggle with the idea of seeking out counseling
services. Factors such as regional origin of the students played a major role in their likelihood to
seek counseling services. Students of Western origin were more likely to seek help from a
counseling professional than non-Western international students (Hyun, Quinn, Madon, &
Lustig, 2007). Mori (2007) states, Other cultural factors such as beliefs about mental health
problems as manifestations of immorality, and past experience utilizing counseling services for
academic and or psychological challenges were high indicators of international students use of
these services (p. 54).
There is a paucity of information on the help seeking behaviors of Caribbean college
students. As such, they remain neglected as a population of concern. The difference in culture,
social status, and history leave a widening gap as more Caribbean students participate in
postsecondary education and present with emotional distress. As discussed earlier, many wellmeaning professionals choose to regard black Caribbeans and African Americans similarly and
assume broadly homogenous cultures and backgrounds (Greenidge, 2007 p.). The Caribbean is
comprised of strong values including religion, family, and self-reliance (Greenidge and Daire,
2010). An allegiance to family forces many students to be silent, as sharing personal
identification can be seen as betrayal in some communities (Greenidge, 2007). Culturally,
individuals who seek mental health services are considered weak and unable to care for
themselves, (Edge and Rogers 2005; Marwaha and Livingston 2002; Peluso and Blay 2004). In

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rare cases, it is acceptable to seek professional help from clergymen as there is less of a stigma
attached to religious institutions (Greenidge, 2007 p.).
Implications and Significance
Despite the benefits of having an international presence on campus, international
students face some distinct challenges when transitioning to a new environment (Rentz, 2011, p.
257). Recognizing these barriers, it is important for student affairs professionals to recognize
best practices and strategies to be successful in providing services for international students
outside of those already provided for domestic students. As the number of international students
on American college campuses increase, it becomes increasingly important to modify the
services that need to be provided. While international students tend to seek support from family,
friends, and those that are similar to them; multicultural affairs offices, international offices,
counseling services, faculty, staff, students and other stakeholders must take action to make these
students more comfortable and competent in the American college community (Olivas 2006).
With comfort a key factor in working with international students, a best practice for any office is
to hire and work with a culturally diverse staff of individuals ranging from professional staff to
student staff members; examples include resident assistant staffs and peer mentoring programs
(Mori 2011).
Multicultural Affairs and International Student Offices
As the home for Caribbean and other international students the offices of multicultural
affair or at some universities international students, these offices are responsible for assisting
these students. While occasionally these offices make referrals to other campus resources, the
office that welcomes these students to campus becomes the location that international students
feel the most comfortable with when an issue arises (Olivas 2006). Thus it is important that

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these offices have knowledge of resources that they have available and that other offices can also
assist with. Anderson, Carmichael, Harper, & Huang (2009) share best practices for such offices
include:
Providing cross-cultural mentoring programs; family-style peer mentoring; hiring
international residence hall staff; providing international focused programs in the
residence halls; expanding dietary options on campus and in the community; providing a
pre-orientation prior to their arrival on campus, as well as an ongoing orientation;
increasing the awareness of domestic students about international students needs;
creating one-stop-shop where international students can go to lounge, interact and address
their problems; publicizing campus events in different languages; hiring culturally
competent mental and physical health professionals; providing career center services to
assist international students to tutor domestic students in learning other languages; and
conducting assessment and evaluation of support services for international students (As
cited in Rentz 2011, p. 257).
While this is an eclectic list of services to be provided, other offices on campus can move
forward with the supervision of multicultural office administrators.
Within the office that is responsible for providing a specific orientation, multicultural or
international, for international students. While for the past few decades these offices have only
planned abridged orientations for international students. To meet the ever changing needs of
international students, Fisher expresses that orientations can be a grab bag of activities: required
briefings on immigration rules, course registration, introductions to student services, and trips to
nearby stores to purchase dorm-room furnishings and winter clothes (2011). As these offices

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have the working knowledge of assisting these students on a daily basis, it is important that
multicultural affairs assess what information these students need annually.
University Faculty and Staff
Being the individual that students see the most often during their college experience,
university faculty and staff must take a vital role in providing services to Caribbean and other
international students. Providing opportunities for faculty to engage in learning about the unique
needs of Caribbean students is important. At some institutions an intensive effort is taken by
providing a faculty colloquium is taught to help understand the cultural differences of education
for international students (Fischer 2011). While this inclusive course provides multiple learning
outcomes, other institutions focus on different important implications of working with
international students. On a personal level, faculty, like other student affairs professionals must
understand their personal bias and privilege that could be provided through training in selfawareness (Mori 2011). By gaining knowledge of their personal culture, faculty and staff can be
better equipped in working with an international population.
While each individual and population has their own specific culture and background,
faculty and staff must become more educated as international student populations increase.
Faculty and staff must be educated in the different populations and cultures of students they
could possibly be working with. To best prepare to work with student, faculty should understand
the difference in culture that could occur with the work they complete with student; an example
is seen as the American culture places value on critical thinking that is not shared in other
cultures (Harper & Quaye 2009). By gaining knowledge of these cultures, faculty and staff is
better prepared to understand comparisons among the culture. While faculty should work with
students with flexibility, according to Olivas (2006) it is important that when working with

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international students faculty must be flexible and understanding of the diversity between
educational cultures.
Gaining an education of diverse populations, faculty and staff are able to provide focused
and intentional attention, working with students on an individualized basis. While this
knowledge is important, faculty and staff must gain an understanding of institutional resources
and be prepared to make referrals to individuals that can provide services to international
students (Sharkin 2006). Gaining knowledge of possible populations and the resources that
could be needed for these individuals, faculty and staff are better prepared to teach and work
with Caribbean students. According to Mori, faculty and staff must continue to be educated
throughout the duration of their time working with students (2011). To show commitment to
Caribbean students, faculty and staff must become educated members of the campus community.
Academic Affairs
International students usually regard their academic success as their first priority
(Bahvala, 2002; Yi et al., 2003) and emphasize academic achievement over socializing with
Americans (Bahvala, 2002; Ingman 1999) (As cited in Harper & Quaye 2009 p. ). With
academics holding such value among these students, the campus community must be prepared
for the implications related to this. One such implication is to understand the patterns associated
with the cultural similarities and then decide what resources must be provided from the issues
connected to the patterns found (Fischer 2011). An example of actions that can be taken by the
university is for libraries and professors to provide texts in different languages (Harper & Quaye
2009). Fischer explained that some universities have recognized the large cultural differences
and now have put into effect a semester long course that introduces international students to

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American college culture (2011). As the demographics of the college population changes so
must the resources provided to these students.
Counseling Services
As previously discussed, an increased population of international students effects the
need for offices to recognize the need to modify the services rendered. According to research by
Schwartz & Whitaker, international students have an increased risk of suicide (As cited in
Sharkin, 2006). Thus, counseling services must be able to reach out to this population and bring
the student in who may be in crisis. To combat this problem, counseling can provide
opportunities demonstrating understanding of cultural norms, allowing students to become more
comfortable with attending sessions. Examples of this include providing group sessions and by
having counseling sessions provided in a resource center that is in close proximity to other
administrative offices to normalize the use of this resource. A common practice of proactive
measures for working with international students is to hire counselors with an international
background (Sharkin, 2006).
Marketing/Advertising
While efforts and improvements to the services provided to Caribbean and other
international students, it is important to recognize that this population must also be reached in a
different way. First hand contacts with international students through short presentations at
orientation programs, English as a Second Language (ESL) classes, and meetings of ethnic
associations (Mori, 2011, p.). By expanding the reach initially these students are able to
recognize the services that are available. Another way to modify advertisement and brochures,
offices should have international students of the target demographic create the advertisements to
assist in providing the student perspective (Mori 2011). It could also be beneficial to provide

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information in a different language (Harper & Quaye 2009). While this is not an exhaustive list
of modifications that could be made, an intentional effort combining the history, identity and
experiences of this population should be made to acknowledge this student population.

Engagement Experiences of Caribbean International Students

22

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