Monday, October 28, 2013

The New Direction of My Research


After looking carefully at different literature and published research, talking to my professors and student affairs specialists who have actually been "in the field", I finally found my direction for this study. As a result of reviewing academic sources on the topic of stress, I found out that few research dealt with the aspect of religion/spirituality and its affect on college and university students' well-being. Moreover, the research that has been done has many gaps that need to be investigated further. Therefore, I decided to focus my study on religion and spirituality in relation to undergraduate students' well-being.
It should also be noted that there was one more reason for such a dramatic change in the topic of the research. One day I was stressed out because of academic pressure and deadlines, and my roommate offered me to go to the mass with her. She promised that I would fill better after attending it. Interestingly, even though I am not a religious person, I did feel a boost of confidence afterwards. This is what really made a deep impression on me. Later, when I was reflecting on this experience, I realized that it was not the church which helped me calm down and find encouragement, it was the community and the atmosphere of trust. Besides, the church organized a self-reflection activity followed by sharing members of the community which I found to be very powerful. Thus, I became interested in aspects that different students who participate in religious/spiritual activities and organizations might find critical for their confidence and well-being.
Below I provide the revised purpose statement of the study and the research questions.


The purpose of this study is to explore the experiences of religious/spiritual undergraduate students at the University of Hawaii at Manoa who engage in religious/spiritual activities or are involved in religious/spiritual organizations. By providing a better insight into religious and spiritual lives of undergraduate students and the role of religious/spiritual services, I seek to legitimize allocation of resources to these organizations as well as encourage campuses to provide more religious support to their students and design spiritual activities aimed at reducing stress levels and boosting students' confidence.

The Research Questions
The study will be focused on the three major clusters of questions that I have created.
What religious/spiritual services and organizations are there? What activities and support do they provide students with?
How do religious/spiritual undergraduate students describe their experiences with religious services/organizations? What do they find critical about these experiences?
How do advisors describe religious/spiritual undergraduate students' experiences within religious services/organizations? What do they find critical about these experiences?

Wednesday, October 23, 2013

Metaphorical Self-Reflection Exercise

Metaphorical Self-Reflection Exercise 

I feel like a glue stick in my Masters program because I am gaining valuable knowledge and experience here, at the University of Hawaii at Manoa, which I am going to take back home and apply (or "glue") to the Russian educational system. I feel like I am going to serve as a glue between the two universities. When I return to Moscow, I am going to use what I have learned and experienced here to improve the quality of education at the Russian State University for the Humanities and share knowledge with Russian higher education practitioners. On the other hand, here, at UH Manoa I am bringing my own values, beliefs, perspectives and experiences to the table, introducing students and faculty to Russian educational system and providing them with insights into organizational and campus cultures of my home University.  

I feel like I am between two cultures and two educational systems, and I feel responsible for carefully translating my experiences and perspectives both ways. It is my responsibility to share my perspectives which could be unique to the American point of view, and to make people really understand and value what I am trying to communicate. At the same time, I feel responsible for collecting as much information as I can in order to bring what I will have it back home and inspire people to generate new ideas and approaches. 

When I look closer at the glue stick, I see a happy glue-guy with spread hands and a writing saying "Welcome to my world!". Interestingly, this is indeed how I feel. I am so excited about being here, but I feel even more excited about introducing people to my culture and life. I feel it is mutual, and they want to learn about me, my culture, my values, my experiences as much as I want to give them this information. This glue-guy looks happy, he is smiling, and so am I... 
 

Memo on My Positionality




When reflecting on my positionality, I think about pre-existing factors that can influence the relationships between me and the research participants. Like every qualitative researcher, I need to consider my fixed attributes, which are either impossible or difficult to change, as well as movable or achieved characteristics which can be changed. Moreover, being aware of one's positionalities is good for one's personal development and growth. Through reflecting on one's positionality, a person can learn more about his or her identity. Below I am going to discuss various aspects of my positionality and then look in detail at the characteristic that I feel could affect my relationships with the research participants the most.

To begin with, I would like to talk about nationality. Interestingly, nationality is an attribute which is considered to be fixed, however, in my view, it could easily become a movable characteristic. To illustrate, I am Russian, but if I, for example, move to the United States and become a US citizen, my nationality will change. On the other hand, I cannot change my ancestry. I come from Russia and I also have Ukrainian roots on my mother's side. This aspect of my positionality cannot be changed. As to more movable attributes, I find that such characteristics as language and cultural identity can be changeable. Take, for example, my identity - I currently identify myself with Russian and European cultures. However, I could move, for instance, to the United States, integrate into American society and commit the so-called 'cultural suicide' getting rid of my Russian cultural identity and adopting a new American one. In this case, my cultural identity would be changed. Same happens with language; if one leaves in a foreign country long enough and neither practices speaking his or her native language nor read in it, this person eventually forgets the language or detaches himself or herself from this language. As a result, the first language of the person will change from the native to the adopted one. Thus, it is easy to see why language and cultural identity could be considered movable characteristics.

Getting back to the context of my study, I believe that my race is the characteristic which can affect my relationships with the research participants the most. I am White and in the context of Hawaii where the majority of population are people of color, it could complicate the process of inquiry. To illustrate, the participants might consider my beliefs and values to be very close to those of the White Americans who, from their point of view, might not be able to understand their struggles and, as a result, misinterpret their words and actions, and misrepresent these cultural groups and subgroups in the final wright-up. For example, a young woman from my Introduction to Higher Education class once confided in me that when she first saw me, she decided that I would not understand their lives as minorities and it would be hard to discuss minority issues with me. It took her some time to understand that being an international student, I am different from American White people and in many ways I can get what the minorities are going through in their lives. However, not every person of color can see that, and for many it can takes up some time to come to this conclusion. Thus, it could be difficult for me to establish rapport and trust with the research participants. To address this issue, I am going to spend some meaningful time with the participants before officially starting the research. I will let them get to know me as a person as well as learn about their lives. Additionally, I am going to tell them about my heritage and the struggles my family and my peoples went through. Hopefully, they will be able to relate to my struggles and, therefore, start feeling more comfortable around me and eventually develop trust towards me. However, I am aware that some people might still not be willing to open up in front of me. So I will have to learn to be patient and accepting. Trying to look at myself from the participants' perception could also be a very helpful strategy and I will do my best to understand where they are coming from.

Lastly, I am aware that I have more positionally attributes that could influence my research design. For example, among my fixed characteristics are my sex (and gender), race and ancestry, to name just a few. My achieved or movable attributes include attained educational level, socioeconomic status, institutional affiliation, job, marital status, etc. Some of these characteristics will affect the study more than others, but it is important to be aware of all of them and how they might influence relationships with the research participants.

Sunday, October 6, 2013

Comparing my perception of American students with that of Russian students and perceptions described by Nathan (2006)


             In one of the chapters of her book, Nathan (2006) describes what she has learned about American culture from illuminating conversations with international students. Being an international student myself, I could not help but reflect on other international students’ perceptions of Americans and comparisons with their own cultural norms and behaviors. As Russia is a part of the Western civilization, I used to believe there were hardly any substantial differences between our attitudes, reactions and mindsets, and was surprised to find a few. Below, I am going to look at international student’s perceptions of Americans described in the book and compare them with my own perceptions of American and Russian cultural differences.
            To begin with, Americans are famous for their friendliness and hospitality. However, in many cases what they say in a light and casual conversation often has no “social substance” (Nathan, 2006, p. 69). They say words such as “Nice to meet you” and “See you soon” without actually implying for an invitation for further contact (Nathan, 2006, p. 69). Besides, it is not considered polite to answer “Not so good” in reply to “How are you?” if you do not know the person very well or if the person is making small talk (Nathan, 2006, p. 69). While this is somewhat true for Russian culture as well, there are some major differences. For example, if a person I barely know tells me that he or she is not doing well, I will never leave saying “OK, bye” or without asking “What’s the matter?” Thus, as much as I might not want to hear about the person’s problems, it is not polite or friendly to leave someone in trouble. Moreover, Russians will never say “Drop by” without actually meaning it because the person one is saying this to may actually come. And one would not want such misunderstanding to happen. Additionally, many Russians are less friendly than Americans and more direct.  They will not make small talk with someone they do not like or if that person is a customer. Nevertheless, polite Russians still make small talk which might have no social substance.
                As to the college culture, in the book, one Korean student mentions that if Koreans take a class together and their class ends at lunchtime, they would go out together as a group. In terms of group outings, Russians are very similar to Americans. If I have friends among our classmates, I might ask them to join me at lunch. However, most students would go in different directions and mind their own business. On the other hand, when my parents were in college, they used to go out together as a group after classes most of the time. Therefore, it can be suggested that Russian culture is changing and moving towards greater independence.
                It is also true for Russians as well as Americans to link their lives with a small set of close relationships. We surround ourselves with two to seven close friends which we keep in touch at least once a week. These friendships are usually made early in life. For example, I know all of best friends from high school.  However, when I visited Russian villages I was surprised to see a very different picture. Everyone in the village knew each other and constantly interacted with one another. They invited many people to dinners and were very hospitable to strangers that were immediately asked to join them. I find it strange because I grew up in a megacity where it is hard even to get together with a bunch of friends as everyone there has a very complicated life and something always comes up. From this it can be concluded that the more urbanized we become, the fewer sets of close relationships we have.
                Separating friends and family is another topic worth speaking of and another point where our college cultures intersect. To illustrate, if I have a party, I will ask my parents to leave before my friends’ arrival, even if they helped me organize the party. I believe this is partially because of the generation gap, partially because of the rebellion aspect of college culture and partially because of the shift towards more independent and individualistic lifestyles. However, despite the fact that the book argues that it is not true, I am sure that American students’ best friends know their parents and are not afraid to come to a friend’s house when they are around. (Nathan, 2006, p.74) They would simply spend time in different rooms.
                Another notable topic is informality. Like many other international students, I have noticed that American young adults have more freedom than Russians do. In Russia, we are not allowed to eat in class. One can sneak in some food, but if a professor will notice the person eating, he or she will probably scold this person. However, it depends on the age of the professor; young professors tend to give their students more freedom. However, putting your feet on a chair or table is still considered inappropriate. I cannot say how many times I was so tired that I wanted to put my feet on the chair, but I had to restrain from doing so to avoid disapproving glares and reprimanding words. As to academic culture, in Russia interrupting a professor to ask him or her a question which is related to the subject is encouraged. However, still many professors consider only their point of view to be the right one, which keeps many students from speaking up. Moreover, most professors are not interested in students, their backgrounds and consider casual conversations with students to be inappropriate.  Nevertheless, most young professors enjoy talking to students about all aspects of students’ lives. From this it is easy to see that Russian culture is shifting towards higher informality.
                 As to the cultural awareness and mindset, I do not agree with the point of view introduced by Nathan (2006) that American students express a lack of interest in international students’ lives and backgrounds (p. 70). From my experience, I noticed that Americans constantly ask me about my country and my background. They seem genuinely interested and some of them know even more about my country than I do. Of course, in a large number movies Russia is misrepresented and some students might think that there is Russian mafia all around the country or that it is still a communist country.  They might imagine Russians riding bears in ushanka hats while drinking vodka.  This is funny because I have only seen bears in the zoo, ushanka hats are only sold at tourist stall and only tourists wear them. Finally, few Russians like drinking vodka and they do not drink it every day. However, I believe there are a number of narrow-minded, poorly educated people in every country. Therefore, it is unfair to judge the whole country by a few narrow-minded persons.
                Lastly, I would like to talk about propagandize superiority of both United States and Russian Federation. As Americans constantly hear from their childhood that they live in the best country in the world, Russians are brain-washed that all Americans are stupid, while Russians are the cleverest nation on the planet. However, when people start travelling, and seeing other places, this propaganda does not make sense to them anymore. This situation has more to do with politics and mass-media than with people. If one hears something many times, he or she finally starts believing it.
                To conclude, Americans, Russians, and other nationalities are both different and similar at the same time. And we must not forget to respect each other and also use every opportunity we get to learn from one another.