indian students in america - loyola ecommons
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Loyola University Chicago Loyola University Chicago
Loyola eCommons Loyola eCommons
Master's Theses Theses and Dissertations
1964
Indian Students in America Indian Students in America
Isaac Arokiasamy Loyola University Chicago
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This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. Copyright © 1964 Isaac Arokiasamy
INDIAN STUDENTS IN AMERICA
by
Isaac Arokiasamy
A 'n1esis Submitted to the Faculty of the Graduate School
of Loyola University in Partial Fulfi.llment
of the Reou1rements for the Degree
of Master of Arts
June
1964
In memory or. my Father and Mother
I.A..
11
ACKNOWLEDGMENT
The writer wishes to express his special gratitude to Dr. Paul MUndy
his aoademio adviser who made a number ot important suggestions whioh helped
shape the orientation and the nature ot this thesis. Thanks are also due to
Rev. Ralph A. Gallagher, S.J., Rev. Sylvester Sieber, S.V.D., and Dr. John
Lennon tor their guidanoe and oomments on this research.
To the Indian students who have so graoiously returned the questionnaires,
the writer offers his thanks.
iii
LIFE
Isaac Aroklasamy was born on January 31, 1924 at Nangathur, Madras, India.
He w~s graduated froM St. Ann's High School, Tindivanam, Madras State in May,
1947. After completing his Secondary Grade Teachers' Training in May, 1949,
he entered Loyola College, Madras where he received his B.A. in Juhe, 1956.
He was graduated frOM the Government Teachers' College, Saidapet, M3dras in
June, 1957 with a Bachelor of Teaching.
From 1949 to 1952, the writer was appointed as the Head Master of a
Higher Elementary School at Mugaiyur, Madras State. At St. Ann's High School
he taught En~lish and Social Studies from 1956 to 1958. He entered the
Lovola University, Chica~, in 'ebrustrv, 1959 for graduate study in Sociology.
~e writer was elected as the president of the Har11an Christian
Association which represented about 200,000 people of South India. He
published two booklets, -My Friend" and "The Status of Christians in Indian
Politics," and a few articles pertaining to the need for volunteer service to
help the poor and the illiterate.
Be founded an organization called "The Lead" (to guide); this
organization has for its purpose service to India through education. The
writer also founded a Higher Elementary School at Aragandanallur, Madras
State, India.
During his stay in the United States, he visited a number of educational
institutions and P.T.A. meetings, lecturing and showing ftlms about India.
tv
Chapter
I.
II.
III.
IV.
V.
'TABLE OF CONTENTS
INTRODUCTIO~ • • • • • • • • • • • • • • • • • • • • • • • •
Social Ori'~:in-T;valuation of ?'oreiq;n Tr3.1ningPreparation in India-Why Indtans Study in the United States-The Pror,lern-'1'he ?llroose-Indb Iq Need.
.3'JRVEY OF LIf2:R,\TURr; • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • •
The Questionnaire--Returns or the Qu~stionnair~--Educational Background.
THE ,SAMPLE OF INDIAN S'!'UDENTS IN AMERICA • • • • • • • • • •
Indian Students' Image or America-The Imp~ct err American Education and Life on Indian Students--Social Interactton-Change of Views and Attitudes.
CONCLUSIONS AND SUGGESTIONS • • • • • • • • • • • • • • • •
Recommendations.Recommendations of Respondents-Recommendations bv the writer.
BIBLIOGRAPHY • • • • • • • • • • • • • • • • • • • • • • • • • • • •
APPENDIX I.
APPENDIX II.
APPENDIX III.
QUESTIONN~IRE •• • • • • • • • • • • • • • • • • •
COVERING LETTER ACCOMPANYING QURSTIomUIRE •
A LE'M'!!:R TO THE AMERICAN CONSULATE GENERAL
• • • •
IN DIA • • • • • • • • • • • • • • • • • • • • • •
v
Page
1
11
21
'9
p'!
JJ..J
T.
II.
III.
IV.
V.
LIST OF TABLI;:S
:;,omuc:'; s TUDE!-!Te; n~ THE tr1!TED ST\ TF:S, :iY SELF:CTED YEARS • • • • • • • • • • • • • •
• •
• • • •
• • • • • • • •
• • • • • • • •
• • • ••• • • AGE DISTRIBUTION OF THE RESPONDENTS •
ACA.DEMIC STATUS OF THE RESPONDENTS • • • • • • • • • • • • •
AREAS OF STUDY OF THE RESPONDENTS • • • • • • • • • • • • • •
VI. COHPARISON OF INDIAN STUDENTS IN U.S. (1962) WITH
VII.
VIII.
fi.
X.
XI.
PRESENT STUDY' S RESPONDENTS AS TO FIELDS OF STtIDY • • • • • • • • • • ••••••• • • • • • • • • •
MAJOR PURPOSE FOR RESPONDENTS COMING TO THE UNITED STATES. • • • • • • • • • • • • • • • • • • • • •
MARn'AL STATUS C:-' !HE STUDENT RESPONDENTS • • • • • • • • • •
• • • • • • • DURATION OF THE RESPONDENTS' STAY IN U.S.A. •••
RELIGIOUS AFmIATION OF TIlE RF..sPONDENTS • • • • • • • • • • SOURCE OF SUPPORT OF RESPONDENTS IN U.S.A. • • • • • • • • •
XII. COLLEGES AND UNIVERSITIES IN v.mCR RESPONDENTS ARE ENROLLED •••••••••••••••••••• • ••••
lIn.
XIV.
RESPONDENTS' IMPRESSIONS OF ,&.MERIC4.N LIFE B~ORE ARRIVAL IN Tfm UNITED STATES • • • • • • • • •
R~SPONDENTS' IMPRESSIONS OF A.MERICAN LIFT<; AFTER ARRIVAL TO UNI1'ED STATES • • • • • • • • • • •
XV. 4.MERICAN MW INDIAN QIRLS DATED BY RESPONDENTS IN INDIA MID AMERICA • • • • • • • • • • • • • •
• • • • • •
• • • • • •
• •••••
Page
9
27
27
28
30
31
32
'32
'3'3
35
'36
40
42
44
Table>
XVI. RESPONSES OF SUBJECTS 'l'O~UESTION OF INITIAmG DATING SYSTEM IN INDIA • • • • • • • • • • • • • • • • • • • • •
XVII. RELIGIOUS GROUPS ASSOCIATED WITH GREATEST INTEREST IN INtIA'S DEVELO~lT •••••••••••• • • • • •
XYnI. RFSPOt1)FNTS' OPINIONS REGARDING THE PRESENCE OF
xn. COMPETITION IN AMERICA' S INDUSTJ AND LABOR •
RESPONDENTS' OPINIONS REGARDING THE PRESENCE OF COMPETITION IN A~F:rCA'S INDUSTRY MW LABOR.
• • • • • •
• • • • • •
xx. RESpmJDENTS' OPINIONS OF OVER_SPECIALIZATION IN THE UNITED STATES • • • • • • • • • • • • • • • • • • ••
XXI. COMPARISON BETWEEN AMERICANS AND INDIANS AS TO SUPERIORITY IN VARIOUS ASPECTS •••••• • • • • • • •
XXII. RESPONDENTS' EVA.LUATIO~ OF AHERICAN AND INDIA~ TEACHERS ••••••••••••••••• • • • ••••
IXlli. RESPONDENTS' EVALUATION or PROTESTANTISM AND CATHOLICISM
Page
46
47
50
52
55
IN UNITED STATES AS TO SU:eERIORITY •• • • • • • • • •• 56
XXIV. \o.'HERE RACIAL DISCRIMINATION ,,-TAS EXPERIENCED BY RESPONDENTS • • • • • • • • • • • • • • • • • • •• • • •
xxv. 'l'YPF.S OF OCCUPATION OF RF..5PONDENTS • • • • • • • • • • • • •
XXVI. MlLnA.~T_LABO'P PElATIONSPIPS ~XPERIBNCED BY RESPONDENTS • • • • • • • • • • • • • • • • • •••• • •
XXVII. DIFFICULTIES IN E~LOYMF.NT EXPERIENCED BY RESPO!l.1lENTS
X1VITt.. OPGANI7A filMS AND GROUPS CONTACTED BY RESPONDENTS
• • •
FOR COUNSEL AND m,p • • • • • • • • • • • • • • • • • •
xxn. RESPONDENTS' EVALUATION OF MI;ERICAN EDUCATION • • • •••• XXX. IMPACT OF AMERICAN EDUCATION AND LIFE ON RESPONDENTS
IN u.S. MORE THAN ONE YEAR IN PERSONAL DEVELOPMENT AND UNDERSTANDING • • • • • • • • • • • • • • • • •
vii
• • •
57
S9
60
61
67
Table
XIII. IMPACT OF AMEnICAN EDUCATION AND LIFE ON RESPONDENTS IN U.S. MORE THAN ONE YEAR IN PERSONAL DEVELOPMENT AND UNDERSTANDING • • • • • • • • • • • • • • • • • • • •
XXXII. RESPONDENTS' CHANGE OF ATTITUDES DUE ro IMPACT OF AMERICAN EDUCATION •••••••••• • • • • • • • • •
XXXIII. TYPES OF FUNCTIONS "TTENDED BY RESPONDENTS •••••• • • •
XXXIV. NUMBER OF TIMES RESPONDENTS ATTENDED VARIOUS FUNCTIONS •
XXXV. METHODS USED BY AMERICANS IN MAKING RESPONDENTS FEEL
• •
'WEI.,COME • • • • • • • • • • • • • • • • • • • • • • • • •
XII'lI. INVITA nONS ro HOMES R~CErVF:D BY RESPONDENTS • • • •
xmn. DIFFICULTIES 1!!NCOUNTERED BY THE RESPONDENTS IN HOST
• • • •
F ~ '¥.ILlES •••• " • • • • • • • • • • • • • • • • • • •
xxxvrTI. V~J.UES REC-:::rVED BY RESPONDENTS IN HOME VISITS • • • • • • •
XXXII. CA.SUAL INVITA'TION~ Ra:CEIVED BY RESPONDENTS • • • • • • • • =-
XL. EXTRA CURRICULAR I\CrrrliTIEs OF RESPONDENTS • • • •••• • •
XLI. PURPOSES FOR EXTRA CURRICULAR ACTIVlmS OF RESPONDENTS
nn. MOST IMPORTANT VALUES GAINED BY RESPONDENTS IN AMtRICA COL TORE AND SOcnT! • • • • • • • • • • • • • • • •
n.III. CHANGE OR l-1O ~HANGE OF RESPONDENTS' VIEWS OF AMERIC.aN SINCE ARF.IVAL TO UNITED STATES ••••••••••
XLIV. CHANGING OF RF.sPONDENTSt VIEWS OF INDIA DURING THEIR STAY IN THE UNITED STATES • • • • • • • • • • • • •
• •
• ••
· . ~ • • •
XLV. RESPONDENTS' CHANGE IN RELIGIOUS AFFILIATION EFFECTED BY AMERICAN INFLUENCE •• • • • • • • • • • • • • • • • • •
Page
68
10
1)
74
75
16
18
18
19
80
81
84
85
XLVI. CHANGES IN RESPONDENTS' BRHAVIOR IN VARIOUS ASPECTS •••• 85
viii
CHAPTER I
INTRODUCTION
F('re~.rm students 'first c~me to the United States in 1784. Francisco
de Miranda of South America, Yun~ Wing of China and Joseph NeeBima of Japan
",'ere the first foreign students to receive an educati"n in America.
Statistics of the United States Bureau of Education reported for the
year 1904 a total number of 2,67'.3 students, representing 74 lands. enrolled
in the American institutions of higher learning, exclusive of the colleges
for women only. Of these 2,67'.3 students, there were 614 students from
Canada, J08 from Mexico, 198 from China and Japan, and 150 from South and
Central America.1
In 1911-12, India and Ceylon sent 148 stUdents to the United States.
In the same year Canada sent 898 students, West Indies 698, Chine 549, Japan
415, Mexico 298, the United Kingdom 251, Germany 14'.3, and Russia and Finland
120 to pursue stUdies in various colleges and universities of the United
States. Brazil sent 76, Argentina 51, Peru 28, Colombia 28, Chile 19, and
other South American countries 72.2
1W. Re~nald Wheeler, Henry H. King, and Alexander B. Davidson, The Foreitm Student in America (New York, 1925), p. 11. -
I -
2 Ibid., p. 12. -1
2
In 1922, the number of foreign students in the United St~tes was 8,357.
From India there were 235, from China 1,443, from Canada 1,294, from South
America 563, from Africa 223, and from Russia 171.'3
The figures quoted preViously a.re not entirely accurate in that the
number of foreign stUdents enrolled in private orepar8tory schools, business
colleges, high schools, and other lnstituti~ns are not included.
The Institute of International Education tn 1961 calculated India to
hlive the third larp:eRt. foreign st.udent migr~tion to the Uni t.ed St.9tes with
4,835. Can~da, among 26 nations, had the leading number of 6,0;8, next
came China with 5,304, and other countries, such as Colombia, Pakistan, 4
Jordan, a.nd Indonesia with apnroximate1y 500 to 600 each.
According to ~ Doors, 1961, there are 69,683 rorei~ citizens in
the U.S.A. This reorp.sents a seven per cent increa.sf! over the 1950 -1960
academic year when 65,128 roreign cit1.zens were on educational assienment
in the U.S.
or the 69,689 foreign citizens reported in the United States for the
year 1960-1961, 53,107 (75 per cent) 8.re stUdents. There are 9,935 interns
and residents affiliated with United States hospitals, 3,636 scholars,
3~.
4Insti tute of International EdUcation, ~ !2gor§., l26l (New York, May 1961) t p. 9.
5 ~.t p. 7.
lecturers, or advanced researchers ap-oointed to the United States faculties,
and 3,005 trainees with U.S. business and industrial firms. 6
"The 53,10? foreign students in the United States during the academic
ve~r 1960-1961 came from 141 countries qnd political areas and were enrolled
at 1,666 U.S. institutt~ns of hi~her learntng."?
QuoUng the above s·~atbtical numbers bears Httle si!mif1c~lnce in
themselves; theY are si~irlcant only as they are related to individual men
or women whn have as a result of their Western teachings returned to their
homeland to put their education and training to use.
We need only to be reminded of Francisco de Miranda of South America
whose Western training in Germanv and in America molded him as "one of the
outstanding leaders in the liberation of Latin-American lands."8
Dr. Yung Wing excitedly returned trom Yale to China to begin a
successful movement of sending Chinese students to America. The founder ot
Doshesha University, Joseph Neesima., was the earliest piofJeer ir1 quest of
American education.
Indiats noted social and political leader, Mahatma Gandhi, suffered
selflessly to bring a new and hetter life to India. An Indian writer,
Dhirendra Mohan Datta, said of him, "On the whole, it can be said that by
?!21si.
8wbeeler, King, and Davidson, p. 1.5.
4
the time he left London for India in 1891 ••• th~ basic princiole~ of his 9
11 fe tl1ere set and hahi ts accordingly formed." Later the author noted,
"During the subsequent year.s - about 20 - he alw~ys followed the prinoiples 10
in practioe." His prinoiple of aetion WIlS to rtl.!ht for truth !O\nd
righteousness.
"'!'he history of 19th and ?Oth Century Asia has been profoundly affeoted
by returning Asian students. In almost every Asian oountry there wer~ men
and women who had !';tud1ed in the West; ~.nd had been influenced by the
concepts of democracy and freedom for all men."ll
Japan, through the influence of returned foreign-trained men in many
fields, ranging from medicine to military tactics, experienced a rapid
ohan~e from a feudal system of the Middle A~es to an or~anization based on
modern thought and technolo~.
Some A.sian men under Western in+"luences returned to lel'ld thei.r
respective countries in a fi,;ht for +"reedom. India's present leader
Jawahar1al Nehru, a product of' British education, has displayed enthusiasm
in gaining liberty and acM.evinp: better living conditions for India.
!-'.:en like Mahatma Gandhi and Francisco de Miranda as well as all stUdents
from foreign countries emer~e from diverse social, political, and religious
backgrounds. Among all the diversities, none is so marked as that of India.
9Dhlrenda Mohan Datta, !!!!.Phtlosophy of Mahatma Gandhi (~.adison. 1963). p. 12.
10 lbisl., p. 13.
ll"Asian Leaders Who Studied Abroad," The Asian StUdent (September, 1961), x., 54.
5
Social Qrigin.--The bulk of the ~orel~ educated s09i~11y or1r,1nate
f.rom the middle class - the nubllc Berv~ntSt sal~rled employees and members
of the learned profess1..ons in India. Useem in 1b!. Weswn Educated .&.n 1u
India identifies the IIr1..stoeratic tradition as having lack of inroetus for
successive ~nerlltlons to study abroad. Economic difficulty prevents the
man of the lower class the fulfillment of his desire to secUre a higher
education either at home or abroad. Even today, seldom is one of the
underprivileged community financed by his own government for studies in the
United States.12
The few stUdents or the lower class represent the masses or India's
villages where an intolerable amount of ignorance, poverty, super,ticion and
disease thrives. These villages do not have paved roads, electricity, soc1al
centers, and luxurious shops. The village houses are small mud-floor huts
kept dry by thatched roof's and sparsely furnished with tables, chairs, and
often unco.rortable beds.
Bomes of the middle and high classes are ~ound mainly in India's 73
cities and 3,018 larp'er towns. 1) In ~eat c1 ties such as Calcutta it 1s
common to see magnificent ~overnment bUildings, hospitals, factories,
universities, lind social centers.
12 John Useem and Ruth Hill Useem, !h! Western Educated ~ lu India (New York, 1955), p. 7.
13Government or India, India: A Reference Annual 19~6 (New Delhi. India, 1956), p. 10. ----
6
ExalYat1an At Fgre1gn Tra1u1ng.--Families of the different classes
evaluate foreign training differently, according to Useem. He says, "The
foreign-trained may count as a family asset, but, except for families that
have suffered an economic disaster, they are not viewed as the indispensable
element that assures status survival. Lower middle-c12s'3 families depend
on the foreign-trained to help them move up a level or at least to prevent
the fearful drop into the lower social classes."14
Theoretically speaking, the Indian student in the United States or
els.where is a representative of his country and upon hts return to India
he is in some liay a representative of Ameriea; how he represents Ameri.c8
to India 1s of no small significance t~ America, to India, and, indirectly,
to foreign relations as a whole.
The seed of American ideology as interpreted by the individual person
of' a different culture O'Ught to bear fruit; the kind of fruit produced
strikes this writer as being a vital factor in the progress and development
not only of the single man or woman but also of the country he or she
represents.
Preparattgu 1ll Indi!V-- The preparation of the student in gathering a
knowledge of and forming an attitude toward the Unit~d States, according
to the writer, could bear significant relationship to the student's Attitude
toward the American way of life.
14useem, k Weatem Educated !!1m 1u IucU.a, p. 8.
7
What source of information do these students have prior to their arrival
in the United Sta.tes? The only knowledge acquired might have been from the
reading of American magazines or Viewing a few Hollywood films or talking
with a friend whose ~~wledge of the United States came by experience.
The writer is of the opinion that Indian students would be benefited in
knowing before they leave India why the United States gives to foreign
students many and varied opportunities for study and professional training.
The Indian students would be further benefited, according to the writer, in
having a general know1edp:e of the American society and culture, its
educational system and its principles of democracy. Dawes expressed the
reaction of foreign stUdents to the academic ways of American institutions.
He said, "But like so many features of the American life, they cause a
cultural shock from which recovery comes only after a painful interlude or 15 adjustment."
~ Indians St-gdx in lWl Uniteg Stltes .. --These stUdents coming from the
north and south, the high, middle, and lower classes of India must come to
the United SUttee for a purpose. But what is their purpose? Do these
individual stUdents come seeking a personal gain socially and economically?
Do they come to acquire an education which will not only help them meet but
raise the standard of liv1n~ for illiterate millions in India? The writer
would be interested in finding an answer to the question, does each man's
l~orman Dawes, ! TWo-Way Street (New York, 1962), p. 132.
8
goal make any difference in his response to what he sees and hears in his
American neighbors, friends, school and occupational associates?
lbl frob1cm ._-Sinee Indian students are receiving American educa,tion and
t.heir number currently represents the third largest single nat10nality group
among foreign students in America, it is of interest and concern to ascertain
the effect of American education and culture directly upon the individual
Indian and indirectly upon India. There are implications tor other countries
as well.
The number of students from abroad rose from 4,856 in 1911-12 to almost
60,000 by 1961-62. Figures by selected years showing the increase of foreign
students in the United States are given in Table I,. (see page 9).
1h! Rqrpo§c .-~is study investigates the influence of American
education upon the studerts 1n marginality, attitudes, and understanding of
American society, educationally, culturally, politically, ~nd economically;
the influence of American educaticr.1 u?on the students in the development of
their personal lives; the socio-cultura1 background of the Indian students
in India prior to coming to the United States in regard to education,
religious training and practices, occup~tionJ economic condit"ion,
participation in organi7.at'ons, and contributions to society.
India's Need. __ Indi8, like other underdeveloped countries, is short
of really dedicated And skil10d people and eerta1r.ly in need of more and
better poH ti,C4l leaders, trAined men ir. t.hl'll! as!=:emhHes and parlhments,
9 TABLE I
FOREIGN STUDTillTS IN THE UNITED STA'rES t BY SELECTED YEARS
YEAR NUMBTm OF STUDENTS
1923-24 • • 1930-31 • •
1914-15 ••
• • • • • • •
• • • • • • •
• • • • • • •
1939-40 • • •• • •• • •
• • • • • • • • • • • • • •
• • • • • • • • • • • • • •
• • • • • • • • • • • • • •
• • • • • • • • • • • • • •
1944-45 • • • • • • • • • • • • • • • • • • • • • • •
1946.47 • • • • • • • • • • • • • • • • • • • • • • •
1947-48 •
1948-49 • • • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • • • • • 1950-51 ••••
1951-52 •••• • • • • •
• • • • •
• ••••• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• 1952-53 • • • • • • • • •
1953-54 • • • • • • • • ••••••• • • • • • • • • 1954-55 • • • • • • ••• • •• • • • • • • • •• • •
1955-56 • • • • • • • • • • •
1956-57 • • • • • • • • • • • • ••••••
• • • • • • •
• • • • •
• • • • •
1957-58 ••
1958-59 •• • • • • • • • • •••• • •
1959-60 • • • • • • • • • 1960-61 • • • • • • • • •
• • • • • • • • • • • • • •
• ••••• • •• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
1961-62 • • • • • • • • • • • • • • • • • • • • • • •
6,739
9,643
5,701
6,154
6,954
14,942
17,218
26,759
29,813
31,100
33,675
34,000
34.232
36,494
40,666
43,391
47,245 48,486 53,107 58,086
Spyrges • Edward Charwood Cieslak, h For,ifQl StudAAt 1!l ~merican Colleges (Detroit, 1955 , p. 9.
Institute of International Education, ~ Doors, 122l - 1962 (Hew York, 1953 - 1962),
10
qualified teachers, a~ricultural1sts, enP,ineers, doctors, dentists, nurses,
technicians, social workers, missionaries, and clergymen. If she is to
succeed in building a strong people and a strong nation. India demands a
tremendous inflow of educational enlightenment. It is the hope of the writer
that the effect of American education will help to build and strengthen
India as a people and as a nation.
---
CPAPTF-R II
SURVEY OF LlTERATL1RE
The book The Western Educated Man 1n Indial is probably the first major
work to deal with the subjeet of foreign edue~ted Indian students.
The Hazen Foundation appointed John and Ruth Useem to make a one year
(1952-53) stucty of the Indian students educated in the western world. The
sub~ect matter was confined to 110 persons residing in Bombay State, one-half
of whom were educated in the United States and the second half in the United
Kingdome The sub,jects were chosen on the basis of those who had received an
education in the west over a sixteen year period (1935-1951) and had been
back in India for aporoXimate1y one year (since 1951).
The purpose of their study was as follows: first, to present the results
of a field investigation in India of the consequences of Western education;
second, to present prooosais derived from the findings that may be of
practieal aid to policy makers and administrators interested in exchange of
persons between countrtes.
The study found that W~8tern educated Indians are changed in their
character and in their outlook of life in general as well as to countries of
lUseem, .Iht Westrom Educated !iIn 1D. India (New York, 1955).
11
12
the Western world. More specifically, the change is stated: "90 per cent
reported an enha.ncement of self confidence, 60 per cent an enlarged vtsion of
social life, 50 per cent a di.scovery of India while in the West, 40 'Oer cent
democratic ways of behavior, 40 oer cent imoroved methods of working, 20 per
cent improved methods of thinking.,,2 However, there were differences in
their findings between 9Ub~ects returned from the United States and those
returned from the United Kingdom.
The cutsundtnll dist.1.notiDn is that the Bri Ush-educated em'Ohasize
st~biltty and A~erican-educqted adaptability. The British-trained ~re
ccnsciDus 'Of a personal reslX)nstbtHtv to a universally valid sccial conduct
without re~ard to personal feelings; the ~~erican-trained ad1usts individual
b'!:'h~.vior to soci!.ll standards that are determined 'On the bllsis of the needs
'Of 'Oeo1'1e. The American-trained en10ys more informaUty in inter-persDnal
relations between ~anager and laborer and between teacher and student.
The American-returned man believes in making DpPDrtunities fDr free
discussiDn between manager and labDrer, teacher and student, and in giving
equal opportunities to all regardless 'Of status. ThDseeducated in Britain
are more prDne tD prDtect status and to hDld to free discussiDn 'Only between
peoples 'Of the same sccial ranks.
It was 'Observed th~t the Amerlcan.trained having more acquaintance with
advanced technDlogic~l facilities and specialized 'Organizations than did the
2r.a:!!!hertand Bressler, Indian ~udents 2D. !!l A'!1erlsum Campus (Minneaoolis, 1956), p. 93.
13
English-trained experienced greater diff1.culties in read.1usting to the working
conditions in India.
The American-returned sees the answer to the general welfare of India
in socioeconomic conditions whereas the British.returned looks to politics
primarily, and to socioeconomic conditions secondarily, for its answer.
Social distance between India and the West was seen to be brou~ht closer
to~ether more read~.lv by the British-educated than by the American-educated. . 3 Another book of importance, Indian Students ml the Am,ricin Cal!JDU,s,
~s written by Richard Lambert and Marvin Bressler. The authors chose for
their study the following sub1ectst 16 Indians, two Pakistani, and one
Singa1ese. These 8ub1ects were stUdents of the University of PennsYlvania,
from July 1952 to August 1953, at the time of the research. They were all
sons of middle class families living in South Asian countries.
Through interviews (individual and group), questionnaires, and
observation, the author studied the students for the~.r stay in t.he United
States. The study found that the sub.1ects were playing three roles: student,
tourist, and unofficial ambassador. As students, they were seeking higher
education in a foreign country for the purpose of status enhancement and to~
secure a better position upon returning to India. As tourists, they wanted
to see roore of America so that they might gain a bettp.r understanding of thei
host country. As unofficial ambassadors, they always aimed to introduce
India to America.
14
No other literature b~sed upon svstem8tic and careful study of
American-educ9ted Indians has been found. Thus, the two hooks mentioned
c~nstitute the ma10r studies done in the ~rea5 under investigation. General
information in relation to cross-cultural exchange is frequent in other books
and many varied magazines, pamphlets, and newspapers.
4 The book Foreign Students IDS Higher Education in lh! United States
is based on a survey of American universities and international affairs,
sponsored by the Carnegie Endowment for International Peace. University and
college students from various nations studying in the United States are the
main sub1ects under study. The purpose of the study w~s t~ relate research
findings to practical problems experienced by educators, educational
administrators, and educ:.ttional oounselors.
The main emphasis of the book is on the effect of psychological and
sociological factors upon foreign students from the time of preoaration for
studies abroad nntil their return home. The author noted that "whatever
equipment the individual brings with him to this country in terms of self-
esteel'll, 81. tuations that he encounters here wil1 'have v~rving inroortance to
his ad1ustment."~ The factors considered important to the period of
ad1ustment during the so1ourn in the host country are: lan~age ability, age
4 CorB DuBois, Foreign Students and Higher Education in the United
States (Washington, D.d., 195~). • - - -
5Ibid., p. 99.
15
~nd ~3.c8demic achievements; durati"m of the stay; liberty of choice; and the
ch~rncter of interpersonal relationships.
The author, Cora Du Bois, acknowledges that the "volume limits itself
to the more intuitive procedures and attempts to offer insights rather than
proof • ..6
The book, ! '!'wo-Way Street, '7 is a history of the Indo-American
Fulbright Program, 1950.1960. It was noted that there are an increasing
number of American students pursuing studies related to Indian affairs.
Indian educational institutions are offering more courses in American studies,
and exchange scholars (American and Indian) are producing more publications
based on experienoes in the host country.
The early study reported, in the book lhl F2tlign StQdent in America8
was undertaken in 1925 by a Commission on Survey of Foreign Students in the
United States. The Commission sou~ht to define the needs and problems of
the foreign students. Based on the findings the Commission made several
important suggestions such a8:9
1. StUdents should not study in the United States while they are immatUre.
2. Scholarships should be granted with the understanding that recipients must return home. This was stressed for the Near East.
6!tWi.
?Norman Dawes, A !la-Way Street (New York, 1962).
8W. Reginald Wheeler, Henry H. ling, and Alexander B. Davidson, Thl Foreign Student 1n Amlri;A (New York, 1925).
9 Cora Du Bois. p. 20).
.., ... / . 4.
An;erican people should be educated C',bout foreign countries.
Returned foreign students should be urged to organize "alumni" in their homelands.
16
Another leading book, Scandinavian Students Q!L @.. Amer1can Campus,lO
indicates from research findings that Scandinavian students were found to
adjust easily and readily to academic and social life in America. The
rna,1(')ri ty of the stUdents were saUsfied with their experiences in the host
country; the other stUdents regretted a lack of time and opportunities to
become better acquainted with the Americans.
The purpose of the study in h 'l)rg_Wg Mirrorll was to categorize the
many kinds of status factors that influence the foreigners and their
relationships to the adjustment and attitudes of the students during their
stay in the host country. The results indicate that there is a lessening of
status of the foreign student by the introduction of new criteria. This
lowered status results in a negative attitude toward the ascribers of the new
criteria but does not affect the morale of the foreign students nor their
12 enjoyment of a new experience in a different culture. From a practical
point of view, the author considered one of the most important findings to
be: the greater the de~ee of education, the greater the impact of American
lOwtlliam H. Sewell and OIuf M. Davidsen, §gandinayian Stydents ~ in A~erican Q'm9D! (Minneapolis, 1961).
l1Richard 1'. Morris, !b4 Two.WI) Mirror: National Statu§ 1n Foreign Student Adjustment (Minneapolis, 1960 •
12~., p. 1'7.
pi
17
education and life upon the respondents; the longer the stay of the students
in the United States, the more they were influenced by the American way of
Ufe.
Another main source of information and guidance was 1h! Journal 2!
Social Issues.1) The January 1962 issue contains a number of articles by
various authors on the subject of foreign students. One of the most
important articles is, "Factors Infillencinf,( Attitudes of Forei/m Studen ts
toward the Host Country.n14 The data for this article are based mainly upon
two studies c~rried out by the Research Center for Human Relations of New
York Universitv, which made use of interviews to find the opinions of the
foreill" stUdents toward the United States.
Tbe first study (1954.5;) cnmpared stUdents of "comparable
nationali ty"15 in three types of American collelo!e - commun\ty settin~s. The
'348 sub1ects, all men, came from 59 countries and were students of 34
colleges and universities in the northern ~nd western United States. The
second study (19;5-56) compared 184 male stUdents from 26 countries
attending 34 schools and universities in the United States. A group of 97
stUdents who had attended a summer orientation program was compared with a
1'3 The Society for the Psychological Study of Social Issues, The
Jgurnal ~ Sociil I§sue§, XVIII (January 1962).
14 Claire Se11tiz and Stuart W. Cook, "Factors Influencing Attitudes of Foreign Students toward the Host Country," !h! JgutQal ~ Social ISsufts, XVIII (January 1962) 7-23.
15 IlUS., p. 7.
" 18
group of ~qua1 number who had not attended the orientation program. Sub.1eets
of both groups w~re comparable in ~ge, academic and professional achievement,
and nAtionality. The study indic!:!tes "'hat different n.ationaU ty back~ounds
seem to be the source for the different perceptions of the host country,
European students are frequently found to associate more closely with
A.meric!lns ;'lnd ad.1ust more easily to life.
In both studies the sUb.1ects were interviewed wi thin the first few
weeks flfter their arrival in the host country, and agai.n at the end of their
first year pertod.
A.nother article to be considered is "The E~fects of a Year's ExPerience
inA.meric~ on the Self.Image of Scandinlivians: A. Preliminary Analysis of
React 1 ons to a New Env1. ronment. "16 The m-tper is based upOn a study which
emnhA.sizes the process by whicb ehanf!:e occurs in the self-iml'H~e of f! person
nlaced in a new environment, or, conversely. the process by which an existing
self.image is maint!lined 1!'l a new environment.
The article wri.tten by Geor!7e Coelho17 is concerned with the
development of the whole person, personally and educationally, in relation
to cross.cultural education. Coelho asserts, "There is 9u~gestive evidence
that academic ~nd technical competency of the visiting student (involving a
16Lotte Boilyn and Herbert Kelm~nt "The Effects of a Year·s ~~perience in America on the Self-Image of Scandinavi~ns: A Preliminary Analysis of React;."n to a New Environment," The Journal Slf. SQcial Issue~, XVIII (J!lnuary 1962), )0.40. _
17 Oeorp.e Coelho, "Person~l Growth and Educational Development," ~
~urnal Slf. Sogial Issues, XVIII (J~nuary 1962), ~5-67.
19
motivation to master various tasks in the new p..nd probleml'ltic le::lrning
environment of the America.n cl'lmpus) may release an ima~ of growth potential 19
~.nd stimulate the exp~nsion and strengthening of eP,:O-runctions. It
Most of the statist1.c~l data for this t.h~s1 s study were collected from
19 Ooen Doors, an annual report on international exchan~e published by the
Insititute of Internatirmal EduCAtion, with frequent reference to the reports
from 1953 to 1962.
This particular research thests dMls wi.th a study of the praol?ss of
assimih.t\on of 100 Indtan studEmts in the Unt.tAd States. The writer would
li.ke to sugP.'€lst that '-n some ways the sample for the nresent thesis dves
a better representat.inn of Indian students in the Uni.ted St.qtes th~n do the
samples ir1 ~ Western Educqted ~ !!! India 20 ~nd Indian St.udents ~ ~
Amerio~n Campus21 for these reasons:
. (1) The numb~r of sub~ects for the thesis study is 100 Indian
studi:;:-;ts. :;4 t:::e Useenll'" study, onlv ha1r or 55 of the 110 sub.1ects had
studied in the United States. The study undertaken by Lambert and Bressler
18Ibid., p. 60 • --.,. 19rnslitute of International Education, 22!n Doors, 1952-1962 (New
York, 195.5).
20Useem, h l1lstern Educat!d !1m 1u India (New York, 1955).
21L~mbert, and Bressler, Indian Students 2n in American CllpuS (Minneapolis, 1956).
20
1n~luded 19 students, of ",horr: two Here Pa1dshni, one Singh'llese, ::ind 16
Indian.
(2) The 100 subjects of the thesis studv come from 10 of 14 Indian
states nnd t~~ Union Territories. The Useems' study w~s restricted to
students of Bombay State. Although L~mbert and Bressler selected subjects
from various parts or India, the number or students representing th3se areas
was 16, as noted.
CHAPTER III
METHOD AND FINDINGS
The method the writer used in collecting data for the present research
~s the questionnaire. Four hundred addresses were obtained from the
following centers: University of Chica.ro, Roosevelt University, Loyola
University, India Students' ASSOCiation, India Catholic Association, All
India Catholic University Federations, and I.M.C.A. Four hundred students 1 contacted personally by the writer were su~lied with que.tionnaires and
requested to answer all questions. The questionnaires were to be returned
to the writer. A. stamped, self-addressed return envelope and a covering 2
letter accompanied each questionnaire. or the 400 students, only 10,
(25.75 per cent) returned the questionnaires. Greater representativeness
was obtained since Indian students studying in other states often come to
Chicago to seek employment during the summer vacation. Before the present
thesis was undertaken, the writer had proposed to study the impact of
American education upon the returned Indian stUdents. Accordin"ly, 440
address of returned Indian students from 10 states were obtained by
1A.ppendix I
2Appendix II
21
22
writing to the Consulate Generals in Delhi, Bombay, Calcutta, Madras, and
Bangalore.3 The writer was unable to get any addresses from the other four
states of India. In evaluating a research proposal regarding the impact of
American education upon the returned Indian students, the late Rev. Sylvester
Sieber, S.V.D., of Loyola University, su~gested that "the attempt would be
frustrating and end in failure" as the response would in all probability be
poor. Therefore, the present venture of studying the impact of American
educatinn upon the Indian students while they are still in the U.S.A. was
decided upon.
The author was not ~ided in the preparation of this thesis by any
e~istin2 work related snecifically to the thesis study. Two related studies 4 consulted by the author were lb! Western Educated Man in Indt! and Ind1an
Students gn An American Campus.' The scarcity of material on Indian
students in the United States was another reason for the writer's interest
in pursuing the present study.
For the purpose of obtaining information and materials relative to
Indian students, the writer addressed letters of inquiry to the followinga
Consulate General of India, San Francisco, C~lifornia
Consulate General of India, New York
3 AppendiX III
4useem, .!.h!. W!stem EdVQaug !!u in India (New York, 1955).
5Richard D. Lambert and Marvin Bressler, Indian Studentl sm. In American Campus (Minneapolis, 1956).
Embassy of India, Washington, D.C.
United States Information Service, K~dras, India
United States Information Service, Bombay, India
United States Information Service, Calcutta, India
United States Information Service, New Delhl, India
United States Educational Foundation in India, New Delhi, India
Institute of International Education, New York
Bureau of Educational and Cultural Affairs, Department of State, Washington, D.C.
Education Department, Embassy of India, Washington, D.C.
Program Research and Evaluation StArr, Bureau of Educational and Cultural Affairs, Department of State, Washington, D.C.
National Association of Foreign Student Advisers, New York, N.Y.
The Questionnaire.--The questionnaire is divided into six sections.
'nle first section is conrorised of 10 questions deal'in~ with the age, the home
state in India, marital status, economic and educational background of the
res~ndents. It also is concerned with the reli~ous affiliation of the
students, the ma10r tmr'P<'se or their coming to this country and the duration
of their stay.
The second section consists of 13 questions. It deals with the American
envi.ronment of the respondents; the social functions they have attended; the
organizations to which they have spoken about India and its people;
difficulties in social contacts; the extra-curricular activities in which
24
they have participated; the types of employment they have had and the
difficulties in the employment; religious practices; and any racial
discrimination they may have encountered. An attempt also is made to study
whether needy students have sought any guidance in order to overcome
difficulties, financial or otherwise.
The third seetion contains 12 questions concerned with the various
agencies which the students aporoached for personql help and/or practical
assistance for the development of India, understanding gained through
education and employment, and the ch~nge of attitude toward different spheres
of activity ('POlitical, social, and spiritual) brought about bv the inrluence
of any agency.
The fourth section containing rUtesn questions focuses its attention
on the general impact of American life upon the stUdent: his visits to
American families; the interest, if any, he has for the development of India
as a result of his stay in the United States; the effect of management-labor
relations upon him; any change in attitude toward religion and people in
general; any change in his original purpose for coming to the U.S. and the
reasons for such changes. It also touches upon the nature of the
difficulties the student anticipates upon his return to India. due to the
influence of the American way of life.
The fifth section has twenty-three questions whieh try to assess the
re~etions and opinions of the Indian stUdents on various phases of American
life. The students I!re ealled upon to voice their oplni.on freely on
25
different Bub~ects. The questions are scattered and varied in such a way as
to obtain the stUdents' dominant views on the different aspects of American
life: the dating system in America and the absence and the presence of it
in some form or another 1n India; their estimates of the many charitable
organizations, religious groups, management-labor relations; their ideas
about specialization in the field of technology; their views on Americans in
gener):J1 (part1.cu1arly teachp.rs) as compared with Indians, their concern for
national or international affairs; their appraisal of Americans in the field
of intern~tlonal welfare; their impressions of the American s,ystem in general.
The sixth and final section, comprised of three questions, deals with
the values the Indian student has developed during his stay in the United
States and the recommendations he WOuld make in the light of his experiences.
As one totals up thp. different sections, one finds th~t the aggregate exceeds
the actual number of sixty.four questions, the reason for this difference is
that the divisions are slightly overlapping and are not always clear-cut;
consequently, some questions are classified in two or more sections.
Returns 2! iW1 Questionnaire· The wri tar distributed a total of 400
questinnnaires to male students only during the months of May, June and July
of 1962. It took five months (M~y to SA~tember 1962) to receive 81 answered
questionnaires, that ie. 22 per cent of the total distributed. Many attempts
were made to contact ""hosa student~ who delayed returning the questionna.ires.
Some neglected the request, some (ergot, while others were indifferent. At
the end of six months, 103 (25.75 per cent) questionnaires had been received.
26
Three of the 103 questionnaires (2.9 per cent) Wer!'3 returned unanswered with
letters of apology or non-cooperation ("No time for such thin~s"). Thus,
100 returned questionnaires were used for the basis of this thesis study.
Characteristics or. the Respondents.--The one hundred ~ale stUdents who
answered the questionnaires constitute a good representation of India since
they oome from ten of fourteen dif'ferent states and the two Union territories,
inoluding the recent annexation of Goa by the government of India. Thirty
three per cent are from South India and sixty per cent from North India.
Seven per cent did not indicate any state affiliation. Among the North
Indian states, the former Bombay state, now 0u1arati and Maharashtra, has the
largest number of respondents and the State of Punjab the second lar~est
number. Among the South Indian States, Andrapredesh has the largest nu~ber
of resnondents and Kerala the second larlr,est number. (See Table II, p. 27).
The mean ae;e of the sample di,stribution is 26.? years. Fifty-two per
cent of the samnle students fell within the age group of 25 - 29 years.
This may be explained by the fact that most of the students from India have
completed four years of University work (Bachelor's degree) in India and
have come abroad either to work toward a Master's pro~am or to receive a
technical training. The average a~e of the sample is oonsistent with a
minimum requirement of 16 years for entrance into any university in India
and the four-year period required to comnlete a Bachelor's degree. (See
Table III, p. 27).
27 TABLE II
STATES OF ORIGIN OF 100 STUDENT RESPONDENTS
States in India No. or StUdents Percentage
0u.1arathi 21 21.0 Andhra Pradesh 11 17.0 Pun1Ab 12 12.0
Kera1a 10 10.0
Maharashtra 8 8.0
Madhya Predesh 6 6.0
Madras 5 ';.0
Utter Predesh 5 5.0 Delhi 3 3.0 West Bengal 3 3.0 Rajasthan 1 1.0
Mysore 1 1.0
Ooa 1 1.0 Not Answered 7 7.0
Total 100 100.00
TABLE III
AGE DISTRIBUTION OF THE RESPONDENTS
A.ge Number Percentage
20 - 24 29 29.0
25 - 29 52 I 52.0
'30 - 34 10 10.0
'3S - '39 2 2.0
40 and over 1 1.0
Not Answtu~ed 6 6 .. 0
Total 100 100.0
28
Educational Background.-- The educational status of the respondents is
an important factor. A. survey of the Open Doors (an annual report on
International Exch~nge by the Institute of International Education) or 1954-62
shows that the M3 i ority of foreign students come tor elther a post-graduate
course or for doctoral nror,raa. Table IV shows that 56 pel" cent of the
respondents possess, Bachelor's degree and are workin~ tow~rd a Master's
pro,ram; '5 per cent havo 9 Master's de~e~ and are working toward another
Master'~ l'I"ogri!lll'l in an allied field of study; , per cent are working toward
a doctoral -oro gram ; and onA per cent are working toward a -post-doctoral
program, f\ve per cent did not complete this aspect of the questionnaire.
TABLE IV
ACADEMIC STATUS OF THE RESPONDENTS
Academio Status No. of Persona Percentage
A.B. Degree Holders 56 56.0
A.M. Degree Hold er 1J )5 35.0
Ph.D. Candidate ) ).0
Post Doctoral 1 1.0
Did Not Answer 5 5.0
Total 100 100.0
29
It is observed th~t 58 per cent of the s~mole students are studying in
various branches of enldneerinl'-;: chemical, mechanical, civil, electrical,
industrial, ceram1c, structural, and netroleume Table V Iilso shows that
seventeen per cent of the resoondents are studying ohysical and natural
sciences; nine per cent, social sciences; seven per cent, humanities; four
per cent, education; and five per cent, business administration. Most of
the Indian students (75 per cent) concentrate on sciences and engineering.
This finding may be accounted for by the need for skilled technicians and
engineers in carrying out the Five.Year Plans by the Government of India.
Higher stUdies in engineering and sciences being limited in India would
reasonably prompt more of the Indian students to study abroad.
TABLE V
AREAS OF STUDY OF THE RESPONDENTS
Area of Stud1.es Number Percenta~
'Engineering 58 58.0
Phvsical and Natural Sciences 17 17.0
Social Sciences 9 9.0
Humanities 7 7.0
Other 9 9.0
Total 100 100.0
Area of Study
Engineering
Ffu.manities
TABV.!: VI
CO?>fPARISOl\ OF INDIAN STUDENTS m U.S. (1962) WITH PRESENT STUDY'S RESFONDENTS AS TO FIELDS
OF STUDY
Perc~ntalre or all Indian Students
34.2
7.7
Natural Sciences 21.1
Sooia1 Scienoes 11.1
Other l?l
No Ans~.fer 8.9
Total 100.0
'30
Percent~ge of Respondents
58.0
7.0
17.7
9.0
9.0
--100.0
In answerinv, question ~8 of the Questionnaire, 61 persons answered that
they oame to this country with the main purpose of higher eduoation and seven
of these students indicated the additional purpose of seeing the New World.
Seventeen students oame over for speoia1ized training and two of these went
on to state their purpose was also to help build Ihdia eoonomically,
industrially, and educationally. Most of the ?8 persons whose main purpose
was higher education and specialized training are students in engineering
and sciences. (See Table VI).
TABLE VII
~AJOR PURPOSE F0R nESP!;~1D~JTS COMING TO THE UNIT2D ST4.TES
HIl10r Purp!)se ~':o. of Sub,1ects
F.duc~ti0n (Humanities :;lnd Soiences) 61
Improved Sooial Status 5
Specialization and Training 17 (In Eng1neerin~ and Teohnology)
Not AnsW'orod 17
Total 100
31
Percenta~
61.0
1).0
17.0
17.0
1-:10.0
~otber oharacteristic of the respondents is their marital status.
Thirty-seven students said they are not vet married and thirty-six students
are married, out of which one student married an American girl. The other
twenty-seven subjects (27 per cent) did not report anything conoerning their
status. (See Table VIII).
The writer would like to consider the students under two groups: those
whose stay in the United States was more than 12 months and those whose stay
mtS less th9n 12 mnths. There were 61 sub.1eots belonging to the former
oate~ry, out or which 29 of the sub1ects h~d been here for more than 24
months ~nd fcur for more th'!n 72 months. Ttr\'rty-!';even students have been
here in the United States for less than 12 months. (See Table IX).
32
TflBLr.: VIII
Status Number Percp.nt~"'e
Unmarried '37 '37.0
Married to IndiAn '35 35.0 M~rried to American 1 1.0
Not Answered 27 27.0
Totnl 100 100.0
TABLE IX
DURATION OF THE RESPONDENTS' STAY IN U.S.A.
Duration Years No. of Percentage Sub.1ects
1 - 12 months 1 '37 '37.0
1'3 - 24 months 2 '34 '34.0
25 - '36 months '3 14 14.0
'37 - 48 months 4 8 8.0
49 - 60 months 5 '3 3.0
61 - 72 months 6 0 0.0
7'3 - 84 months '7 2 2.0
85 .. %1nd over 8 2 2.0
Total 100 100.0
33
In Table It it is worth noting the population of India according to
religions represented by the respondents in the study. There were
356,819,)94 people according to the 1961 census. or these, 85 per cent are
listed as Hindus, 9.92 per cent Muslims, 2.30 per cent Christians, 1.74 per
cent Sikhs, and 0.4,5 per cent Jains. The thesis sample, whioh includes 16
per cent Christians, is a marked deviation from the 2.")0 percentage of
Christians in India. This fact is accounted for by the greater number of
stUdents from the South India states who came over here throuih the help or
Christian organizations and eduoational institutions. Seven or the sample
reported that they belong to no religion as suoh, or, rather, they belIeve
in what they call universal religion. There 1s a trend among the educated
Hindus in India to look upon all religions as equal and practioe none.
TA.BLE I
RELIGIOUS AFFILIATION OF THE RESPONDENTS
Religious Oroup Number Per Cent
Hindus 47 47.0
Catholics 14 14.0
Muslims 10 10.0
Jains 6 6.0
Sikhs ; 5.0
Protestants 2 2.0
No Religious ArriUation , 7.0
Not Answered 9 9.0
Total 100 100.0
I nvnl 11
34
It is signifioant that 46 students are self-supporting and 37 students
are supported by their relatives in India. The Amerioan Government and
Amerioan Foundations and organizations supoort 20 of the sample respondents.
Only two of the sub"eots are supported by the Indian Government and Indian
foundations. Aooording to Table XI, the Indian Government in 1962 supported
67 persons of a total of 5.621 Indian students in the United States. The
tahulations in Table II which show that there are many resoondents from
Bnmbay, the seat of commeroe, and Andhra Predesh, the state of many rich
farmers, substanti8te the reasoning that many students are supported by
wealthy parents and relatives. Nine sub1ects did not supnly information in
regard to their baoking.
35
TABLE XI
SOURCE OF SUPPORT OF RESPONDENTS IN U.S.A.
Maintenance No. of Percentage Sub.1ects
Indian Government 1 0.8
U. S. Government 3 2.4
Indian Foundat1.on 1 0.8
U.S. Foundations 1 5.1
Catholic (American) Organisations 6 4.8
Personal Effort 46 31.1
U.S. Friends 4 3.2
Relatives in India 31 29.8
Others 10 8.1
Refuse to Answer 2 1.6
No Answer 7 5.7
Total 124- 100.0
-The total nUlI'Iber of persons (124) shown in Table II' is based on 100 respondents. The reason for the difference is due to some students receiving sunoort from more than one source (question 48 of questionnaire).
'tABLE XII
COLLEGES AND UNIVERSITIES IN WHICH RESPONDBXTS ARE ENROLLED
Name or the Institution
)6
No. of Students
University of Chicago. • • • • • • • • • • • • .. • • • •• •• 14 Missouri School or Mines and Metallurgy • • • • • • • • •• •• 12 Loyola University, Chicago ..................... 11 Chicago Technical College • • • • • • • • • • • • • • • • • • • ? De Paul UniverSity', Chicago • • • • • • • • • • • • • • •• • • 7 Illinois Institute of Technology • • • • • • • • • • • • • • • ? Kansa.s State Uni verai ty • • • • • .. • • • • • • • • • • Ii '.. •• ? Oklahoma State University. • • .. • • • • • • • .. • • • .. • • • 7 Michie::an State University • • • • • • • • • • • • • • .. •• • • , Northwestern University, Chicago ................... J University of Illinois ....................... ) University or Minnesota. .. • • .. .. .. .. .. • .. • .. • • • .. .. .. • ) University or Wisconsin. • • .. .. • • • • .. • • • • • • • • • • J Clark University, Worcester, Mass. ................ 2 Indiana Technical College • • • • • • • • .. • .. • • .. • .. .. .. • 2 Louisiana State University ..................... 2 University ot Southwestern Louisiana ............... 2 Yuba Col19P'8 t Marysville t CqlH'ornia ................ 2 A1l'ena Community Colle~,A.l'Oena, Michi«an • .. • .. .. .. • • • .. 1 ~merican Institute of En~neerine:: and Technolo«v, Chicago. • • 1 Asbury Colle~e, Wilmore • • • .. .. .. • • • • • • • • • • .. • • • 1 Bates Collefte, Lewistown, M,g,ine • • • • • • • • • • • • • • • • 1 Columbia University, New York.. • • • • • • • • • .. • • • • • • 1 Evansville College, Evansville, Indiana • • • • • • • • .. • • • 1 Fairleigh Dickson University, Rutherford, New Jersey ...... 1 Lehigh Univ~rsity, Bethlehem, Pennsylvania •••••••••• 1 Massachusetts Institute of Technology • • • • • • • • • • • • • 1 Northeastern University, Boston, Massaohusetts •• • • • • • • 1 University of Arizona. • • • • • • .. • .. • • • • • • • • • • • 1 University or California .................... 1 University of Colorado ..................... 1 Un! verst ty o.f Nebraska •••••••••••••••••••• 1 Utah State University • • • • • • • • • • • • • • • • • • • • .. 1
Total. 112
·Some students attended two or more colleges and/or uniVersities, thus making the total number of students to exceed 100.
;7
Symmaty.--The research data for the present study was ~athered mainly
through the use of the auestionnaire techniaue. One hundred Indian male
students cominv. fro~ ten different Indian states and two Un\on territories
of New Delhi and Goa ccmorised the sub1ects for this study. The sub1ects,
twpnty tof~rthv Years of a,e, were pursuing studies in 35 different
universities 1!!nd collev.es in the United States. Four hundred were supplied
qUestionnaires by personal contact and requested to answer all questions a.nd
return them to the writer. A stamped, self-addressed envelope and a covering
letter accomp~nied each questionnaire. Addresses of the students were
obta1.ned by the wr1 tar from three unlversi ties and four organizations 1n the
Chicago area.
The study revealed that 63 or the sub.1ects had been in the host country
for more than one year and 37 ror less than one year. 'Otber characteristics
or the respondents such as academic status, major fields or study, purpose
of stay in the host country, and religious afrtlhtions were considered.
The thesis study of the respondents' academic status showed ninety-one
students working toward a Master's program and four tow~rd a Doctora1
orov,ram.
It was found thAt en~neerin~ and sciences are the most popular areas
or study. wtth fifty-eiv.ht or the 100 respondents enrolled in an en~nep.ring
program and seventgf!rn in fields or phvsical and natural sciences.
Out of the 100 resoondents, 37 were unmarried and 36 were married.
Onlv one student was married to an American. The other 27 did not indicate
their marital status.
38
The religious affiliations of' the respondents were -lS follows: 47
Hindus; 14 Catholics; 10 Muslims; 2 Protestllnts; 6 Jains;5 Sikhs; ~nd 7;1
no religious afriliations.
According to this thesis study, 46 respondents maintained themselves;
37 received financial support from Indian relatives; 20 were helped by
American organizaUons and fritlnds; two were heloed by the Indian government
and foundaUons.
Sixty-one identH'ied their ma.1or. purpose in comin~ to the U.S. as
hif!her education and seventeen wanted specialized training.
According to the survey report of QQ!n RQora, the ~owth of Indian
students as compared with all foreign students in the United States has
expanded from 1,673 to 5,621 within the period 1954-62, a growth from 4.8
per cent of' th8 total in 19S4-.5; to 9.7 per cent in 1961-62.
CHAPTEE IV
THE SAMPLE OF INDIAN STUDF..NTS IN AMERICA
lD~m ,~wleQts' lage g! America
In this chapter, the writer wishes to report the impressions or the
Indian students about America, before and after their arrival in the United
States, their attitudes and reactions to the various phases of American 1if.
and subsequent changes of attitudes.
While in India, the main source of the subjeets' lmowledlle of America
was literature, newspapers and movies; however, these sources apparently
resulted in both a favorable and unfavorable pieture of the United States.
The answers to Question 51(a) of the questionnaire, "What was your view of
America before your arri'Yal in the United States politically, socially,
spiritually?" are classified 1n the Table XIII as favorable and unfavorable
opinions.
The majority of the resl'Onding students bad entertained a good opinion
about America. So. identified the United Sbltes as a "highly stable
democracy," "a country working tor world peace" and above all "anti
communistic" in all possible ways. Socially, it was in their opinion that
the United States is a "well advanced eduea ted country." The religious lire
or America ranked high in their esteem. or the student. who held unfavorable
opinions, some looked upon America as "unrealistic." "imMature," "coercive"
)9
, 40
TABLE roI
RESPONDENTS' IMPRESSIONS OF AMERICA.~ LIFE BEFORE ARRIVAL II THE UNI'l'ED STATES
Fayorable UatavoJ"8ble No Answer Total Opinion Opinion
Category lumber Per cent Rullber Per cent lumber Per cent lumber Per cent
Poli tical Lire 60 60.0 20 20,(} 20 20.0 100 100.0
Social Lire 55 55.0 19 19.0 26 26.0 100 100.0
Religious Lite J4 34.0 15 15.0 51 51.0 100 100.0
Others 2) 2).0 2 2.0 15 15.0 100 100.0
41
"naive," SO'lll9 believed the.t mechl\nizatton of" lite predominated 1n America.
These strong cr~ticisms may be due to selective sources of knowled~e re~~rding
A.merica and/or to nnmification, due to insuT'ficient knowledge of wh~t were
considered deteots in the Amerioan syste'lll. Significantly, one-fifth to one
half of the respondents expressed no op:lni'.')n •.
As indicated by the answers to quesHon 6, of the questlonna1re 14?~e8.se
write brierly your general opinion of AmArioa's people and svstems" and
tabulated in Table XIV, the strong critioisms are reduoed during the students'
stay in the host country.
Shortly after the students' arrival to the United States they betan to
recognize the vast differenoe between the home and host country, between
their theoretical knowledge of America and the "real" America. Their
reactions were many and varied.
When asked (question 6 of' questionnaire) to write about their first
attitude toward American girls, six (6 per cent) respondents dld not know
what to say; teu (}.C ner oent) did not answer the ouestion; eight (8 per cent)
did not have any striking i~ress1ons so as to be recorded. Seventy-six
respondents expressed as many as 100 dirferent impressions or Whioh 79 (59.0
per cent or the total sample respondents' answers) were positive statements
such as "intell1~nt," -sinoere," -rriendly, - and other statements which
described the American girl as "normal," "natural," "good - looking" and
8like any other girl", the remaining 21 impressions (16.9 per cent of the
total respondents' answers) emphasized such characteristics as "lack ot
femininity" and -aggressiveness."
42 tABLE XIV
RESPONDENTS' vn:ws OF AMERICAN LIFE AFTER ARRIVAL 'l'O UNITED STATES
ravorab1e Opinions hmbep Per Cent Unfavorable Opinions hmbel" Pel" Cent
lllel"1cans are COUl"tecu 26 13.3 Americans are people with superiol"i ty complex 8 4.1
Helpful and generous 20 10., Materialistic 6 3.1
ilardwol"king 16 8.2 Ambitious .5 2.6
tlenuine :.md truthful 14 7.1 Mechanical .5 2.6
'rank and open-minded S 4.1 Spiritually void , 1.5
Polite 6 3.1 Sex is all iaportant :3 1.5
~tive 5 2.6 Snobbish minded 2 1.0
lationa1 Jd.nded 3 1.5 Bad 1 0.5
~tl-commanistic 2 1.0 lot Answered 20 20.0
10 idea 12 12.0
~otal 100 51.2 65 48.9
1+3
A comparison of respondents of longer duration of stay and those ot
sborter duration o.r stay in the host oountry in :relation to percentage of
student respondents datinll: A.urioan /drls BeelltS to indioat ... that the longer
the period of residence in the U.S. the greater the degree of acoulturation.
Table XV ,hows th~t ;2 o~ 63 (50.9 per cent) respondents whose stay in the
U.S. was one year or more, and ; of 37 (13.5 per cent) Ns-pondenta whos8
stly was less than one year dated A.merican girls. Tventy-nine or the same 6)
(46.0 per cent) r~spondents 4nd 32 of the 8#\_ 31 (86.5 per cent) res~ndents
did not d'lUt Al'Ierican girls. Two of 63 (3.3 ner cent) student respondents
did not answer this part of" the au8.tion. Seventeen of' 6, (27 per cent)
resl»ndents and:? of 37 ('i.4 '*" cent) had dated Indian girls in India wMle
45 of' 63 (11.4 per oent) ~nd 35 or 37 (94.6 per cent) respondents had not
d::lted Indian idrls in India. Seven or 63 (11.1 l)er oent) resl'ondent,llnd 2
of: 31 (.5.4 per cent) respondents dated Indian girls in the U.S.; 54 or 63
(85.4 per cent) respondttftts and )4 or '" (91.9 per oent) respondent, did not
date Indian girls 1/\ the U.S.
In reference to question nine of the questiOftnaire 1, (20.6 per cent)
respondents did not prefer to date AMrican girls, , (8 per oent) did not
know how to answer the question. 15 (28.8 per oent) left the question
unanswered and )1 (49.3 'Per cent) expressed A desire to date American girls.
To secure a better understanding of the subjects' attItude tow@rd the datin,
system, they were asked in qlUIIIIUon 10 "WOuld you lIke the American system
initiated and est.bHshed in India?" Table m c01!ll)ares tbe resoon.e.
44
TABLE XV
AMERICAN AND INDIAI GIRLS DATED BY RESPONDEITS IN DDIl AND AMERICA
Subjects Subjects Not Total Who Dated Who Did lot Date Answered "
Duration .r Stay 1n U.S.A.
One Less One Less Number Number
Category year & than a year It than a more year D10~f:t year
Dated American Girls in U.S.A. 32 ; 29 32 2 100
Dated Indian Girls in India 17 2 h.5 35 1 100
Dated Indian Girls in U.S.A. 7 2 54 34 3 100
-45
between the sample students in U.S. for one year or more and the aamole
students in U.S. tor less than one year in rel"ltion to the question of
initiating And establishing the dating system in India. It was found that
there were no simi fiMnt deviation frol1l the views of the respondents of II
lon~er duration of st~y to those of a shorter duration of stay in the host
country. They apne!:lre·1 to have par~llel opin~ ons. Thnse who wanted to
initiate the dating system in !ndi2 were of' the opinion that it should be
initiated only 1fter someti~, when it would become wanted with some
modifications to sult the Indian culture. Those who asserted a cultural
difference between Indi~. and America relative to the dating system were ot
the mind that American parents played II key role in the United States by
encouraging lt and counselling the young people. One student remarked that
in India parents do not have "faith in the young people's right of such
liberty." The majority ot opinions seemed to indicate that any attempt to
initiate this system would end ln frustration and failure. (Table XVI).
The opinions regarding America' s chari table orr'8nizations were ~thered
trom qu~stion 20 of the question~ire. Twenty.two (22 per cent) student
respondents did not answer this question, 34 (j4 per oent) stated that they
"h~d no idea about these organi~attons." Thirty.seven of 44 (86.1 per cent)
respondents regarded America's oharitable or,.ni~.tlons with high esteem.
One of the abov8 44 (2.'3 per c~nt) respondents exPressed that they were
"denomination-minded" t:lnd six of the same 44 (1.,.6 per c~nt) SAid that these
organiz~tions '~re nothing but "propaganda sources."
TABLE XVI
RESPONSES OF SUBJ~CTS TO QUESTION OF INITIATING DATING SYSTEM IN !~DIA
Subjects Whose Sub.jects Whose S~ a Year & More Stay Less than a Year
Categories or Answers Number Per cent Number Per cent
"Yes" Regpons8s 20 )1.8 12 )2.4
"Ho" Resl'Onses )8 60.) 24 64.8
Not Answered 4 6., 1 2.7
"Do not know" Responses 1 1.6 -- --ota1 6) 100.0 '7 99.9
The answers to question 27 "Which reli~ious group shows the greatest
interest regarding India's development?" are tabulated in Table XVII.
Twent.v-five of the sample respondents did not know the answer and 17 did not
answer the question. The remaining 58 respondents selected one or more
relig1nus grouP. ftI!Jking a total or 61) answers. 'l'wenty-seven or the 65
(41.5 per cent) replies designated Protestants as the religious group most
interested in India·! developaent.
TABLE XVII
RELIGIOUS GROUPS ASSOCIATED WITH GREATEST INThltEST IN INDIA'S DEVELOPMENT
Religious Groups Number of Respondents
Protesta.nts 21
Catholics 19
Jewish 1
All groups 12
Others 4
None 2
Did not know 25
Did not answer 17
Total 107
41
Per cent
211,.2
16.9
0.9
10.7
).6
1.8
25.0
17.0
100.0
To question 26, "Do Americans generally show a genuine interAst in
matters of international concern?" Sixty-eight sub1ecte!llnswered "yes", 18
answered "no", 11 d1.d not answer this question and three '~;'l'1"essed i!?'!'lorance
about the answer. Question 28 which asked ~or any comnliments regarding
America's intern~tional understandtn~ initiated reSDonses which seA~ed
inconsistent with responses to auesti.on 26. The students who tormerly
48
expressed apnreciation for America's concern for international affairs were
noW consider:1bly less enthusiastic I'\~'out it. Only 44 students were
consistent 1n answerin~ question 26 and 28 and even among this group some
students W"e1"'e 1riC·l;ned to believe America's Internat:tonal concern to be
"self-centered," "merelY inquisitive" or AS "a way to thwsl'"t eOl'!Wun1stic
expansion." Thirty orrered no compliments. Prhere seemed to be a lack of
appreciation for Americans' international concern.
In respect to the study of the 001nions of the Indian students as
regards l~bor, questions :33 and 'L~ of the quesUonnaire were analyzed.
Eighty-five of the respondents esteemed America 8S the leading teacher
regarding the dignity of labor, six did not agree to this view, five did not
answer and four did not know anything about this. Concerning the question
posed in regard to competition in labor, it is observed (Table XIX) that
34 subject respondents did not answer and 17 expressed that they did not
have any idea about this a.spect ot labor. Only 47 respondents answered this
question. Thirty-four ()4 per cent or the total samole but 72.3 per cent of
those who answered the question) appreciated the fact ot competition whereas
13 (13 ner cent or total sample but 21.? per cent of those who answered the
question) cr1 tie1zed the system. Table XX reveals more ST'I~eit"~"e~llY' the
oninlons of the student resnondents concerninv the competi t1v~ system in
A.merica's industry lind business.
TABLE XVIII
RESPONDE21TS' OPINIONS REGARDING THE PRESENCE OF COMPETITION
IN ;\MERICA' S INDUSTRY AND LABOR
Ca.te~ry Number
~ppreci~ted the sv~tem 11$-
Criticized l' Not Answered .,6
No idea 17
Total 100
Per cent
,11-.0
13.0
36.0
17.0
100.0
., 50
TABLE nx RESPONDENTS' OPINIONS REGARDING THE PRESENCE OF COMPETITION
IN AMERICA'S INDUSTRY AND LABOR
•
Conduci VEt to the growth of Society Not conducive to the gI"Owth of Society
Various Statements ! Number Per cent Various Statements Number Per cent
Good 11 11.0 Sad 4 4.0
Enhances the Economy 9 9.0 Unhealthy Pressure 4 4.0
Increases the Standard 4 4.0 Favors materialistic nrln~lDles '3 3.0 or Life
Produces more alertness and 4 4.0 Destroys the pleasure of work 1 1.0 dri ve in work
Produces greater quantity of 4 4.0 Hinders individual creativity - --won
Exci tes the individual' 8 2 2.0 creativeness
Sub Total )4 34.0 Sub Total 13 13.0
51
Table II shows varied o'Oinion as to whether or not specialiM.tion in
the United States was over-emphasized.
The writer ~48S inclined to think that the longer the students stayed in
the U.S. the less they were aware of the predominance of speciali~ation.
Regarding the respondents who stayed more than one year the writer was unable
to draw any specific conclusion in this area since there was practically no
difference in the percentage of assertion and denial, but there was a larger
difference between the responses of the respondents who stayed less than one
year.
TWo questions, 43 and 45. were posed to emit the respondents' opinions
in comoaring the superiority of Americans and Indians in various aspects of
life. The results are tabulated in Tables XII and XIII.
There was seemingly a contradiction in the vari.(')us opinions expressed.
They felt tha t the Indians vere more IIpiri tu.l-minded than the Americans t but
the Americans excelled the Indians in church act! vi ty. The general impression
was that the Americans vere not spiri tual-m.nded people.
The respondents' evaluation of the 'Orof'essors, Indian and American, was
made by 'POsin, question 4«; which is concerned with i teas of' compariSon
between the Indian and American professors as to superiority_ (Table XXII).
52
TABLE II
RESPOBDENTS· OPINIONS OF OVELSPECIALIZA TION IN THE UNI'l'lID STA. 'rES
, ~
Yes 10 Not No idea total Category Answered
Bum- Per. Jum- Per- Num- Per- lIum- Per- Jum- Pel"-~r oent ber cent bel" cent bel" cent bel" CM'lt
Students in U.S. tor more than one year 26 41.21 21 [1·2.86 7 11.11 ) 4.76 6) 100
Student.s in U.S. tor less than one year 10 21.0 14 '1.84 10 : 21.0 ') 8.1 37 99.9
5~
TABLE XXI
COMPARISON BETWEEN AMERICANS A.ND INDIANS AS TO SUPERIORITY IN VARIOUS ASPECTS
i "Did not I Total in "!es· "No" I Not kno'" No I I Cate~ry I
Responses Responses I Inswered Responses difference
iRum- Per- I lum- Per- i lfum- I 'er- Nu ... Per. lum- Per- i lum- Per lber cent J ber cent I ber cent ber cent ber cent i ber cent
I I I
Spiritual-mindedness 8 8.0 I 61 61.0 11 I 17.0 5 5.0 I 3 ~.o 100 100.0
I I ;
Chruch attendance 31.0 I 36 36.0 I I 31 i 2!7 i 27.0 5 5.0 I - - 100 100.0
I I I I I
Practical help to )8 ~8.0 I )5 )5.01 2) I 2).0 2 2.0 I 2 2.0 100 100.0 i I
the needy ,
I I :
I I I
'39.0 i i
I 1100•0 Church activity 39 21 21.0r 34
I
34.0 5 5.0 I 1 1.0 100 I !
2Mj I 34.0 I
I I Law abiding 34 2) 36
I )6.0 6 6.0 I 1 1.0 100
1100
•0
I I j
-The reSPOnses were given to the question: Are Americans superior to the Indians? The questi.on pertains to the cateF-Ories in the above Table.
The sample stutients rated the American pro+"essors 83 superior to the
Indl~n professors in their m~nner of teaching, in clarity of their exposition
of the sub1ect and more so in their attitude toward students and in
following' democraUc procedures. The Indian professors were rated highly in
maintaining stri.ct discipline in class.
The two major religion, groups 1n the United States are Protestants and
Catholics. Question 41+ (with items of comparison as to superiority between
the Catholicism and Protestantism in U.S.A.) was posed in an attempt to
gather the stUdents' Judgement of oertain religious practices. (Table XXIII).
It is interesting to note that about one.half of the students did not
ans~·rer question 44 and aboutsnother one-third did not know how to answer it;
thererore, only 20.1 ner cent of the resnondents answered the question.
Nineteen ranked Catholics first in reverence in the act of worshi?; 13 nraised
their charitable org-anizations '!nd their work in interraetal1ustice. The
Protesunts were noted for their activities in church -proll1"ammes for y~uth,
social, reoreational and eounsel1in«: programmes.
It is the op1nion of the writer that se"re~at10n is a faotor whioh
would make the Indian students view America with displeasure, since they 8.1"e
at times viewed as ·colored" and treRted unkindly, even though another kind
or discrimination, the caste system. 1s not new to them.
55
TABLE IIII
J'tESPOII)PlJTS' EVALUATION or AMlJ'tICAR AND INDIA! TEACHERS
Ind1aaa ' Aaerioans Both I )lot Don't Total hpeKor
I
SuperlOJ" equal I ml8Wel"ed know Category IRU ... Yer. Null- ~ YeI'. 1I\tIJ- !"er- 1I .. m- Yer. IIUJ!I- r.l". IIum- ret".
ber cent her' cent bel" O'lBt ber cent her cent ber cent
Method of Teaohing 21 ?'.O ';' 53.0 1 7.0 10 10.0 2 2.0 100 100.0
Disoipline in class 42 42.0 Yl 37.0 10 10.0 9 9.0 :3 3.0 100 100.0
Intelligence 28 28.0 36 ,6.0 1.,- 17.0 18 18.0 5 5.0 100 100.0
(now1edp or sub 1eet 21 21.0 53 53.0 n 11.0 13 1).0 4 4.0 100 100.0 utter
Clan ty in teaohing 24 24.0 47 47.0 " ... 17.0 14 14.0 3 3.0 100 100.0 .. '-Attitude ~ward. 7 7.0 71 71.0 10 10.0 12 12.0 1 1.0 100 100.0
studel'lta
De1Ioontic it. 4.0 64 64.0 13 13.0 18 18.0 1 1.0 100 100.0 procedures
56
TABLE XXIn
RESPONDENTS' EVALUATION OF PROTESTANTISM AND CATHOLICISM II UNITED STATES AS TO 5UPDIORrrt
Catho1ics Protestants lot Did Both Total Sunerior SuJ)8rl,or answered not know equal
Catego", NttfI!_ I"er_ NUlIII- ~- lIIUlll- l:"ftr. NUlI_ Yer- ::- Yer- Num. 1"81"-
ber cent her cent. her eent bel" eent. cent ber cent Reverence 1n Worship.- 19 19.0 , '3.0 50 .50.0 26 26.0 2 2.0 100 100.0
ning ! I
Lay actinty 1ft 9 9.0 8 8.0 52 52.0 ?!f 21.0 2 2.0 100 100.0 Churche.
Charitable Organizatton~ 13 13.0 11 11.0 45 45.0 21 21.0 2 2.0 100 100.0
Church ProVUI,or youU 8 8.0 11 11.0 51 51.0 28 28.0 ~' 2 2.0 100 100.0
Material assistance tor 10 10.0 10 10.0 51 51.0 21 27.0 3 3.0 100 100.0 India
j Counselling prograM 7 7.0 11 U.O 52 52.0 21 27.0 2 2.0 100 100.0
Recreational I 4 4.0 17 11.0 52 52.0 27 27.0 2 2.0 100 100.0
Social 5 :5.0 17 17.0 It9 1$9.0 26 26.0 ) ).0 100 100.0
Interracial justice 13 1).0 5 5.0 5) 5).0 21 27.0 2 2.0 100 100.0
r=----------------~ 57
A mean of 14.5 per cent of the students in this samp1e experienced
raci91 discriminat1"'f"; in one or more of the categories of Table XXIV but 27
per cent in emo1oyment sectors. Perhaps some of the Indian students coming
from wM1thy'md middle chss rami lies wollld aS30ciate menh.l labor like pot-
washint(, cleaning the floor, etc., w1t1~ dtscrilllination. Moreover, it is
likely th~t a number of res,!"onrlenh wor~ed alon:?,' with unskilled laborers,
m~ny of whom might be Negroes. This eould lead the Indians to think they
were being discril'llinated against and treated ~ually with the Negro oeople.
TABLE XXIV
WHERE RACIAL DISCRIMINA.TION WA.S EXPERIENCED BY RESPONDENTS
... "10· ... "Yes· Not Total Responses Responses Answerecl
Category lum- ~ Per- lum- Per- Jum- Per- lum- Per-ber cent ber cent ber cent ber cent
College 13 13.0 82 82.0 5 5.0 100 100.0
Church 6 6.0 77 '71.0 17 17.0 100 100.0
Social Oatherin~s 12 12.0 74 74.0 14 14.0 100 100.0
Places of ~mo1oYMent 27 27.0 59 ~.O 14 14.0 100 100.0
··Yes· responses indicate experience of racial discrimination by reSpondents. "No· responses indic3t@ no experience or racial discrimination bv respondents.
The central theme of the thesis study is concerned with the impact of
American life upon tb~ Indian students. There are indications to suggest
that the impact wu gradual in proportion to the length or time one spent in
this country. Being of the opinion that one of the wreatest influential
factors is working with other people, the writer attempted to study the
imoact of employment upon the respondents by analyzin« ouestions 31, )2, 35,
)6, and 37. To question 32 (pertaining to under8tandin~ or American
personality ~nd character gained by employment) 45 (4, per cent) did not
answer and 7 (7 per cent) said that they learned nothing. or the remaining
48 students, 21 (60.4 per cent) noticed the democratic attitude or the
employers. One student put it as "democracy in action." Thirty-one (64.6
per cent) stud&nts learned that Americans are fhard working,' 'honest,' and
'reliable.' As 'lew as six (12 per cent) reported to have been "hurt" by the
"bossy attitude" or "hostile attitude" or the employers. Man,y students
expressed high commendation about the labor system 1n this country.
Table IXV shows the kinds or employment in which the sample respondents
were engaged. Participation in employment could be a factor in the formation
or the respondents' attitude.
Forty-seven (47 per cent) respondents did not supply information to
question 31 (in reference to kind of employment). It 1'dght be due to the
tact that they were not employed. 'rom the 51 students who supplied the data,
15 (~2.4 oar cent) were working as Research assistants in the Universities,
l~ per eent were doing all types of en~neer1n, wor~ and others were
~mployed in var1~s kinds of restaurant jobs.
~-------TABLE XXV
TIPES OF OCCUPATION or RESPONDENTS
--Types of emnloyment Number Per oent
Research workers 1'5 15.0
Envineering workers S 8.0
Labor 7 7.0
Accounting supervisor 4 4.0
Janitor 3 ).0
Bus Boy , 3.0
Sooia1 worker 3 3.0
Teacher 2 2.1
Factory worker 1 1.0
Clinical worker 1 1.0
Pot washer 1 1.0
Stock boy 1 1.0
Houseman 1 1.0
Designer 1 1.0
Highwar d.epartment 1 1.0
Distributor 1 1.0
Hot answered 47 47.0
Toul 100 100.0
60
TABLE XXVI
MANAGEMENT ... LABOR REL-4.1'IONSHIPS EXPERIENCED BY RESPONDENTS
"Yes· • "No·· Rot "Do Not Relationship. in aesponsn
K."low" Responses answered Responses Total
Management-Labor Nulft- Per- NUll!- I Per- Bum- Per- JUM- Per- Bum- Per-ber cant ber cent ber cent her cent her cent
Friendly 44 44.0 9 9.0 4, 4'.0 ,. 4.0 100 100.0
Hostile 6 6.0 16 16.0 76 76.0 2 2.0 100 100.0
Author! tat.1an 8 8.0 1'3 1,.0 77 77.0 2 2.0 100 100.0
DeJlOCra ti ~ 25 25.0 6 6.0 61 67.,j 2 2.0 100 100.0
Cooperative 29 29.0 5 5.0 64 64.0 2 2.0 100 100.0
Equality 14 14.0 8 8.0 74 74.0 4 4.0 100 100.0
.·Yes responses for each relationship ind1c~tes an experience ot that relation.bin. "No" response. indicate no experience ot that relationship.
61
The management-labor relationships the respondents haYe personally
experienced in the United States is shown in Table XXVI.
Whether the impact of American lif. upon the Indian students would b.
enhanced or marred may. in the writer's opinion. to SOllie extent depend upon
certain problems encountered in the area of work (question 37).
TABLE XXVII
DIFFICULTIES IN EMPLOYMENT EXPERIENCED Dr RESPONDENTS
l Not Difficulties Ye. No Answered Total
in Employment Num- PM"- RUlII_ Per- lum- Per- Rum_ Pel'.
bel' cent bel' cent bel' cent tiel! cent
Lanrua~ 10 10.0 65 6.5.0 2.5 2.5.0 l:)() 100.0
Customs 10 10.0 52 52.0 )8 38.0 100 100.0
Others 14 14.0 28 28.0 ~ SS.o 100 100.0
'rom the previous analysis it could be reasonably concluded that about
half of the students entertained a posi ti ve friendly attitude toward
Americans. rorty-one per cent or the students who answered the question
experienced dH'ficulties in their employment; this percentage would have
likely been reduced had the students sought advice and oounsel. It is the
opinion of the writer that the respondents did not understand the riohness of
62
of takf!'l!1! counsel +''1''0." cOl1'l:Jetent persons ::md!or they felt embarrAssed to
adml t to :"thers, pgrticu.larly those of' another peop1a and culture, the
,.,.roblems they were experiencing. The students m~y also have thought that the
.",.",,1.e ,,1' the ~"st c')untry eou.ld not lmdestand their problems.
In 'lin attempt to gather some evidenee as to how the respondents dealt
with their needs for counsel and waterial help ariSing from l~ck of'
eJllployment, problems 1n ell'lploY"'lent or any other type of dU'fieu1 ty, the
writer posed question 21 (orv,aniz.qtions and groups contaeted for counse.~ .and
m~terlal help) (Table XXVIII) it is observed that 18 of the respondents (85
in nu~ber since 15 questionnaires were left un.qnswered) m~de efforts to
contact the c.~tegorlzed grou.ps and organiMti')ns for helD. Among these 18
subjects, eight sub.1ee:ts contaeted the Y.M.C.A. The writer eonoludes that
the Y.M.e.l. is most anproached since the ~ajority of Indian student~ are
zr.ale and of the Hindu f::tith And would, therefore, feel reluctant t.o vi.sit a
specific denominational religious group.
The primary goal of the Indian stUdents in the United States ns to
secure II bet tar eduoati0n I therefore, the wri ter is of' the opi.nion tha t the
influence of American education is of' great ootential imoortance. In this
respect, ;:,uestions 47, 49, l.nd 59 were pre:!ented to the su.b 1ects of thi.
thesis study.
~RG~NIZA.nONS A~D ClROrJPS CONTACmo BY RE3PONDi'lTS FOR COUNSEL AJD MATERIAL HELP
·"YflS" Responses Orpnizations
and Orou~ Juab .. P<!IJ" cent
I.M.C.l. S ~ 8.0
I.W.C.A.. 2 ~ 2.0
Salvation A:rmy 1 1.0
Other Prot.stant Groups 2 2.0
Catholic Groups 4 4.0
Jewisb GrOllPS 1 1.0
others (Specify) - .. 67
Not answered 1, 15.0
Total " ".0
Per oent
·"'Y •• " respons •• 1nd10at. r8epondents' contact with or"ani •• tlons tor help. "No'" responses indicate no contact with or,!mizattons tor help_
It is observed from !able xtII that a relativelY small percents,. of' tbe
.a~e students did not answer que.tion h1 (oonc~in« the advanta«e. of
"",.:rioAn eduoaU.on) but Itmnf' thos. who answer.d, ttl. -iorlty umoessed a
~s1.t1.ve r.Sl'l'OfIse to Amerlca" eduoation
64
The impact was great enou~h to give 58 of 6'3 (92.0 'Oer cent) resoondents
who were in U.S. longer than one year, impetus for personal development, 46
of 6) (69.8 per cent) a better understanding of human behavior, 42 of' 63
(66.7 per cent) insight into the democratic values of liberty. .1ustice and
equality. More over it was advantageous for 53 of 63 (84.1 per cent) in
realizing their own goal. Table XXIX helps to confirm the advantage of
American education for Indian students. In Table XXII the writer made a
comparison on the basis of' the length of stay of' the subjects in the United
States. Six of 37 (16.2 per cent) stUdents of' less than one yesr stay said
that Ame~iean education was not adv~ntag.ou8 for realizing man's randamental
rights, this percentage is more pronounced than that of 10 of' 63 (15.9 per
cent) student .. b the U.S. oVllJlr one year who held t.his view. 'nlree of )7
(R.l per cent) students in the U.S. less than one year denied that American
educat10n was advantageous for personal development ltnd '3 of 63 (4.8 per cent)
students in the U.S. over one year had the same opinion. In response to
the eduMtiona1 system be:1.n~ advl1ntageous for creating an international
interest, )7 of 6) (58.7 per cent) students of a lon~er durllt:\.on of' stay and
20 of' )7 (54.1 per cent) stUdents of' the shorter duration gave a positive
response; nineteen of 6) (30.2 per cent) whose stay was over a year and 5 of
)7 (1).5 per cent) whose stay was less than a year gave a negative answer.
It would appear as though the more advanced ~he students were in educ~tion,
and the more years they spent in this society, the more they were convinced
of their American educational experience had not promoted their international
interest.
~--------------------------~~
Cat-MolT
(advantageous for ••• )
Personal Development
Social Maturity
Better understanding of Imman behavior
Realization of man's right to liberty, .1ustice and equality
Reacbing own goal
Development of international interest
Creative thinkln~
Securin, nrofessinnal -poslt1.on
65 (a)
TABLE XXIX
I Students 1n U.S. longer than One Year --------------~I--------------~--------------~--------------"Yes" -'0· Rot ; Responses Responses Answered 1--1 Per cent _er: "er cent i _r Per ...... t
!46 73.0
42
80.9
II
10
5
19
11
6 9.;
8
6
11
7
4
6
11.1
6.,
Total NUlIIJber Per cent
6) 100.0
6) 100.0
100.0
63 100.1
63 99.9
6)
63
63
100.0
100.0
6S (b)
TABLE XXIX (cont. )
RESPONDENTS • EVALUATION OF AMERICAN EDUCATION
Students in U.S. less than One lear Category !'Yes" ltfIo" Not (adyantagaous tor ••• )
Responses Responses Answered Total
Illulllber Per cent Number Per cent Number Per cent Number Per oent
Personal Development )1 8).8 :3 8.1 3 8.1 3'7 100.0
Social Maturity 24 64.9 6 16,2 7 18.9 37 100.0
Better understand!n« ot 21 S6.8 S 1) • .5 li 29.7 )7 100.0 human behavior
Realization of man's ri~ht to liberty, .11lstice and equ1ility 21 56.8 6 16.2 10 27.0 37 100.0
Reaching own goal 3G 81.1 1 i 2.7 6 16.2 37 100.0
Development of' international interest 29
I
54.1 5 1".5 12 .,2.4 37 100.0
Creative thinking 11 89.2 2 5.4 2 5.41- '37 100.0
Securing professional -position 29 78.4 1 2.1 1 18.9 31 100,0
.
66
Tables XXX and XXXI indicate that American education and living has
helped to dev~l~p in 31 or 63 (~~.2 pAr cent) students of over on~ ye~r
stay "much" courage 2nd in 22 or 63 (34.9 per cent) "some" courage. or students of" less than one year stay, it was observed that 15 of 31 (40.5
per cent) gained "much" courage and 9 of 37 (24.3 per cent) "some" c~ura~.
The writer notes that the length of stay or the respondents in the host
country did not appear to be a determininr factor in this particular aspect
of the analysis.
It was observed from XIX that 44 of 63 (69.8 per cent) students jud~
that they have d~ve1oped -much" self-reliance and 13 of 6) (20.6 per cent)
"some" de~ee. Also, 21 of )7 (47.6 per cent) students of" less than one year
period, judge th~t they have develoDed "much" ~e1r reliance and 6 of 37
(16.2 per cent) "some" degree of it.
There were also indications or a trend ~1IlOn~ the Indian students of
becoming to understand India and her ~rob1ems in a larger perspective after
coming to the U.S.; consequently, they felt impelled to help India improve
her technical, social and eduoational conditions. Answers to question 59
Bhow thirty of 63 (47.6 ner cent) whose stay exceeded one year had "much"
understanding or India and her problems, 22 of IS) ('31 .... 9 per cent) studenta
had "some" undersUlnd~.ng, 10 or 37 (27.0 per oent) whose stay was less than
one year had "much" understqndtng and 8 of )7 (21.6 per cent) had "8ome
understanding of India (Tables XXX and XXI).
67
TABLE xn:
IMPACT 01 AMERICAN EDUCA.TION AND LIFE ON RESPONDENTS D1 U.S. MORE '!'HAN ONI Y1Wl IN PERSON.A.L DEVELOPMENT AID UNDERSTANDDO
... - _.-----Much Some Jone I Not
answered Total Rum- t'er- Rum- t"er- lIutn_ f'~r- IlUm- !"er- !tUm- 1'"er-her cent ber cent her cent ber cent ber cent
Self.reliance 44 69.8 13 20.6 - .- 6 9.5 63 99.9
Courage .,1 !J9.2 22 )4.9 :3 4.8 7 11.1 6) 100.0
~rlt or itd.tatlon )0 47.6 18 28.6 ) 4.8 12 19.0 6) 100.0
Spirit of worldnt:r for common 16 2S.4 11 49.2 e 12.7 8 12.7 6) 100.0 good-mankind
Spirit of helping better 21 33.) )1 49.2 10 15.9 1 1.6 6) 100.0 international relationships
A better understanding of hDman 29 46.0 24 38.1 6 9.5 4 6.) 6) 100.0 relationships
A better understanding of Indian 30 47.6 22 )4.9 8 12.7 j 4.8 6) 100.0 and her problem
A desire to help India improve her 29 46.0 24 )8.1 4- 6.) 6 9.5 6) 99.9 social, technical and educational cond1t1ons I
A. better understanding or Americans )7 58.7 17 26.9 6 9.5 ) 4.8 6) 99.9 national and international proble ..
, 68
'rABLli! nIl
IMPACT OF AMERICAN IIDUCATION AID LIFE ON RESPONDENTS II U.S. LISS ~~ ONE YEAR DJ PE1SONAL DEVELOPMENT AND UNDERSTA..-IDING
- Yot ~ch Sorr;c None .answerad Total
ltull- Per- Nul'!- Per- lum- Per- lu1'll- Pcr- Num- I Per-I hAl" ~Ant. b!'l!r ~~nt. hAr n"nt bp'r n.qnt b«r nAn!
Self re1i:mce 21 47.6 6 16.2 1 2.7 9 21J"~ 17 100.0
Ctmr~g .. Ie; I 40.'; q 24.3 ., 8.1 10 2'7.0 31 99.9
Sph'i t or i1ll1 tattoo 10 27.0 17 45.9 2 5.4 8 21.6 31 99.9 Spirit "r working for COMr.'lOn 5 13.5 19 51.4 4 10.8 9 24.3 37 100.0
good-mankind
Spirit or helping better 9 24.) 14 '7.8 2 5.!" 12 :t2.4 37 99.9 international relationships
A better understanding or bnaan 8 21.6 ~ 21.6 8 21.6 1) 35.1 37 999.9 relationships
A better understanding or India 10 27.0 8 21.6 6 16.2 13 )5.1 37 99.9 and her problems
A dadre to help India improve her 14 )7.8 11 29.7 ) 8.1 9 24.3 37 99.9 social. technical and educational conditions
A better understanding or Americans' 9 24.) 15 40.5 2 5.4 11 29.7 31 99.9 national and international problems
-69
The writer notes a direct relationship between the respondents'
2Jlderstandlng of America's national and international problems and the length
pf their stay in the host country. Thirty-seven or 63 {58.? per cent} students
pf over one year period or stay indicated a "much- deeper insight in this
.. espect as compared to 9 or ')? (24.3 per cent) students of' the less than one
rear period or stay.
'urther attention was given (question 54) to American education and lire
~pon the respondents as it relat~d to any chan~e of' attitude by the
respondents, of Significance in the findings of this analysis (Table XXXII)
s the greater per cant age or students noU.oing a ohan~ in their attitudes
toward education (50 per cent) and Ute itself (51 per oent). The table
roeveals that religion was the least cited in Tegard to change in attitude.
It is quite possible that the sub.iecta preferred to check the category
"life in general" because or its ambipi ty thus avoiding detailed thought.
~e writer is of the opinion that the subjects usually avoided remarks on
any specific aspect.
Edncation would be considered one of the most influential factors in
bringing about a change or attitude becau •• the resnondents are continua1lv
n the atmosphere of learning.
The writer would consider at least two tactors that might be the basi.
f"or the low 'Oercenta~ of students showing any change or attitude toward
l"e1ig1on. One, the student was not. interested in any religion other than his
own: two. the imoact or American lire and education was lacking in this
I"espect.
70
TABLE IIIII
RESPONDENTS' CHANGE OF AmTODES DUE TO 'IMPACT or AMERIC~N EDUCATION
-"Yes" Resl'onses "0" Responses Rot Answered Total
Category Rumber Per cent Nullber Per cent Number Per cent Humber Per cent
Life (in general) ,1 51.0 '3.5 35.0 14 14.0 100 100.0
Education 50 50.0 25 25.0 2, 25.0 l.OO 100.0
Peopl. (in general) I 39 39.0 33 33.0 28 28.0 100 100.0
Training in Employaent j 30 30.0 30 )0.0 40 40.0 100 100.0 I I
International Welfare 29 29.0 :n 31.0 40 40.0 100 100.0
Politics 25 2.5.0 40 40.0 3.5 3.5.0 100 100.0
Racial .. ~egation and 25 25.0 33 , 33.0 42 I 42.0 100 100.0 discrimination !
Social 11t. 23 23.0 31 31.0 40 40.0 100 100.0
Rell~on 21 21.0 ~ ~.o '33 3'3.0 100 100.0
71
In the wrl t~r' s estimf'lt1 on , l't'VOl"~ l-le opinions and attitudes of' tbe
respondents to the host country paves the way for acculturation and
assimilation. the analysis of question 63 (general opinion ot America's people
and systems) revealed that 20 of 100 subjects did not answer this question and
12 ot the remaining 80 had no opinion to otl'er. Sixty.eight per cent of the
total subjects expressed as many as 1" opinions: 98 ot 133 (73.7 per cent)
opinions were ot high commendation tor the Amerioan system and the people,
35 of 133 (26.3 per oent) opinions "fere of adverse n~ture such as "spiritually
discontented ~eop1e," ~t8trustru1t" "leading a life of ~;teria1ism." The
educational syst,em claimed hiv,h praise .s "well-advanced," "syst~m"tic,"
"practical" and "excellent" by all of' the 87 lSub,jeots. One sub.1ect thought
th~t the !!y,tem of eAuc:atil')n WitS "bad" .tnd 12 8Ub~ects did not !nswer +,h1s
nuesticn. The Sllb1eets or the t.hesis study give su~""elSt.ive evidence ot
becoming acculturated into the A~ricar society.
ThE' resl'Ondents, althou,h "h~.rvestlng" manv adv~nb&!es during their stay
in tbe United Statel, are at the same time "reaDing" some problems. They
anticipate certain problems (Question 61) upon returnin~ to India. The
difficulty of seeur1~g th~ rlgbt kind ot protession suited to their ac.deNie
training and wishes is viewed AS a problem to 26 subjects (49.1 per cent ot
total number ot expected problems) 01' the other SO respondents who enumerated
SOH S) problems in 1l1l, some sub.1ects anticipating more than one kind ot
problem, 16 ()0.2 per cent or the total.expected problems) subjects expected
ditficulties in social adjustment and 8 (20.7 of total expected problems)
r
12
sub1~ts anticipated problems in ~reas of "rin~ncet" ttproper equipment" and
"cooperat'i.on from the ~vernment." '1"<:1 respondents }rere not .lible to specif'~y
anv problem, twent.v did not expect any problem ~.nd twentv-five did not 1i.nswer
the question.
Summary
The findings of the l'"P8earch at this point a8 related to the impact ot
American education and lire upon the Indian students would perm! t the author
to suggest that the longer the Indian students spent in the host country, and
the more the degree of American education, the more is the acculturation or
these students into A1IIerican society. The sample students whose stay was more
than one year showed greater tendencies to adapt themselves to the American
way of life than the others. They telt they had gained a better understandin,
of national and international affairs, acquired personal development. deepened
their convictions of democratic values and developed a confidence of achieving
their lJOals. All these and MOre. they attributed to the infiu«lce of American
life And education.
§Qoi.1 Interagt\qn
To whatever deRree the foreign student remained outside the host society
without beint" involved in social interaction. he seemingly remalnad a foreign
element. Betore he couldo become a "Dart or the society. there had to occur
interpersonal relati.onshi1'l' and the ac!."'uirin~ of the habt ts and customs of
the new culture. In this section ot the study, the author wants to deal with
73
the social l..nt@raetion of' the India" students in A'YI9rie3n sI')eiety. K'rlo'fing
what tyPe of' functions tb~ respo~dents ~tte~~ed indic~t~~ to ~~~ degree what
kind of' social int~act10n they h.d e~erieneed.
TABL~ XIXIII
TYPES OF FUNCTIONS ~'l"'rENDED BY REsoONDENTS
Type. of :functions attended Number of' instanoes Per oent
Family visits 40 28.4
Discussion groups S2 )6.9
Sefllinars 4) )0.5
Reoreational olubs 6 4.)
Total 141 100.1
TWenty-six students did not .nswer this question ~nd. the remaining 14
students reported having attended several types ot sooial fUnotions. Funotions
ooming under the family visits were home visits, Christian 'amily Movement
parties, and sooial fundtions like Mrt"ia:~s celebrations and dates. The
subjeots- partioipation in family visit,. ~'I'Ive them a more olear and realistic
ide. ot the Amerioqn way of life. Forty ot 141 (26.4 per cent) instances of
attending functions were fl.1IIily visits; 43 ot 141 ()0.5 per cent) were
seminars; 52 of' 141 ()6.9 per oent) were discus810n groups and 6 of' 141 (4.)
r 714-
per cent) ~'iel"e acti vi ties of recreational clubs. The se1Iinars and diseuse1"n
rroups were considerod by the res~'ndants 33 helpful ~aans 1n ~a1ning a better
under,tan:1i.njr, of tho ,\ •• r1c1.1n tm1 or 1 t fe. There 18 a seemlnR' discr"e'DMcy 1n
the numb~r or persons reported as h3vinlf ~ttendod !Mre than one of tr,ese
f'ul1CHonl. the totAl nUTI'lber or f\tnct1.on. attended exceedtnf,!' the total number
?4 ~r cersone ~ttending.
TABLE XUIV
mn~B'1t OF '!'!~ES RF,..1PO,m'!mTS ATl"~1.'ED VA:tIOUS FU~~CTI~)NS
CatellOry· lUmber or Sub "eets P~J" cent
Once 1, 1;.0
A. rew t:l •• 25 2.5.0
M(lftY tiM. 29 29.0
Not at 811 ') 3.0
fiotanswered )0 )0.0
Total 100 I 100.0
·Cate~r1.s as given by respondents
TABLE XXXV 15
METHODS USED BY AMERICANS IN MAKINO RESPONDENTS FEEL WELCOME
Category Humber or instances Per cent
Introduced to other mewbers 14 11.9
Invi tations 5 5.3
Meeting at the stations 3 ,.2 Transportation 1 1.1
Nothing 12 12.6 - -.
Total 95 100.1 .. .". •
Thirty-two students did not an5wer this question and 58 students noted
95 instances of various ~'l.ethods used by Amerie.ns to malte the students reel
welcome to their homes.
Category-
One time
A. tew times
Bever
Did not answer
Total
TABLE XXXVI
INVITATIONS TO HOMES RECEIVED BY RESPONDENTS
lumber of sub ~ects
79
S
9
4
100
·Categories are g1 ven by respondf'!Dts
•
Per Cellt.
79.0
8.0
9.0
4.0
100.0
It is possible that oertain ditficulties enoountered in hoM visit. could
discourage future social engagements. Theretore, the writer posed question 1, (What difficulties were encountered in home visits?).
fABLE ronI
DD'FICUL ms ENCOUNTERED BY Tim RESPONDENTS IN HOST. FAMILIES
Caterory*
No difficulties
Diet
Customs (American)
Lack of knowledge of Americans
ColUR1nication
Total
'-Categories as given by respondent.
Number of ~ersons
S9
8
8
7
4
86
Per cent
8.1
4.8
100.0
'l'wBnt1-two sub,1ects did not answer this question anel 78 sub"eots gave 86
r.sponllJ.... Fift.y-nine of 86 (68.6 per oent) respon.es .howed that they had no
ditficultie. during visit. with the host familie.. Tables XXXVI and XXXVII
indicate that the toreign pest telt quite at home with the bo.t. Many
contributory tactors were at work 1n establishinl this tact. The introduction
of these students to the other Members of the ta1l11y, touring the house,
77 centerin~ the conyersation around their home town in India, their family ~nd
other to~ics concerning India made them feel welcome at the functions. In
answer1.n( question 12 (As !l student do you recel ve inTi tations into homes?)
nine stUdents or the sample reported as not hav!n" received any invitations.
The writer concludes that these students were either newcomers or were
studying in places where there were no cross-cultural programs. It is not
probable that the latter was th~ case since the rorei,n students generally
study in large towns and cities; therefore, the wri ter infers that they would.
be newcollters to the host oountry. It is obseM'ed in Table X.lXVII, that 8 of
86 (9.2 per cent) d.ifficulties were due to diet, 8 of 86 (9.2 per cent)
difficulties were due to American soclal customs, 7 or 86 (8.2 ~er cent)
difficultiee were contributed to a lack or knowledge of Americans have about
other countries (particularly in this context, India) as a stulllbling block for
mutual understandin, between the foreign guest 1Ind host, 4.8 per cent of
difficulties were due to langua~ problems.
Sixty-three (63 per cent) of the foreign gueets gained a better
understandin« of American people and way or life. This fact should "indicate
the ~ellt iM1'OrtaftCe of' inrl ting foreign students into American homes. It was
observed, Table XXXVI!I, that thirty-nine students (19 per cent) better
understood the American people and four (4 per cent) gained ~fr1endst and 1)
gained 'nothing' by their visits.
According to Table XXIIX, 49 students were invited bv individuals for.
walk, 3 ride, or a talk over a cup of tea. These were also occasions to learn
JIOre about .~er1.can lite and people.
TABLE XXXVIII
VALUES RECEIVED BY RESPONDENTS IN HOME VISITS
Category
Better understanding or American W'tv of" lite
Bettpr understandin( or American people
OAininl1, Mends
No value
Not answered
Total
·Categories RS given by respondents
Number
)9
24
4
1, 20
100
TABLE nIlI
CASUAL INVITATIONS RECEIVED BY RESPONDENTS
CatelOJ'7· NWIIber
Yes· Lt9
No· ))
Not answered 18
Total 100
Per cent
)9.0
24.0
I.~.O
1).0
20.0
100.0
Per cent
49.0
:33.0
18.0
100.0
·CatefrOries as .oven by 'les~ndents. "Yeslt respanses indicate resnondents rAceived invita1on. "No" responses indicate respondents did not receive inn tations.
79
Question 17 (related tn extra.curricular activities) broup:ht out the
tact that ~enera.lly Indian students were contined to their own stud'.es. 'nle
writer infers that anything oatside the school work was not an attraction tor
them and they would not take part unless perhaps they were pressured into it.
The writer considers extra.ourricular activities to be very valuable in
initiating and establishing interpersonal relationships that would be
profitable to both the toreien students and the Amerioans.
Category
Yes·
No·
Not answered
Total
TABLE IL
EXTRA CURRICULAR ACTIVITIES OF RESPONDENTS
Number or sub .1ects
25
n 4
100
Per cent
25.0
71.0
4.0
100.0
·Categories as fl:iven by respondents. "Yes" responsGs indicate regpondents participation in extra-curricular activities. "No" responses indicate respondtllnts did not participate 1n extra-curricular activities.
The purposes or the respondents tor engaging in extra-curricular
activities are indioated in Table XLI.
80
TABLE XLI
PTJRPOSt8 POrt IX1RLCtJRRlCULAR ACTIVITIES 0' RESPONDERTS
- . Categt.)l"1 Iu.l'tber of sub .1ects Per cent
Gain lmowledge 8 25.0
Cul tval exchange 6 18.8
Self improvement 5 15.6
Help India , 4 12 .. 5
International friendship 2 6.,
Gaining more triends 1 ,.1
Nothing 6 18.8
Total ,2 100.1
·Categories as given by respondents.
It is qul to possible thAt since there were many lengthy questions in
the questionnaire regarding soc1al interaction. many ot the sub1ects tailed
to respond. The answers rece1.ved could not be 1 gnored despite the fact that
74 d1.d not answer this question. Twenty-six respond.ents gave ;£ responses.
Any racial or relIgious di.scrimination 1n the host country could have a
deterrent efrect upon the Indian mind and might thereby hinder flree social
interactions. The study of question 50 (Table XXIV) indicates that the
.a1ority (aoproximately 73 per cent) were not ob~ects or such practices.
r-~------______________________ ~ 81
Ro~rever, we carn"tot d~ me, the 1 c; per ~!'!nt as '-'.ni.mport'-nt in that the students
who e~ieneed d~ CJeM.m~.nation c~uld have !1 r"lr-reach1.ng influenoe.
If a host society is to have any influenoe on the foreign guest, the
foreign guest must also interact l>.1.th t.hat society. From previous studies
(Tables XXXIII - XLI) it could be reasonably ~onelud~d that the Indian
students are engaging in sooial interaction within the ~merican SOCiety.
Question 60 st.gtedl (that did you feel is the !!lOst important ractor you
have le~rned rro. your oontact with the ~~r1c~n society and culture? Thirty-
five sub"'ects did not answer the question a.nd the other 65 gave responses
numbering about 91. Seven of' 91 (7.7 per cent) respoftses wfIJ!"e that they
learned "nothing," 37 or 91 (40.7 per cent) were that they learned the
"dign.i ty or labor," 1) or 91 (14. J per cent) pertained to "the de1l'lOoratio
values," and 8 of 91 (8.8 per cent) dealt with the "generosit.y'" of' the people
TABLE XLII
MOST IMPORTANT VALUES GAINED BY RESPONDINTS IN AMERICAN CULTURE It SOCUTf
Category lu1J1ber or sub iects
Dignl ty or labor 37 Democratio values 1:3 Generosity 8 Self-reliance and courage 8 Nothing ? Open.Mindedness 4 Friendly , Ilmd.lity , Secularism , Spirit or. initiation , Patriotic spirit 2
Tota.1 91
-0. tagon.s as c1 yen by respondent.
Per oent
40.7 14.3 8.8 8.8 7.7 4.4 3.) ).) ).) ,., 2.2
100.1
r __ --------------------------------~ 82
In the last ph:ilse of' the st.udy of t.he impact 0'" American life upon
Indian students, it was ?roposec to study if tbere had been ~y change in the
views a.ndattitudes of the rsspondents and what e:f'fect&d the changes, if any,
and the subsequent changes, if any, in the goals and conduot of the
respondents.
The attitudes of the foreign guests toward their host eountry is of no
little importance in .s~b1ishing ravor~hle relationships based upon mutual
understanding. The writer posed question 51 (view of America before and since
arrival to United States) to study this YieWl'oint. (Table XLIII).
Category *
Yes
No
TABLE XLIII
CHANGE OR 10 CHARGE OF RESPOtiDEBTS' VIEWS OF AMERICA SINCE ARRIVAL TO UNITED STATES
NUMber of sub .1ects
46
41
lot answered 1'3
Total 100
·Categories as given by respondents
Per cent
46.0
41.0
13.0
100.0
,~3
In the study of question 5lb (What view ot America was changed, it any,
since arrival in the U.S.!.?) 41 students expressed a change in their views
ot the United States. Of these 41 students, 11 gave no reasons tor change ot
vie1lNU 8 or 41 (18.8 per cent) ch1tnged their views because they saw America
was not in any way dU'1'erent from other countries: 11 of 41 (26.8 per cent)
chan"ed their views because they expertenced comforts or life beyond their
expectation and 8 or 41 (18.8 pAr cent) ch~nred their views on account or
"soclal arro~ance" ~nd a ·l~cK or spirituality· in the society.
The writer would, ascertain trom the study or question Sl that the Indian
students berore their arriv,l to the United States lack surricient information
abouth the host country. Moreover, even it the stUdents should have the
right kind ot information, it is humanly difficult, if not impossible, to
really comprehend another people and another nation without coming into
direct contact with the ••
It is interesting to note (Table XLIV) that 38 Indian students
experienced a change or view of their own homeland during their sojourn in
the United States. In a previous analysis (question 62) 16 of' the student.
anticipatl!ld dU'floulties in social adjustment upon returning to India.
Other questions related to the area of attitudes have been analyzed
earlier in the thesis study (Tables XXXIX _ m - un).
Question 42 (change or religious affiliations) was -posed to pther more
indic~tton or possible impact or the American education and lire u~n Indian
students 1n the area or reli~on.
TABLE n.IV
CHANGING 0' RESPONDENTS' VIEWS OF INDII\ DURING THlIR STAY IN THE UNITED STATES
CategOry Times
No change «;4
Ch~nge 38
Not answered 8
Total 100
84
Per CMt
54.0
38.0
8.0
100.0
I t is observed in 'fable ILV that 69 respondents did not answer the
question and 28 did not ohange their religious affiliations. Only three
students of the total of these who answered reported a change of religion due
to the American innuenee.
It is the opinion of the writer that:
1) Christianity was not attraotive to the Indhn students, most of whom
are non-Christians;
2) Christianity vas not introduced to them during their It,gy 1n the
United States,
') Indilln students 3.J". f1"1,. rooted in the1.r reUgious 'lIi.the and
Draetiees.
r TABU ILV
RESPONDENTS' CHANG! IN RELIGIOUS A.F'Fl'LIA flON EFFECTED BY AMERICAN INFLUEICE
Category Persons
Chanp. due to American 3 lnf'luence
I
No cShanp 28
Not M8\HH"ed 69 '-.>to..~, ........... :~.
Total 100
TABt'!l: Xl.V!
"T ..... ...~ ~~. ~osnon •• s Res'\') I'n"8
Not AnsweNd Cat.e~ ,"URle ·"w- ~ r"tR"- AU_ rer-
ber cent ber cent b~r cent
Peo~l" in pnerr.1 ,., :";; -.0 )6 '36.0 27 :27.0 People in TI ')'.0 ,4 ,4.0 '3 n.O authority
In socl~l lit. )4 ')4.0 ,4 34.0 32 32.0
In r.1iglous 11t. 20 ~O.O 41 41.0 ')9 ~.O
In eduoational lit. 48 48.0 21 21.0 31 '31.0 Iu faml1y lit. 23 2).0 36 ".0 41 41.0
... ~ .• __ .. k.......~.
85
Per oent
,.0
28.0
69.0
100.0
Total aum- r@l" ..
bM" cent
1')0 100.0 100 100.0
100 100.0
lOO 100.0
100 100.0
100 100.0
--res" responses lndtc~t6 respondents ch'n~e or beh3vior in tho ,~ttic e4tegory. -No" r~n •• e lndlc.te respondents experienced no change ot behavior 1n the classified CAt.~ry.
r~--------------------------~ 86
It was obsel"ved (Tahle XLVI) that 48 of the students noticed II change
in their behavior and Table ron revealed that 50 ot the students repOrted
a chan""e of attitude due to the il'llPllCt of education. The results 01' the
analysis of how advantageous berican education is tor the Indian students
(Table XXII) shows strong evidenoe of ~ favol"able sttitude by the l'Ila~ority
01' Indian students toward the Americ~n systeM 01' education.
In relating question .'51 to question .52, it is found that faotors such as
"foreign aid to India," "American education." "America's attempt at
disarmament," and "political grievanoes ot other oountries" resulted favorable
~ttitudes toward Amerioa. Al'Ileric~n newspape!"s were criticized for I'not
informing the public ot genuine facts," and "not playing a fair game in their
roles." SOMe unfavorable views of Americll were brought through the M$dium ot
newspapers; other unta.vorable views were a.ttributed to the "materialistic
view of Americans." However, the aspects or American sooial life indioated a
ohange to fllvorable views.
SWnmIXI
The results have tended to indioate that the ma10rlty ot Indian students
C~Me to the United StAtes with a high revard tor the bost country. During
their stay 26.8 per cent of' respondents' views ohan,ed favorably and 18.8 per
oent ot the respondents' views changed unr ... vorably.
Education was esteemed highly by the greater ma10rity or the respondents
as praotioal. syste~t1c and well-advanced. The determin~nt most etfective
in ohanging ot views and attitudes and in developin( th~ whole person was
r 37
education. Employment was ranked next to education in its efrective influence
upon the Indian students. F..ome visits were considered by the foreign guest as
the best means of' ga1nlng III mutual understanding between the Indian guest and
the Aml'?rican host. The Indian student 1'I'itltnta1ned his oridnal reli~ous faith
and practices.
There were sug'F-estive evidences that the lonlSer the duration of' stay and
the gre~ter the degree of education, the greater the impact of American
educ!!ltion ';lnd life.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The main J)t1rpose of the thea! s study was to analyze the implict of
American education and life upon the Indian students. In this respect, the
wri ter made a study ot the vi.ewe and attitudes and reactions ot the students
to the American way of lite. This was done by the questionnaire method. Of
the 400 Indian student.s who were requested to answer the questionnaire 100
students responded.
The secondary ob~ective of the study was to investigate the possibilities
that might provoke future research, and also on the basis of the thesi.
findings to uke tentative suggestions for improving relationships between
Indian students and the American people. The information gathered in this
research was to be taken as representative of the rel!rPOndents, not
e:eneraH.zable to all Indian students in the U.S.
The findings of this study indicate that:
1. The l"I~iority of' the Indian student respondents came to the United
States with a high regard for their host country, believing it to
be democratic and God-fearing. During the soiourn in the host country
their origin,..l views were changed. either favorably or unfavorably;
however. the favorable ooin10n8 exceeded the unfavorable by 48.8
per cent.
88
89
2. The general opinion ot America' 8 chari table organizations was one
of admiration with the exception ot a few stUdents who criticised
their -denomination",l 'Pl'trti.l1ty- and -pro"agandJlJ techniques." In
reenect to rellv.1ous v,roups shoving the ~eatest interest in India's
development, Protestants were given first rank and Catholics seuond.
,. In the opinion of many, the United States was the teacher and leader
of the world with regard to the dignity of labor. A great many
stUdents saw -democracY in action" in various areas ot employmentand
noticed that the Americans are "hard working, honest, and reliable. tl
4. Only 16.5 per cent of the students had encountered racial discrimi
nation.
S. Generally, the Indian students did not consider the Americans as
epir1tual Minded people, even though they were very active in church
groups and organizations, they found a predominant materialistic
vie. among the Americans. '!'he Indian students did not change their
religious faiths and practices during their stay in the United
States.
6. ~ny students developed a greater understanding and appreciation of
America's national and international nrabl.ms and also a greater
concern for the development of their own homeland.
7. The Indian students, tor the most part, considered that the American
professors surpassed the Indian professors in their methods or
teaching, and in their attitude toward students. Indian nrofessors
90
were given first preference as to maintenance of class discipline
and American professors as to democratic procedures. Almost all of
the students came to the U.S.A.. for the purpose of study. They
realized not only this goal but also gained self-confidence and
courage, impetus for personal development, a'Ppreciation of democratic
values and leadership, and a better understanding of hulUn behavior.
They praised the American educational system as ·practical,"
"systematic· ~nd -Well advanced."
8. The longer the stUdents re1l8ined in the Un! ted States, the more they
were affected by the AmeriCAn way of life.
9. The greater the de~e. of education, the ~eater the impact of
American education and life unon the Indian stUdents.
10. The gre~ter the students' duration of stay in the United States, the
greater the understanding and appreciation for the American systell
and her people.
Most of the respondents attributed their changes of attitudes and
ehavior to education, elllP10yment, observation of the American lif., 9.nd
ocial contacts, especially home visits.
a,;,oaendaUon,
R'qommIQdationl ~ Respgnd;nt •• --In view ot the experiences the student.
ad in the United Stat,s, they made the follOwing recommendations (Question
4 of the ouestionnaire)s
91
1. There should be more exch~nF!'e of stud~nts between the United States
and India.
2. 'there should be more understanding on the part of the Ameri.cans
regarding the Indilln students and their probleMS.
,. American newspapers and magazines must try to present the facts
about India and other foreign countries. In this respect, the
Indian EMbassy could be of help to the press.
4. An increase of cultural delegations between the United States and
India to help alleviate aisconoeptions on both sides.
Rtc0Wl.ndat\QOI kt lb! Writer.--In concluding this thesis study, the
writer wishes to suggest the followin~ recom~endationsJ
1. Before coming to the United States, the Indian students should become
familiar with the regulations and policies 0.1' the Ministry ot
Educlition, Govemment or India. In this way, the students could make
proper plans as to what type of foreign education or training would
be 1lW)st pracUc,l and sui t::lble ror their lite in India. !.tul Iod110
!eI, a paper published by the Indian Embassy, Washin~on, D.C.,
offers helpful information to Indian students in the U.S.A. re~ardinR
employment o'PJ!)ortunities in India and the respective qualifications
required. Many antioipatory re~rs of not securing a profession or
~ob upon returning to India '!!light be e11min~ted by reference to this
paper sent out to Indian stUdents upon request.
r~ ________________________________ ~ 92
2. There should be an orientation pro~am in India for students planning
to study in the United States or any other country. The writer would
suggest that the American Consulate General in India might organize
orientation classes.
3. There should be a program of seminars and discussion groups for the
purpose of the returned Indian students keeping up-tn-date in their
respective fields of study. A~ain, the American Consulate General
m~.e:ht encourage and/or ini.Uate such 11 program.
4. Private foundations and ore:anizations in India should take more
initiative in sponsoring Indian students for foreign training which
would be beneficial for India.
5. There should be more eM?hasis by Americans on personal concern for
the foreign guests. The writer considers personal and family interest
to be very important in establishing favorable relationships between
the foreign students and the Americans. More casual invitations to
small-group social ¢lnd recreational actin ties are suggested. It is
proposed by the writer that a volunteer group of students in a
college or universit,y could plan a student to student program in
which one American student would befriend one Indian student.
6. The Indian student _st take more lni tiati ve in creating cordial and
friendly relationships with the American people in both on.campus
and ofr.camnus life.
9)
7. More courses cl)ncerning international aff"3.irs should be introduced
into the college and university cu!T1culum. Also, more seminars.
discussion groups and lectures in this respect should be encouraged
in institutions of learning.
8. In sugl!f:'Jsting t) Dossibility of further research, the writer would
quote Lambert and Bressler: "C~oss-cultural education has been
primarily interested in the foreign stUdent hi1'llself'. The impact ot
foreign students upon the Americans with whom they come into contact
is an imnortant but little explored area of research. Cross-cultural
eduo~tion is an interactive orocess enriching the visited as well as
the vtsitor, and f'uture research might 1".11 seek out ways of'
maximizing the benefi.ts to be derived from such cosmopolitan
contacts.-l
In his messal!e to Indians in foreim hnds, on Reptlblio Day, 1956,
President Ra5endra Prasad showed oonoern regarding the individual abroad in
representing his own country. Be wrote: "Personal contacts with foreign
nationals are a potential mediUM of an individual's assessment, and in this
particular case, the assessment of the individual might well be the assessment
of the nation he belongs to • • • Let every Indian abroad, therefore, know
that he is in a way the custodian or the nation's prestige and honor in
foreign lands.,,2
~iohard D. Lambert and Marvin Bressler, Indian StUdents On Our Amerioan CllmpuS (Minneapolis, 1956), p. 104. -- - - -
2Ibid.,p. 101.
94
'l't). Prlme M1.n'\ster of' India, <1Jilw~h9rl~1 r..'~"'ru, in his MessAge to t.he
Indian Student!!!' A!~oeil\tion of' the Univers~.j..y I)f Tex~st :rem:"lrked: ·Our
student. in th~ Un! ted S+.~t.~s have #lnnther task. '!'hey have to interpret our
country to the ~ople or the United States and to make friends wi·th them, We
want trlendly and cnrdial rellltions between Indin snd Al!I~rica.'"
JInstitute or Inte~ational FducatiDn, !!!I ~11'tiQ (N~w York, Oet~ber 1955), XUI, No.1. p. 19.
rr--------------. BIBLIOGRAPHY
I. PRIMA.RY SOURCES
A. OOOKS
Cieslak, Edward Cbarwood. Th, ~!2t'im Studg,n1; j.n h,r1gl0 Collegs. Detroit, 1955.
Lambert, Richard D. , and Marvin Bressler. Indian StudEmt§ gn m Ameriqm C,mPUI. Minneapolis, 1957.
Morris, Richard T. 'lb. '!'!!2=WII Mirror. Minnesota, 1960.
Nehru, Jawaharla1. ..Th!. Q1,scqv!tY' g! India. New York, 195Q.
Useem, John and Ruth. !ht We,tern Educa:ttd !!fm. 1n India. New York, 1955.
B. ARTICLES
Bailvn, Lotte and Herbert C. Kelman. "'ths Effects of a Year's Experience in America on the Se1t.Image or Scandinavian,: A Preliminary Analysis of Reaction to a New Environment," .Ih!. .Tournal a! SOCill liD" XVIII (Januuy 1962), -'0-40.
Beals, Ralph L, "The Mexican StUdent Views the United States," Annals, CCICV (Se."t~mber 19t;4), 108-115~
Berbu,se, I.W. "F~rei~ Students on the American Catholic Campus," Nattgnal Catholic Educatioo AI19Ci.!)t1on lWllfttin. LVI (Au~,t 1959), 428_4~4,
Chandrasekhar, Sr1.-pati. "The Unplanned Million," The Quardian, (Au,ust 1(61),
Coelho, George V. "Personal growth and Educational Development through Working :m~ ftt::dylng ~"lt"(>t\dt" The Journal of Social Issue, XVIII (January 1962), 55-57.
Culhane, Eugene K. "Student Visitors are V.I.P. 'S, II AuriCa, ICV (May 1956) 199.
Dooley, Kl ·Student has 'amilie, on Two Continents," !"!!. Mat1a, XCC (Au,ust 1959) )0.
Gardner, John W. "Foreign Student in America," 'gre\m Affairs, nx (July 1952), 6)7-650.
96
Oraham, Grace and Charles Zwtngmann, "Guidance of Students from Abroad," §Shog1 iIl!! Soolett, LXXXVI (September 19S?), 148.149.
Hass, H. "Our Asian overseas Students," Mesaegw, XI (September 19S9), 641-647.
Kelman, Herbert C. "Chanp:ing Attitudes ThrouJ!:h International Act1vi ties," . h Journal. ~ ml,l IsmUUi, XVIII (J~nual"Y 1962), 68-87.
Kho, '.O.G. and R. Hass. "Asiatic Students in the Western World," Shield, XXVI (M~rch 19~?) 3.
L~mbertt Richard D. and MM-vin Bressler. "Indian Students and the United Stf;ltes: Cross-cultural ITlla~s," Annals, CCXCV (September 1954), 62-72.
Mc Namar, p.J. "Foreitm Students Are Our Guests." §b1gld, XXXVIII (J~nuarv 19S9), 10.11.
O'Shea, David. "Report on Foreign Student,,'" !!! Matla, LXXXVII (March 1958) 20.25.
Rogan, J. "Strangers in our Midst," AvO !:'.l,::1l, LXXV (Aorll 1957), 8.11.
Schild, Erling O. "'1'he Foreign Students as Strangers Learning tr.e Norms of the Host. culture," h Jouma1 g! SpQ1al ISGea, XVIII (January 1962), 50.
Scott, Franklin D. "Swedish Students' Ima~e of the Untted States," Anna11, CCXCV (September 1954) 136.
Se11tiz, Claire and Stuart W. Cook. "Factors Influencing Attitudes of Foreign StUdents Toward thfl! Host Country," .IWt JoUtn'l g! Sgclal. Issue" XVIII (January 1962) 7-2'.
Sewell, William B. and Richard T. Morris. "Scandinavian Students' Image of the United Statest A Study in Cross-cultural Education," AnQals, CCXCV
Storm, William B. and Rtchard W. Gable. "Fnre:l,." Studmts :i1"' t;,<?, United States: The Problem of Achieving Maximum Benefits," lh! Edu~atigDal Record, XXXII (October 1961), 304-115.
II. .SECONDARY SOURCES
A. BOOKS
Adeney, David H. :!bA Unchanging Commissign. Chicago, 19S5.
97
Balasundaram, Pa1ayam M. Stimllatinl Qreator understanding Between India aD4 U.S.!. Boston, 1960.
Berry, Gerald L. R,ligions,g!.tJlt Wgtl1si. New York, 1957.
Brown, M,qckenzi, D. Indian PoliUgal Thought lmm !Wm .tA Gandhi. Los A.npl,s, 19.58.
Dawes, Norman. A Two Way S1a:nt. New York, 1962.
Dharmu, A.. M. R.eplOgragI 10. tnsUa. Bangalor" 1951.
Dub" s. C. XDd1an V11lago. New York, 1955.
Du Bois, Cora. FQWc:a StllWt. iW1 H1ghet Egug,Uon 1I1.th.t. United Stites. New York, 1956.
Ghurye, G. S. QaSH.awl CJ.,.s 1D. ;mdi,. Bombay, 19C;7.
Howell, A. p. EdugaUSm 1n @ri;tlsh In9J.,. Calcutta, 1872.
Muda1ier, Laksmnanaswami A. r9.ucat\~n 1:l,~. New York, 1960.
Marriott, McKim. Village India. ChicA~, 19'58.
Misra, B. B. ~ Indian Middle Cllsle.. New York, 1961.
Motwani, Kewal. I:1a.n.Y. Rh,rma Sas;td,:a. Madras, 1958.
Mavo, K~therine. Mother Ingi8. New Y~rk, 1957 •
Panikkar, I.M. ~ Atro-Asiac States an2 Their Problems. New York, 1959.
Panikkar, K.M. lb4 Hindu SQgiety a1 CrQI' Roadl. New York, 1961.
Pitt; v~~~olm. IntrQduginr B1nduism. New York, 1958.
Radhakrishnan, S. lb.t. H1nw Vlew.QL LifO. New York, 1962.
Ruthnaswamy, Mariadas. India !tam .:thl12im. MilwaukIe, 1949.
Scott, Franklin D. lhiAmeriglQ Exgerienge ~ SwgQ1sh Stu4eots. New York, 1956.
Sarkar, S.C. Hidultan lAat~. Calcutta, 1958.
r- --------------------------------------------------------, ~~
Spear; Perc1.val. Indian Modern History. Miohinn, 1961.
Sewell, William H. end Olut M. Davinson. SoandinAvian Stydmts ~ iD. Ameriofm Campus. Minneapoll$, 1961.
Zimmer, Bid.nrioh. Phl1olophiol sd: luUi. New York, 1960.
B. Pll~~TS
The C~rne~e Institute of Teohno1ogy, St~fl1u.n ~ I'lSU.l (Pennsy1van'_ll, J9S7}.
The First Nati~na1 City Bank of New York, India (New York, 1960).
The Ford Foundation in India, Rpots Sl! Chana (New York, 1960).
QQm PoQrs 1954-19;5 (New York, May, 19S5) •
.Qw& Roora 1956 (New York, June, 19;6) •
.Qmm 1209tl 1957 (New York, June, 19'57) •
.QuIll Rggrs 1958 (New York, M&y, 1958) •
.2wm Dggrs 1959 (New York, May, 1959).
~ Rootl 1960 ( New York, ~, 1960).
~ DQgrs 1961 (New York, May, 1961).
~ Dootl 1962 (New York, June, 1962).
DATE ANS~'V'ERED
1e Give name and place and dates of the university(ies) you attended in the United States.
)f College ,versity Place
Major Field
Degrees earned (if any)
Dates (IVlonth$ Attendedg fre -
-------------------------
2. How many years have you been in America? ______________ __ From 19 to --- ---3. Wbat social functions and activities do you attend? Please state.
Kind of functions How often? With whom?
4. What methods~ if any, were used to make the foreign student feel welcome at the social functions?
5. Do you feel that these functions present good opportunities to become better acquainted with and to gain a better understanding of Americans?
a. Do you gain any or more friends through such functions? yes no ---If yes~ how many?
----------~---------- yes~ __ _ no ---b. Are these friendships lasting?
r
70 Do you date American girls? Yes No
a .. Did you date Indian girls in India? Yes No
b .. Do you date Indian girls in America? Yes No
80 vfuat do you think is the major cultural difference between America and India in the dating system?
90 Whom do you prefer to date within the American system?
10. Would you like the American system initiated and established in India?
Yes No Please explain. --- ----
110 If you are married~ did you marry an American girl or Indian girl?
American wife
Indian wife
Other(specify) ---120 As a student)) de you receive invitations into homes? ------------------130 What difficulties do you encounter in trying to feel at home? Please explain.
18 0 Briefly describe you.!' role within such organizations?
19" What values do you receive from such activities? Please explain o
20" What is your opinion of AmericaUs charitable organizations?
210 Have you sought counselor materii'il help trom
YMCA ,Jew.lsh group
YWCA
Salvation Army
Other Protestant group?
Catholic group
220 iIlIhat organiza tions or foundations have you approached duri:'lg your" stay in America,; for personal.9 and I or practical assistance tOlNard the development of India~
.2~ganization Purpose
In education
r i
In medicine
In technology
In religion
In agriculture
In sanitation
In nursing
In teaching
In o.ther areas (specify)
r Equal Yes No Please explain ---
36. What influence has American management-labor relations had upon your attitude toward labor in India?
37. Do you encounter major difficulties in your employment in the United States
language?
customs?
others? (specify)
Yes ----
Yes ---
Yes ---
No Please explain. ---
No Please explain.
No Plea se explain. ---
38. Do you feel that specialization in United states is over-emphasized in areas of professional and t~chnical skills?
Yes No ---
1.
2.
40. Are you regularly attending a church in America? Yes --- No
If yes, which one?
41. Are you now a member of a religion? Yes --- No ---Please explain.
42. If you have changed religion, do you attribute such change to an American influence? Please explain.
43. Do you think Americans are superior to Indians in the following:
spiritual mindedness Yes No Please explain. ---
church attendance Yes --- No --- Please explain.
practical help to needy Yes --- No --- Please explain.
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law(national) abiding Yes No Please explain. ---
440 Between Protestantism and Catholicism, which do you consider superior in the following: Catholic Protestant Don't know
reverence in worshipoooooooooo
lay activity in the churcho.o o
charitable organizations. oo •• o
church program: for youtho ••••
material assistance for India. (and other countries)
counseling programoo ••• ooo.o.o
recreational •••• 00.000.0 ••• 0.
interracial justice •••• o.oo.oo
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450 Between Indian and American professors, whom do you consider superior, according to the followingg Indian American
method of teaching .000000000000000
discipline in class.ooooooooo ••• o.o
intelligence •• 00000000000000000000
knowledge of subject matteroooooooo
clarity in teaching 0.00000.0000000
attitude toward students 000000000.
domocratic procedures 00.0000000 •• 0
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46. What is your opinion of the American educational system? Please explaino
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own personal development ••••••••••••••••••••••••••••• :( .. ,
own soc ia 1 rna turi t yo ••. e •• 0 ••• 0 00 • 0 0 ••• ~ • • • • • • • •••••• ., • ~
better understanding of human behavior •••••••••••••••. (
realization of man's right for liberty, justice and equality ••••••• C
reaching your own goal " ••••• 0.0 0 o • ., 0 0 0 0 ••• 0 •••••••••••. (
development of international interest •••• 00 ••••••••••• (
creative thinking 0000000 • .,.000000 ••• 0 ••• 0000.00 ••••••• (
securing professional positions •• 00 •••• 000 •••••••••••• (
48. How were you sponsored?
Through:
Indian governmentoe.ooocooooooooooooooooooooooooo.oeo •• (
American government •• ooooooooooo.o.o ••••• oooooo ••••••• o(
Catholic Urganizationsoo.o.oooo ••••• o •••••••••••• o ••••• (
Protestant Organizationso •• o.oo.oooo ••••• oo.o •••••• oo •• (
Personal effort.oooooooooooooooooo-o •• ooo- •• oo •• ooeoooo •• (
American friendsoooooooooooooooo.ooo ••• oooo-eoeoooooooo.(
Others .o.oooooooooooo.oo~ooooooooooooo.oooo.OOOOOOOO&o(
Yes
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49. Due to an American education, do you feel that you will be able to contribute more to India's progress?
Yes No Please explaino
No
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college oooooooooooooooooooooooooooooooooooooYes No
church ooooooooooooooooooooooooooooooooooooooYes No
social functionsoooooooooooooooooooooooooooooYes No ----
employmentoooooooooooooooooooooooooooooooooooYes No
510 International welfare is much dependent upon the individualis view of another nationo
a o What was your view of America before your arrival in the United States?
Politically
Socially ------------------------~-----------------------------------
Spiritually ________________________________________________ _
Others
b o Since your arrival,\) is your view of America the same as that held before your coming to the United States?
Yes No Please explain 0
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If n0 9 please state your present view brieflyo
of view, if any, during your stay in the United states?
politically __________________________________________________ __
socially __________________________________________________________ _
spiritually ______________________________________________________ __
530 National and international welfare is dependent upon one's view of his own country 0
a o Before your stay in America:
10 Did you view India the same as
your friends yes no
your relatives yes no
your teachers yes no
a o 20 Wha t was your view of India?
political view
social view --------------------------------------------
religious view ---------------------------------------------
I. Did you gain a different vie~..,. of your own land and people?
yes lio ----2. If yes, express briefly how it differed from your previous view.
3. Through what medium or media do you feel your view was altered?
54. The impact of American life on students is of no little concern to America as well as to other nations represented by their students in the United States ..
a. Do you notice any change in your attitude, during your stay in America~ toward~ life in general?
yes no Please explair ------- -------
people in general? yes ___ _ no --- Please explaino
politics? yes ___ _ no ---- Please explaino
education? yes ---- no --- Please explaino
religion? yes ___ _ no Please explain.
employment? yes ___ _ no --- Please explain.
social life? yes ___ _ no Please explain.
international welfare yes __ _ no --- Please explain.
racial dicrimination and segregation yes __ no Pl~ase explair
b. 1. Briefly express the difference of any attitude which has been significantly changed during your stay in the United States to that formerly held before your coming to the United States?
2. How do you think these significant changes of attitude came about?
yes __ _ no --- Please explain.
59. Do you-believe that American living and education has helped to develop in you the following:
self-reliance Much
courage
spirit of initiation
spirit of working for the common good mankind
spirit of helping to -better international relationships
a better understanding of h~an relationships
a better understanding of India - her problems, and needs
a desire to help India improve her technical, social educational conditions
a better understanding of America's national and international problems
Some Little None --- ---
60. What do you feel, is the most important factor you have learned from your contact with American society and culture?
1. Securing the right kind of profession or job to fit the specialized training received in America?
yes ___ _ no -- Please explain.
2. Will you secure cooperation from India authorities within your profession or vocation to help put your American knowledge to good use?
yes ___ _ no --- Please explain.
62. What do you think will be your greatest problem in India when you return? Please explain.
63. Please write briefly your general opinion of America's people and systems?
64. As a result of your experience, what recommendations would you make for a better uhderstanding between America and India?
APPENDIX II
March, 1962
Dear Friend.:
The Enolosed. ouestionnaire is 'Part of a research study toward the eompletion ot 'tIIY Master's Degree in Sociology. This research will necessarily be vital for my thesis, "The Indian Students in America," whioh would yield. findings of great value in improVing the American study experiences ot future Indian scholars, to the mutual benefit ot both India and the United Statel.
I would, therefore, reouest your kind cooperation in answering and returning the que.t1onnaire to me at your earliest convenience.
You May be certain that your name will not be revl'l.la1ed in any way_ The data obtained throu~ the que.tionnair.e will be .sed only tor thesis purposes.
Without your generMts hel"., this thesis could not be nossible.
'!'hank you. tor your much needed contribution toward the success ot JI\Y th •• ts study.
Sinoerely yonr"
Is~ae Arokiasamy
APPENDIX III
The American Consulate General U.S. Information Service De 1M, India
Dear Sirt
September 8, 1961
I all completing MY Master's da[lree in Sociology at Loyola University in Chica~o, nlinois, and 8JIl re<:!uesting your assistance.
The sub-lect of the thena assigned to me by rq advisor is The R!\;umed ~er1can IgyQItt.4 Indian. J):gJ! ~~.
In order to complete .tatistic. and data it will be necessary to acquire information from returned students. I have prepared a questionnaire, and am now in the process ot comoiling a list of such students to whom the questionnaire will be mailed.
I respeotfully re~uest from you the names and ~resent addresses of returned Indian students. In order to have an a.equate sampling, students from all st~tes in India should be represented. Any other data you could supply would be n'e~.tly apnrechted.
As a student of 5001010"., and a native of Madras Stat., India, I have a great interest to make this r€'seareh as fruitful ~nd meaningful ~s possible.
Your assistance 1s vital. and you may be assured of my sincere gratitude.
Very sincerely yours,
It.
1021
Approval Sheet
The thesis suomi tted by Is;}9.c Aroldasamy has been read and aplJroved
by a board of three members of the Department of Sociology.
The final copies hqve been examined by the director of the thesis
and the signature which appears below verifies the fact that any necessary
changes have been incorporated, and that the thesis is now given final
approval with reference to content, form, and mechanical accuracy.
The thesis is therefore accepted in partial fulfillment of the
requirements for the Degree of Master of Arts.
Date.