This study aims to describe culture shock of students outside and inside Sumatra and examine the differences in student culture shock based on gender and region of origin. The study population was 2018 level 1 / class students at Padang State University who migrated to Padang from outside and inside West Sumatra with a sample of 300 students selected by simple random sampling technique. The instrument used is "Inventory Culture Shock" (ICS) with a reliability of 0.74. The findings of the study show that culture shock of students from outside West Sumatra is classified as medium and originating from within West Sumatra is relatively low. Then, there was no difference in culture shock between students from outside and in West Sumatra.

/pdf/fenomena-culture-shock-pada-mahasiswa-perantauan-tingkat-1-ktwr42887n.pdf

Fenomena Culture Shock Pada Mahasiswa Perantauan Tingkat 1 Universitas Negeri Padang

Higher education institutions are typically designed for residential students (Attewell & Lavin, 2012; Jacoby, 2015), even though the majority of students at fouryear colleges and universities commute to their campuses (Horn & Nevill, 2006). One part of the higher education structure is the co-curricular experience, and is a way for students to develop a sense of belonging on campus, which leads to positive outcomes like self-actualization and persistence (Strayhorn, 2012, 2019). Greek-letter organizations are one aspect of the co-curricular experience, yet are also typically designed with residential students in mind. These organizations, however, have been present at primarily commuter institutions and admitted commuter students for decades (Heida, 1986), yet very few studies have examined the experience of commuter students in Greek-letter organizations (e.g., Yearwood & Jones, 2012), and none have done so using qualitative research. Therefore, the purpose of this study was to explore the experience of commuter students in Greek-letter organizations at primarily commuter public institutions, using sense of belonging as a conceptual framework. Nine alumni who were commuter students in Greek-letter organizations from four primarily commuter public higher education institutions were interviewed for this study. The primary research question for this study was: How do alumni who were commuter students and members of Greek-letter organizations at primarily commuter public institutions describe their member experience? Secondary research questions were: What comprised the experience of belonging for these alumni? What, if anything, lead to or detracted from their sense of belonging? And how, if at all, did their membership contribute to their sense of belonging on campus? To answer these questions, I engaged in semi-structured interviews with the participants, and analyzed the data using Interpretive Phenomenological Analysis (Smith, Flowers, & Larkin, 2009). Four themes arose from the data: (1) seeking to belong, (2) personal connections, (3) welcoming and accepting members, and (4) belonging beyond the chapter. Using the findings, I developed recommendations for chapters and alumni advisors, college and university administrators, and Greek-letter organization national headquarters.

/pdf/exploring-the-greek-letter-organization-experience-at-2kfjjv7s8q.pdf

Exploring the Greek-Letter Organization Experience at Primarily Commuter Public Colleges and Universities: A Phenomenological Study

I selectively review the last decade of theory and research on Latinx adolescents and emerging adults' development. After briefly reviewing the changing demographics of US Latinx families, I address: (1) asset-based theories of Latinx youth's development; (2) the literature on the educational pathways of US Latinx youth; (3) how close relationships, ethnic/racial (ERI) identity, and family, school, and community context promote or constrain Latinx youth's educational and positive development and provide examples of successful interventions to promote ERI and academic adjustment. I conclude with suggestions for scholarship in the next decade, including applying intersectional, interdisciplinary, biopsychosocial, and international lenses to studying Latinx youth, researching father involvement, and addressing between- and within-country of origin variations in Latinx youth's education and development.

Latinx Adolescents' Assets, Risks, and Developmental Pathways: A Decade in Review and Looking Ahead.

This study explored the reasons Latin@s join Latino fraternities and Latina sororities at a university in the southwestern United States. Via a phenomenological approach, it uncovered the unique pl...

Why Latin@s Become Greek: Exploring Why Latin@s Join Latino Greek-Letter Organizations:

‘Are you crazy? Why are you going to Poland?’ Migration of Western Scholars to Academic Peripheries

We query the role that sorority involvement serves in the college experiences of Latinas in ethnic sororities. We find that Latina sorority members at first experience culture shock and marginaliza...

https://journals.sagepub.com/doi/pdf/10.1177/1538192717719133

From Struggle to Success via Latina Sororities: Culture Shock, Marginalization, Embracing Ethnicity, and Educational Persistence through Academic Capital.

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From Struggle to Success via Latina Sororities: Culture Shock, Marginalization, Embracing Ethnicity, and Educational Persistence through Academic Capital.