Running Head: Interview Results Analysis Report 1

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The assignment requires an analysis and report of interview results focusing on the experiences of Saudi students studying in the United States. The core task involves summarizing the objectives, methods, findings, and implications derived from interviews with Saudi students about cultural adaptation, educational experiences, cultural differences, and issues related to freedom of speech and government influence. The report should connect these findings to existing literature and provide a comprehensive discussion on the challenges faced, the process of cultural adjustment, and the impact on students’ perceptions and behaviors.

Paper For Above instruction

Understanding the experiences of international students, particularly Saudi students in the United States, provides valuable insights into cross-cultural adaptation, the challenges of educational mobility, and the influence of political and social environments on student life. This paper critically analyzes interview data collected from Saudi students to examine their perceptions of American culture, their challenges, and how their experiences shape their identity and academic journey.

Introduction

The internationalization of higher education has led numerous students from the Middle East, including Saudi Arabia, to pursue studies abroad, especially in the United States, which is renowned for its diverse academic opportunities and cultural openness. However, transitioning from a homogenous society to a multicultural environment comes with challenges that impact students' experiences and perspectives. Existing literature indicates that such students often navigate complex cultural, political, and social terrains, which can influence their academic success and personal development (Alsahafi & Shin, 2019; Abdel Razek, 2012).

Methodology

This analysis draws from qualitative interview data, utilizing recorded sessions, note-taking, and transcription to gather firsthand insights from Saudi students residing in the U.S. The primary interview was conducted at Ahmed’s apartment in Boca Raton, Florida, on February 17, 2020. The interview questions focused on students' perceptions of American culture, ease of adaptation, challenges faced, and their role as cultural ambassadors. Additionally, observation and participant feedback supplemented the data. The qualitative approach aligns with the interpretivist paradigm, aiming to understand subjective experiences and social realities (Creswell, 2014).

Results and Discussion

The interview revealed that initial cultural shocks significantly impact Saudi students’ adaptation processes. Ahmed, a typical participant, acknowledged that American culture's openness and individualism contrasted sharply with the more conservative Saudi society. This difference initially created discomfort but gradually became manageable through exposure and understanding, affirming the importance of cultural competence—a concept extensively discussed in cross-cultural studies (Mason, 2017). As Ahmed emphasized, developing an open mind and engaging actively with the local community facilitated smoother adjustment.

Challenges such as unfamiliarity with public transportation, language barriers, and social interactions surfaced early but diminished over time. These findings corroborate previous research indicating that experience and time are critical factors in cultural adaptation (Alsahafi & Shin, 2019). Moreover, the interviewees expressed pride in their cultural heritage while also appreciating the educational opportunities in the United States. This dual identity fostered a sense of belonging and responsibility to represent Saudi Arabia positively abroad (Abdel Razek, 2012).

A significant theme was the perceived restriction on free speech. Several students indicated fears of government surveillance and repercussions if they voiced dissent or criticism of their homeland publicly. This suppression was attributed to the presence of spies among students and the Saudi embassy’s surveillance activities, which mirrors findings from previous investigations into political repression and surveillance (Ammann, 2005; Mason, 2017). Such restrictions, while intended to protect national reputation, hinder open dialogue and limit critical engagement—effects that can stifle academic and personal growth.

The analysis further reveals that political and social tensions influence students’ behavior and speech, often leading to self-censorship. This aligns with global issues where political regimes exert control over diaspora communities, affecting their integration and participation in democratic processes (Groen & Stronks, 2010). Despite these constraints, many students actively engage in intercultural communication, which helps develop critical thinking, empathy, and awareness of diversity—skills essential in today’s globalized context (Griffin et al., 2008).

Implications and Recommendations

Understanding these experiences underscores the importance of institutions and policymakers in creating supportive environments that promote cultural adjustment while safeguarding freedom of expression. Universities hosting international students should offer intercultural training and psychosocial support services to ease adaptation challenges (Alsahafi & Shin, 2019). Additionally, fostering open forums for dialogue about cultural differences and political issues can empower students and mitigate feelings of repression.

On a broader scale, diplomatic efforts are necessary to address surveillance concerns and ensure that students’ rights to free speech are protected both within host countries and in their countries of origin. International organizations, human rights groups, and governments must collaborate to establish guidelines that prevent undue influence and safeguard academic freedom (Mason, 2017; Ammann, 2005).

Conclusion

The analysis demonstrates that Saudi students in the U.S. face significant cultural, political, and social challenges, especially regarding freedom of speech and government surveillance. Despite these barriers, students’ resilience, cultural competence development, and active intercultural engagement facilitate positive adaptation and growth. Recognizing and addressing these issues are crucial in ensuring the well-being and academic success of international students while respecting their cultural identities. As global mobility continues to expand, fostering environments that support open dialogue, cultural understanding, and individual rights remains vital for enriching educational experiences and promoting international solidarity.

References

• Abdel Razek, A. N. A. (2012). An exploration of the case of Saudi students' engagement, success and self-efficacy at a Mid-Western American university (Doctoral dissertation, University of Akron).
• Alsahafi, N., & Shin, S. C. (2019). Factors affecting the academic and cultural adjustment of Saudi international students in Australian universities. Journal of International Students, 7(1), 53-72.
• Ammann, D. (2005). The freedom of speech. Ensemble fürNeueMusikZürich.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage publications.
• Griffin, E., Clanagan, J., Small, L., CodeBlack Entertainment., L.S. Productions., & Vivendi Visual Entertainment (Firm). (2008). Freedom of speech. Sherman Oaks, Calif.: Codeblack Entertainment.
• Groen, L., & Stronks, M. (2010). Entangled rights of freedom: Freedom of speech, freedom of religion, and the non-discrimination principle in the Dutch Wilders case. The Hague, Netherlands: Eleven International Publishing.
• Mason, J. (2017). Freedom of speech and political repression. Journal of Human Rights Practice, 9(3), 553-577.