INTRODUCTION
I will be focusing on drug use among international students. International students from around the globe benefit from the foreign education system which is considered to offer quality education. They may be beneficiaries of sponsorship or scholarship program, or they may be self-sponsoring themselves. Such opportunities go a long way in providing exposure and making students’ live better lives as they learn how to live harmoniously in a multi-cultural setting as well as broaden their minds. With the exposure, comes certain challenges which include coping with climate changes, enhancing their problem-solving skills, borrowing new business ideas, discovering new ways of living and enjoying a brand new experience.
Coping with all these things may prove to be challenging to some of these students and as a way of venting, they may engage in activities including drug use that will enhance their coping with the whole experience and also as a way of having fun. Concerning drugs, it is argued that, misuse of drugs results from using them in a way that is harmful to the health and wellbeing of the body (Smart & Ogborne, 2000). For example, first the student commences use of the drugs on a weekly basis for fun, it, later on, becomes a habit and as time goes by the likelihood of addiction increases.
Most international students can relate to this process since the majority of them hail from backgrounds and cultures that prohibit the use of such drugs. In the long run, the foreignness becomes overwhelming, and they withdraw their guard on drugs. Due to the pressure and high expectations that come with the whole education system they may turn to drugs that enhance their mental capacity. All these drugs affect different aspects of their lives and put them at risk of negative consequences hence making this topic important.
Most of the research about drug use mainly focuses on domestic students. Research relating to drug use among international students is very sparse. That which is available focuses on the comparison of increased likelihood of engagement in drugs, sexual activity and other high-risk behavior between domestic and international students. Other studies focus on the influence of domestic students on international students when it comes to the use of drugs. Other studies focus on the reasons behind the use of drugs by international students.
LITERATURE REVIEW
Despite the academic success achieved by international students, literature suggests that they are more vulnerable to stress due to cross-cultural adjustment. This stress brings about other negative consequences including depression, anxiety, frustration, helplessness and anger. Webb, Ashton, Kelly, & Kamali (1996) conceptualizes that stress comes about as a result of the personal perception that one has insufficient external and internal resources to cope effectively with demands from the environments thus making them feel threatened. New social environments and academic demands are equally shared by both American and International students, but it is more challenging for the international student since they go through these changes in a cultural system that is totally unfamiliar to them (Sawir, Marginson, & Ramia, 2008). Adjusting to another culture becomes tough when there is no relationship between the host and the home culture when it comes to both verbal and nonverbal communication styles, values and behavioral norms. To add to the stress, these adjustments need to be made over a short period so as to allow them to achieve their educational goals (Hu, Primack, Barnett, & Cook, 2011). This may turn to be very overwhelming especially for the non-English speaking students who form the majority.
According to studies major stressors among the international students include ethnic or racial discrimination and perceived prejudice, homesickness and culture shock, financial difficulties, academic performance, alienation and social isolation, language barriers and a lack of social support (Baker, Prevatt, & Proctor, 2012). These stressors do not act in isolation but rather they intertwine. The degree to which they are experienced and what may be considered a major stressor is all dependent on the personal evaluation of a given situation, use of social coping skills available to them and the degree to which support networks are used.
A drug survey carried out by the Core Institute revealed the tremendous increase in the number of students who have taken drugs at least once in a year, from 80% in 1994/95 to 90% in 2005 (Berry, 2003). The survey identified that alcohol was the comments drug among college students. With male students taking an average of 9 drinks per week and 5 for female students. This is closely followed by marijuana and thirdly prescription drugs including narcotics, depressants, and stimulants. Others include over the counter drugs, ecstasy, heroin, cocaine and others.
There are a lot of side effects that come with these drugs including impairment of self-control and rational judgment. These negative consequences are not limited to the user but rather to those around them. In a survey conducted to determine alcohol consumption, 300 international college students from Nigeria were selected. Out of the 300 students, 202 were male, and 98 were female (Bennett, Campillo, Chandrashekar, & Gureje, 1998). From the survey, it was found out that 78% of the females and 84% of the males were alcohol users. 62% agreed to the fact that their allies approved the use of alcohol while more than half admired those who consumed it. 72% admitted having broken promises they had made to themselves to quit drinking, and 80% admitted to consuming alcohol more than three times a week (Bennett, Campillo, Chandrashekar, & Gureje, 1998). Morre than half of the participants reported to using alcohol when feeling pressured or in trouble (66%). 70% agreed to drink excessively when they are aggravated, disappointed or after coming out of an argument (Bennett, Campillo, Chandrashekar, & Gureje, 1998). This study did not go further to analyze the association between stressful experiences and drinking levels. Interestingly, it was explained that in traditional Nigerian culture alcohol was more like food and a source of nutrients (Bennett, Campillo, Chandrashekar, & Gureje, 1998).
DISCUSSION
One of the acculturation stressors identified in the literature review is academic performance. A typical American classroom is lively with active participation and in-class presentations and discussion. Such activities are new especially for students from Asia, Africa, and the Middle East where interaction between the student and the lecturer is minimal. The participation, discussions and advanced English skills required for optimal academic performance are usually threatening to most international students. They feel embarrassed especially when they cannot understand what is being relayed in the class discussions as well as not being able to express themselves fluently in English. This makes their peers view them as less intelligent and passive. Such incidences breed stress and frustrations which force the international students to engage in drug use. Peers, as well as the lectures, should realize that such students go through a hard time trying to assimilate. Rather than demoralize them by viewing them as less intelligent and passive, they should be assisted in ways that will enable them to cope much faster.
Literature has shown that drug use among international students has been strongly influenced by peer pressure. As a way of fitting in international students engage in the drinking culture that the often see going on around them. By doing so, they will be able to feel to create more friends easily (Webb et al., 1996). Their nature of being elusive to the negative consequences that come about with drug use catches up with them, and they end up becoming addicts. The education system should come up with strategies that will boost the assertiveness and confidence among the international students. There are many other ways they can use to fit in and meet new allies including engaging in community services as well as joining school clubs (Baker et al., 2012). This will allow for their personal as well as social development.
International students should be made aware that just like street drugs, pharmaceutical drugs are also hazardous (Baker et al., 2012). They can be taken as part of the acculturation process involving students coming from the similar socioeconomic background. Due to the academic reassure some may take it believing that it will enhance their academic performance. For example, they believe that taking anti-anxiety drugs will lower test anxiety and taking stimulants will make them stay awake for long hours. The fact that it is obtained using a valid prescription does not warrant its use with people who are included in the prescription. These drugs can be just as addictive and dangerous as street drugs. International students should be aware of programs at their disposal so that they use them when they are faced with challenges brought about by the new academic system rather than taking it out on pharmacological drugs. Strategies should be put in place to come up with ways of identifying those misusing pharmacological drugs.
Lecturers should find out what some of the international students know about drugs. There are those whose culture perceives alcohol as food and a source of nutrient (from Nigeria). Lectures, in a relaxed setting should seek such cultural information and discuss knowledge and opinions on drugs. Equipped with such knowledge they will be in a better position to advise the international students accordingly.
The literature identified financial difficulties as one of the crucial stressors among international students that lead to them using drugs. These students are required to enroll full-time for every semester to maintain their status as students. Hence they cannot engage in other income-generating activities to supplement the little they might have. Restrictions of employment put them at a disadvantage as they are not allowed to seek jobs in the United States labor market (Smart & Ogborne, 2000). Also, student loans, scholarships and financial aid that are normally available to permanent United States residents are not available for international markets. Such limitations make life harder for international students. The stress that is experienced gets them engaging in drug use. There is a need for reforms that will allow international students to work as they learn. The current laws and policies are harsh and unfavorable, particularly for international students. Scholarships and financial aid equally assigned to every student regardless of the nationality. There should be more of on-campus jobs that will provide employment for international students which will help them be busy and get money hence making them refrain from drug use.
References
Bennett, L. A., Campillo, C., Chandrashekar, C. R., & Gureje, O. (1998). Alcoholic beverage consumption in India, Mexico, and Nigeria: A cross-cultural compassion. Alcohol Health & Research World, 22, 243-252.
Berry, J. W. (2003). Conceptual approaches to acculturation. In K. M. Chun, P. B. Organista, & G. Marín (Eds.), Acculturation: Advances in theory, measurement, and applied research. Washington, DC: American Psychological Association.
Baker, L., Prevatt, F., & Proctor, B. (2012). Drug and alcohol use in college students with and without ADHD. Journal of Attention Disorders, 16(3), 255–63.
Hu, X., Primack, B., Barnett, T., & Cook, R. (2011). College students and use of K2: an emerging drug of abuse in young persons. Substance Abuse Treatment, Prevention, and Policy, 6(1), 16.
Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. (2008). Loneliness and International Students: An Australian Study. Journal of Studies in International Education, 12(2), 148–180.
Smart, R. G., & Ogborne, A. C. (2000). Drug use and drinking among students in 36 countries. Addictive Behaviors, 25(3), 455–460.
Webb, E., Ashton, C. H., Kelly, P., & Kamali, F. (1996). Alcohol and drug use in UK university students. Lancet, 348(9032), 922–925.
