Abstract
The Purpose. The intent of this study was to investigate the nature and extent of the academic, social, and personal difficulties and attitudes of Armenian students as perceived by themselves while studying at selected universities of southern California, and to examine the degree of association between the dependent factors of academic, social, and personal difficulties and the following independent variables: (1) country of origin, (2) sex, and (3) duration of stay in the United States. Methodology and Major Findings. Data were collected by means of a questionnaire mailed to 342 Armenian undergraduate students studying at southern California colleges and universities. Percentages were used to show the background characteristics of students. For identifying and describing the academic, social, and personal difficulties, as well as attitudes of students toward the United States, percentages and frequencies were considered more appropriate. Analysis of variance was employed to determine the degree of association between students' academic, social, and personal adjustment problems and each of the following: country of origin, sex, and duration of stay in the United States. The analyses of the responses revealed that there was a high association between certain aspects of the adjustment problems of Armenian students and the following two variables: country of origin and duration of stay in the United States. No significant association was found between the sex of Armenian students and the degree of their adjustment problems. Selected conclusions. (1) Armenian students arrived in the United States with no previous academic or social orientation, but with a favorable image about the United States. (2) Armenian students had very little interaction with American families, but expressed a preference to stay in the United States after graduating from college. (3) Armenian students faced problems in each of the major areas of adjustment: academic, social, and personal. (4) In general, male and female, students experienced about the same degree of academic, social, and personal problems. (5) The degree of academic, social, and personal problems of students from Lebanon and the Mediterranean countries did differ significantly from the extent of problems of students from Arab Moslem countries and non-Arab Moslem countries. (6) Negative relationships were found between the students' length of stay in the United States and their adjustment problems. (7) The degree of adjustment problems of AAIC students did not differ significantly from the extent of problems of non-AAIC students. Selected Recommendations. (1) There should be more organized predeparture and after-arrival orientation programs for Armenian students. (2) Armenian students should take intensive English courses as well as a course in American culture in their respective colleges and universities before starting the academic program. (3) Armenian societies in southern California should extend their hands to Armenian students coming to the United States from various countries. (4) Institutions should consider policies to assist the functioning of co-national communities. (5) Institutions and communities should make better use of the knowledge and experience which the Armenian student brings to the United States. (6) Institutions should assume total responsibility for facilitating the development of the total human personality of international students. (7) Armenian cultural and educational societies and student associations should organize an annual conference for Armenian students to discuss their problems of adjustment and exchange ideas.