Mass Media Created Stereotypes: Influence on Student Learning

1. Mass Media Created Stereotypes: Influence on Student Learning Nasser Razek GhadaAwad The University of Akron

2. Objectives • The Study • Findings • Recommendations • Discussion • Background • Problem • Purpose • Questions for the Professionals

3. Background • Booming enrollment number (FY 2006-2007) • 128% increase U.S. & 200% increase RSU • Mono-cultural religious background • High collectivistic social norms • Very closed society of origin • Very conservative culture • Elite socio-economic status • A Peculiar Case

4. Saudi Students in the U.S.

5. Saudi Students at RSU.

6. Problem • A growing cases of Saudi students at RSU expressed distress due to images created by the mass media. • Counseling Center personnel expressed lack of information of this new group given their background. • Lack of studies in the literature about the topic especially with Saudi students.

7. Purpose • Examine stereotype threat created by Mass Media coverage • Images of Saudi Arabia, the Arab world, or the Muslim world. • Revealing how the perception of this stereotype influences Saudi students’ • Academic success, Social integration, and Persistence.

8. Questions for the Professionals • What are the stereotypes created by the mass media on Saudi students at RSU ? • What is the impact of these stereotypes on them? • What are some ways to respond to this impact? • What are the different units that can be involved?

9. Conceptual Framework • International students face a culture shock, stress, anxiety, powerlessness, rejection, and isolation (Rahman & Rollock, 2004). • Negative stereotypes and inaccurate portrayals of one’s culture, neo-racism (Lee & Rice, 2007). • Foreign students feel frustrated after exposure to U.S. media when handling international news when related to their countries of origin (Viswanath, 1988). • Mass media can influence impressions of other groups significantly promoting stereotypes when direct information is limited (Fujioka, 1999)

10. The Study • Case Study RSU is a mid-size university with 1,300 international students (FY2010-2011). • Participants • Two faculty members, • Two campus administrators, • Eight Saudi students

11. Methods Data Collection and Analysis • Document reviews • Open-ended interviews • Coded, categorized within emergent framework of relevant themes

12. Findings Offending Stereotypes included: • Claimed Saudi discriminatory behaviors against women, • Claimed injustices and unfair laws effective in Saudi Arabia, and • Neglecting the cultural achievements of Saudi Arabia as a modernized country.

13. Three Stories on TV TV Versions and Headlines • In Saudi Arabia, Women can’t drive. • Only in Saudi Arabia, Get lashed for having a cell phone • A rape victim sentenced to prison, Saudi Court rules.

14. Participant Responses • When Americans see the TV news, I still think maybe they won't like Saudi Arabia. But they don't know Saudi Arabia. • We have made a civilized country out of nothing—out of the desert. • Terrorists of 9/11 were individuals. They did not represent Saudi Arabia. • Americans think Saudi women are discriminated, humiliated and abused. • You have the Ku Klux Klan here. Do they represent America? • There is a phobia of Arabs. Yes, we were raised different, but we are like any other nation. • If people ask me about Saudi Arabia, I say, wait, what's the image you have of Saudi Arabia? • But people don't know how the economy have developed the country’s technology.

15. Findings Feelings created by these stereotypes • Passive depression to the point of drop out • Rage and anger creating negative behaviors

16. Saudi Student Role Saudi students initiatives • Active roles in explaining the contextual situation of these stereotypes to classmates. • Negating or correcting stereotypes through awareness raising sessions about Saudi Arabia • Being proactive by contacting TV channels and internet news channels.

17. RSU Reactions • Counseling Center established a communication database with Saudi students • Integrating the role of student organizations as an inside alarming system • OIP established new orientation component to inform students of available resources • Faculty senate took an initiative to charge a committee for supporting international students • Departments were encouraged to communicate with individual international students to establish a contact faculty in each program • Initiating a leadership initiative that targets international students survival skills

18. Recommendations • Tailor orientation programs to address Saudi students fear. • Orient Saudi Students to their new learning environment and the resources available for them in case of psychological distress. • Educate staff and faculty about Saudi culture and religion • Try to overcome stereotype threats on both American and Saudi sides. • Utilize other Saudi students to ease new students’ transition and culture shock. • Involve more community players in the orientation process. • Engage Saudi students on campus in designing and planning events to showcase their culture. • Maximize the role of the Muslim Students Association. • Design engaging activities to pair Saudi and American students.

19. Limitations • Small sample size of participants limited the degree of generalization of the findings to speak about the whole group of Saudi students & • Timing of the study, in the middle of an era of increased political and military conflicts between America and the Middle East, may have had its influence on the case.

20. Future Research • A larger sample size of Saudi students may produce results that are more generalizable. • A quantitative approach may be a suitable technique to study the characteristics of a larger number of Saudi students. • A collaborative multi institutional study would reveal valuable findings about the study topic.

21. References Fujioka, Y. (1999). Television portrayals and African-American stereotypes: Examination of television effects when direct contact is lacking. Journalism and Mass Communication Quarterly, 76(1), 52-75. Gall, J. P., Gall, M. D., & Borg, W. R. (2005). Applying educational research: A practical guide (5th ed.). San Fransisco, CA: Pearson. Kuh, G. D., Schuh, J. H., Whitt, E. J., & Associates. (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Fransisco: Jossey-Bass. Lee, J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381-409. Lindlof, T. R., & Taylor, B. C. (2002). Qualitative Communication Research Methods (2nd ed.). Thousand Oaks, CA: Sage. Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 3, 279-301. McGlone, M. S., & Aronson, J. (2007). Forewarning and forearming stereotype-threatened students. Communication Education, 56(2), 119-133. Office of International Programs. (2009). International Insight Fall 2009. Retrieved November 7, 2009, from http://www.uakron.edu/oip/docs/NewsletterFall20091.pdf Open Doors. (2008). Leading places of origin. Open Doors. Retrieved September 7, 2009, from http://opendoors.iienetwork.org/?p=131534 Rahman, O., & Rollock, D. (2004). Acculturation, competence, and mental health among South Asian students in the United States. Journal of Multicultural Counseling & Development, 32(3), 130-142. Thani, H. M. A. (1987). Level of integration into academic and social system of college and the rate of Saudi student attrition in American universities. Ph.D. dissertation, University of Southern California, United States -- California. Retrieved April 28, 2008, from Dissertations & Theses: A&I database. (Publication No. AAT 0560284). Viswanath, K. (1988). International news in U.S. media: Perceptions of foreign students. Journalism Quarterly, 65(4), 952-959.

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