Mass Media Created Stereotypes: Influence on

Student Learning

Nasser RazekGhada Awad

The University of Akron

Background Problem Purpose Questions for the

Professionals

The Study FindingsRecommendationsDiscussion

Objectives

Background Booming enrollment number (FY 2006-2007) 128% increase U.S. & 200% increase RSUMono-cultural religious backgroundHigh collectivistic social normsVery closed society of originVery conservative cultureElite socio-economic statusA Peculiar Case

Saudi Students in the U.S.

0

5,000

10,000

15,000

20,000

25,000

3,448

7,8869,873

12,661

15,810

22,704

Saudi Students at RSU.

200

200

200

200

200

201

0

50

100

150

200

250

300

30

92 97

131

221

271

Problem A growing cases of Saudi students at RSU

expressed distress due to images created by the mass media.

Counseling Center personnel expressed lack of information of this new group given their background.

Lack of studies in the literature about the topic especially with Saudi students.

Purpose Examine stereotype threat created by Mass

Media coverage• Images of Saudi Arabia, the Arab world, or the

Muslim world. Revealing how the perception of this

stereotype influences Saudi students’• Academic success, Social integration, and

Persistence.

Questions for the ProfessionalsWhat are the stereotypes created by the mass

media on Saudi students at RSU ?What is the impact of these stereotypes on them?What are some ways to respond to this impact?What are the different units that can be involved?

Conceptual FrameworkInternational students face a culture shock, stress, anxiety,

powerlessness, rejection, and isolation (Rahman & Rollock, 2004). Negative stereotypes and inaccurate portrayals of one’s culture, neo-

racism (Lee & Rice, 2007). Foreign students feel frustrated after exposure to U.S. media when

handling international news when related to their countries of origin (Viswanath, 1988).

Mass media can influence impressions of other groups significantly promoting stereotypes when direct information is limited (Fujioka, 1999)

The Study Case StudyRSU is a mid-size university with 1,300 international students (FY2010-2011). Participants

Two faculty members, Two campus administrators,Eight Saudi students

MethodsData Collection and Analysis Document reviews Open-ended interviews Coded, categorized within emergent

framework of relevant themes

FindingsOffending Stereotypes included: 1. Claimed Saudi discriminatory behaviors

against women, 2. Claimed injustices and unfair laws effective

in Saudi Arabia, and 3. Neglecting the cultural achievements of

Saudi Arabia as a modernized country.

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

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

FindingsFeelings created by these stereotypes Passive depression to the point of drop outRage and anger creating negative behaviors

Saudi Student RoleSaudi students initiativesActive roles in explaining the contextual

situation of these stereotypes to classmates. Negating or correcting stereotypes through

awareness raising sessions about Saudi Arabia

Being proactive by contacting TV channels and internet news channels.

RSU ReactionsCounseling Center established a communication database with Saudi studentsIntegrating the role of student organizations as an inside alarming systemOIP established new orientation component to inform students of available resources Faculty senate took an initiative to charge a committee for supporting international studentsDepartments were encouraged to communicate with individual international students to establish a contact faculty in each programInitiating a leadership initiative that targets international students survival skills

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

Limitations 1) Small sample size of participants limited the degree of generalization of the findings to speak about the whole group of Saudi students & 2) Timing of the study, in the middle of an era of increased political and military conflicts between America and the Middle East, may have had its influence on the case.

Future ResearchA larger sample size of Saudi students may produce

results that are more generalizable. A quantitative approach may be a suitable technique

to study the characteristics of a larger number of Saudi students.

A collaborative multi institutional study would reveal valuable findings about the study topic.

ReferencesFujioka, Y. (1999). Television portrayals and African-American stereotypes: Examination of television effects

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fostering student learning and development outside the classroom. San Fransisco: Jossey-Bass.Lee, J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher

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Communication Education, 56(2), 119-133.Office of International Programs. (2009). International Insight Fall 2009. Retrieved November 7, 2009, from

http://www.uakron.edu/oip/docs/NewsletterFall20091.pdfOpen Doors. (2008). Leading places of origin. Open Doors. Retrieved September 7, 2009, from

http://opendoors.iienetwork.org/?p=131534Rahman, O., & Rollock, D. (2004). Acculturation, competence, and mental health among South Asian

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