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International Students’ Isolation in the

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International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

International Students' Isolation in the

Philippines: Causes, Effects and
Coping Strategies

SAFARY WA-MBALEKA*
*[email protected]
Adventist International Institute of Advanced Studies
NADINE A. JOSEPH
Adventist International Institute of Advanced Studies

Abstract
Students travel from all over the world to study in the
Philippines, and that number is significantly increasing.
This may be due to affordability, high quality education,
and its early progress toward the integration of cultural
diversity. They are from different races, religions,
linguistic and cultural backgrounds, gender, ideology,
and socio-economic status, but most, if not all, have to
adapt to their new life in the new country. In the process,
many of them may feel isolated. That feeling can go on for a
long time without the knowledge of the schools, relatives,
or friends and can negatively affect their quality of life
during the time they spent studying in the Philippines.
Using a sample of 34 students from 19 different countries,
23 individual interviews and five focus group discussions
were conducted to examine the experiences of
international students in the host country. Some of the
major findings revealed that participants spent little or no
time on social activities; participants were more
comfortable making friends with persons of similar faith
or persons from their geographic regions; feelings of
isolation did not have the same impact on all participants
academic performance-some positively because they were
focused on academics – and others negatively. The
findings can inform administrators in developing
appropriate strategies to assist international students in
dealing with their new cultural context.
Development Education Journal of
Multidisciplinary Research

Keywords: isolation, phenomenology, qualitative

research, race, language, culture, higher education,
international student, Philippines

Introduction
It would seem that globalization and the quest for
education give rise to the number of students traveling
outside of their home countries to pursue higher
education. The United Nations Organization for
Education, Science and Culture Institute for Statistics
(2006) reported that in 2004, at least 2.5 million students
at the post secondary level studied outside their country of
origin as compared to the 1.75 million in 1999.
Additionally, 228,555 international students were
enrolled in Australian Higher Education Institutions
(Organisation for Economic Cooperation and
Development, 2005).
According to Davis (2001), in the year 2000, a total of
547, 867 students from 186 countries were enrolled in the
United States colleges and universities. By 2002-2003,
that number, rose to 586,323 (Institute for International
Education (IIE), 2007). By 2007-2008, the number
significantly rose to 623, 805 (Open Doors, 2008). Notably,
Poyrazli and Kavanaugh (2006) report that international
students' spending on tuition, living expenses and other
costs contribute some $12 billion a year to the US
economy.
Even with the increased use of technology and online
education, one would think that fewer persons would
travel abroad to study, but literature suggest that
international students traveling to study in the USA is still
rising (see Bell, 2012). Similarly, in the East, the
Philippines is also attracting many foreign students.
According to the Bureau of Immigration in the Philippines,
there are now more than 61,000 foreigners studying in
various schools and learning institutions in the
Philippines.
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International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

Having these large numbers of foreign students

studying in any country does not come without its benefits
or challenges. Some believe that students travel to
different countries for reasons including a chance to
explore a new culture, an opportunity to learn new ways of
thinking and behaving, an opportunity to make new
friends, an opportunity to increase cross-cultural
knowledge and skills (Andrade, 2006; McClure, 2007; and
Ying, 2005), among others. In addition, international
students help to enrich their university campuses with
cultural diversity (Chapdelaine and Alexitch, 2004).
Though the foregoing seems beneficial to both, some
believe that migrating to a foreign land to study may cause
students' to feel isolated (Bradley, 2000; Hannigan, 1990;
and Ku, Lahman, Yeh and Cheng, 2008), and even have
difficulties in making friends with students from the host
culture (see Arthur, 1997; Kaczmarek, Matlock, Merta,
Ames, and Ross, 1994; Mestenhauser, 1998; Valdiriz,
1982)

Definition and Causes of Isolation

Though isolation and loneliness are not synonymous,
the latter can be seen as one of its effects. Nonetheless,
definitions of loneliness seem to suggest that there is an
absence of something; Weiss (1973) for example, posits
that it is the absence of necessary relationships. Peplau
and Perlman, (1982) however, states that loneliness is the
distressing feeling that occurs when one's social
relationships are perceived as being less satisfying than
what is desired. In essence, according to them, there is a
discrepancy between ideal and perceived social
relationship.
Factors affecting isolation may be debatable based on
the cultures in which international students come from.
Additionally, Ying (2005) posits that biological stress
factors such as diet, illness, homesickness and isolation,
in addition to cultural stress factors (such as students'

3
Development Education Journal of
Multidisciplinary Research

feeling that they have to compromise in their personal or

cultural values) or even experiences of racism or
discrimination are factors to consider.
Consequently, numerous studies have been
conducted on issues relating to feelings of isolation
reported by international students. These include
adjusting to a different culture (Bennett, 1998; Church,
1982; Lee McClure, 2007; and Lee and Rice 2007);
adjusting to a new educational system; financial
difficulties (Church, 1982; Hsu, 2003; Yeh and Inose,
2003); academic stress (Hsu, 2003; Yeh and Inose, 2003),
problems with communicating due to language difficulties
(see Church, 1982; Haydon, 2003; Yeh and Inose, 2003;
and Zhai, 2002); establishing social relationships (Yeh and
Inose, 2003); culture or transition shock (see Bennett,
1998; Haydon, 2003; Hsu, 2003; Lee and Rice, 2007;
Oberg, 1960; Trice, 2003); perceived or actual racial
discrimination (Church, 1982; Ryan and Twibell, 2000);
inability of some international students to make friends in
their host country (see Chen, 1999; Ip, Chui and Johnson,
2009; McClure, 2007; Sam, 2001); and potential academic
problems due to feelings of isolation (McClure, 2007; Yeh
and Inose, 2003).
Some researchers even highlight exploitation of
international students as another issue in the isolation of
international students (Altbach and Teichler, 2001).
Further, some believe that international students are
additionally at risk for developing mental health problems
associated with stress due to uprooting and acculturation
(see Baumeister & Leary, 1995 as cited in Sawir, Deumert,
Nyland & Ramia, 2008; Brown, 2008; Lieber, Chin, Nihira,
& Mink, 2001; Jou & Fukada, 1997; Sam & Eide, 1991).

Language, Culture and Culture Shock

It seems that language difficulty is reported as a
significant contributor to isolation issues international
students face while studying abroad; specifically in
4
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

studies conducted in the US (Yeh & Inose, 2003; Zhai,

2002). Andrade (2006) posits that English Language skills
are an important factor for both academic and social
adjustment issues for international students.
It appears that cultural differences may be a
contributing factor to students' perceived feelings of
isolation. Yeh and Inose (2003) found that international
students have greater adjustment issues when there is a
great difference between home and host cultures. For
example, power distance is seen as one factor in a study
conducted by Spencer-Oatey (1997); international
students' view of counseling to cope with feelings of
isolation is another cultural factor (see Mori, 2000; &
Sandhu & Asrabadi, 1994). Additionally, Lee and Rice
(2007) speculate that some culturally related factors are
longstanding, such as hostility toward women who wear
veils or saris.
Consequently, international students, based on their
host culture may experience some form of discrimination.
Interestingly, Lee and Rice (2007) also found that though
students from varied countries reported different rates of
discrimination. For example, white students from Europe,
Canada and New Zealand reported having no feelings of
discrimination, while their colleagues from Asia, India, the
Middle East and Latin America highlight that racism is a
part of their university experience.
Types of Isolation
There have been many studies conducted in the
United States of America (USA) dealing with issues
pertaining to international students (Byram and Feng,
2006; Kinnell, 1990; McClure, 2007; Poyrazli and
Kavanaugh, 2006; Tomich et al., 2000; Wille and Jackson,
2003). Consequently, some researchers have made
distinctions between two different types of isolation,
academic (McClure, 2007) and social (McClure, 2007;
Reynolds and Constantine, 2007).

5
Development Education Journal of
Multidisciplinary Research

Social Isolation
It is often said that no man is an Island. Likewise,
having appropriate social relationships seem key to
human survival. Reynolds and Constantine (2007) define
social isolation as pervasive feelings of loneliness,
dissatisfaction, marginalization and heightened levels of
interpersonal distress. As a result, many authors have
submitted that international students feel isolated
because of their inability to make friends in their host
country (see Chen, 1999; Ip et al., 2009; McClure, 2007;
Sam, 2001). However, others researchers have reported
that some of these students often report not having time to
make friends because of academic demands (see
Heikenheimo and Shute, 1996; Yang, et. al, 1994).
Other studies hypothesize differences in male to
female perception of isolation (Fatima, 2001); differences
in personality as a contributing factor to isolation (see for
example, Peplau and Perlman, 1982); differences in
nationalities (Breuder, 1972; Dao, Lee, and Chang, 2007;
Hsieh, 2006; Moffett, 2006); and also differences in
experiences based on academic level such as
undergraduate versus masters or doctoral programs
(Fatima, 2001; Poyrazli and Kavanaugh, 2006; Trice,
2003).
Accordingly, researchers surmise that creating
opportunities for social interaction with persons from the
host country to help give international students an
understanding of the host country's culture is important
in assisting them to combat isolation issues (Chapedelaine
and Alexitch, 2004; Cross, 1998; McClure, 2007). For
example, Furukawa, Sarason and Sarason (1998) and
Baumeister and Leary (2005) argue that students
experience increased levels of satisfaction and
belongingness versus poor adjustment due to their
inability to seek social relationships when they are able to
form appropriate social networks.

6
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

Academic Isolation
McClure (2007) implies that academic isolation can
refer to feelings of marginalization and anxiety in adapting
to new learner roles and relationships and stress
concerning the ability to perform in a teaching and
learning environment. Researchers posit that academic
isolation also occurs when students feel a general lack of
support or involvement of their faculty (see also McClure,
2005). Notably, it appears from the literature that both
local and international graduate students report
perceptions of isolation due to a number of factors, but
pertinently, the distance of supervisors (see for example
Spencer-Oatey, 1997).
In addition, students who report feeling isolated also
report having academic difficulty because of their inability
to communicate effectively with both colleagues and
faculty. For example, students who report experiences of
isolation in the US reported having problems with English
proficiency (Haydon, 2003; Trice, 2003). Closely
associated with language proficiency are the decisions of
some international students to keep silent class
(Campbell, 2007; Hsieh, 2006; Tatar, 2005), risking the
appearance of not being knowledgeable.

Coping Strategies
There is currently much discussion and studies being
conducted about strategies that international students
can use to cope in new and different cultures, in addition
to what faculty members can do to help in mitigating the
negative experiences of their international students (Ku et
al., 2008; Walton, 1990). Some suggest strategies such as
self-disclosure (Perlman and Fehr, 1987; as cited in Quian
and Scott, 2007); and Universities taking some
responsibility for helping their international students deal
with isolation. Bradley (2000) surmises that universities
should be aware of the difficulties their international
students face in an effort to establish counseling services
7
Development Education Journal of
Multidisciplinary Research

and other sources of formal support such as multicultural

forums to understand cultural differences (p. 429). Deen
(1996) on the other hand, suggest two interventions
institutions can use: student-oriented actions to facilitate
student adaption, and secondly, actions that improve the
organization's ability to welcome students (pp. 3-7).

Main Purpose of the Study

We are uncertain whether universities in the
Philippines may suffer the loss of international students if
they do not address issues that cause these students to
feel isolated. The Council of Graduate Schools (2008) in
the USA report that there was a marked decline in
international graduate applications, but that may be due
to increased international competition for higher
education institutions. Notably however, the USA still
continues to be the destination of choice for many
prospective international students, in spite of the 2007-
2008 stall in numbers according to them. Consequently,
they propose that it is in the best interest of higher
education institutions to pay more attention to their
current and future international students.
The main purpose of this study was to examine the
experiences of international students in the Philippines
that relate to feelings of isolation. This study also explored
the coping strategies that international students are using
to succeed in their studies, in the Philippines, despite
these feelings of isolation.
The three major research questions were:
1. What are the social experiences of international
students studying in the Philippines?
2. How does the feeling of isolation affect their
academic performance and their personal well-
being?
3. What strategies do international students use to
cope with isolation?

8
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

Methodology
We conducted a qualitative study because this study
examined a phenomenon that has not been explored yet in
the Philippines. As such, findings will lay the ground for
further studies (Creswell, 2013). Consequently, the
qualitative approach allowed the researchers to collect
recurring themes that can later lead other studies on the
issue of isolation. The phenomenological approach was
most appropriate because we focused primarily on the
phenomenon of isolation based on the lived experiences of
the research participants (Creswell, 2013; Moustakas,
1994).

Participants
Participants of the study were 34 university students
comprising of 20 male and 14 female. They consisted of
two races, 22 of whom are Blacks and 12 are Asians. The
education level of these participants included 13
undergraduate students, 5 master's students, and 13
doctoral students. Three of them did not include their
academic level.
The participants came from 19 different countries:
Cameroon, China, Democratic Republic of Congo,
Ethiopia, Gabon, Ghana, India, Kenya, Myanmar, Nepal,
Uganda, Rwanda, South Korea, Saint Lucia, Tanzania,
Trinidad and Tobago, United States of America, Vietnam,
and Zambia. They represented eight different fields of
study: business, communication development, education,
engineering, labor and industrial relations, nursing,
public health, theology. Two of the participants did not
indicate their field of study.
These participants also varied in their religious
affiliation:, 18 were Seventh-day Adventist, 8 Pentecostal,
1 Baptist, and six of them did not indicate their religion. Of
all the participants, 24 came from private (primarily
church-based) institutions; eight from public universities
while two did not indicate the type of university.
9
Development Education Journal of
Multidisciplinary Research

Instrument
This study used a researcher-made interview protocol
that was validated by four experts in qualitative research;
two education experts who are knowledgeable about
research on student isolation, the AIIAS Ethics Committee
and two international students for pilot testing.
The study was conducted only after the approval of the
AIIAS Ethics Committee. All interviews took place in a
private setting, which was preferred by the interviewees.
All research participants were assigned pseudonyms
during the transcription process. Additionally, research
assistants who helped in transcribing the interviews
signed a Transcriber's Confidentiality Form to ensure that
they kept all transcribed information confidential.

Data Collection
Data was collected from 34 students of five private and
five public universities. These institutions were located in
the Luzon and Visayas regions of the Philippines. All in all,
23 individual interviews and 4 focus group discussions
were conducted. Ten of the individual interviews were oral
while 13 were written questionnaires that the participants
had filled out. Each of the individual lasted 11 to 25
minutes each and the focus groups discussions lasted
between 15 to 45 minutes.
Purposeful sampling was used to recruit participants
because it helps select the participants that can provide
the best data needed to address the research questions
(Bogdan & Biklen, 2007; Creswell, 2008; Shank, 2006). In
addition, it was also done in such a way that different
variables would be taken into consideration, such as
gender, religion, age, current academic level, race,
country, and both public and private higher education
institutions. Snowball sampling was also used to recruit
international students who were unknown to the
researchers. During the live interviews, audio recorders

10
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

were used to gather data, which were then transcribed by

research assistants. Some field notes were taken right
after the interviews to start developing the different
categories. These categories were expanded during the
coding process of each transcript.

Data Analysis
The analysis of the data occurred concurrently with
data collection. This enabled the researchers to generate
emerging themes which were noted using field notes
immediately after interviews about the research
questions” (DiCicco-Bloom & Crabtree, 2006, p. 317).
All the interviews were transcribed and entered in the
HyperResearch software, an important tool that helps
organize and analyze qualitative data. A coding book was
developed from the coding of at least five interviews.
Frequencies of categories together with knowledge from
the literature review and the field notes were used to
categorize emerging themes. The results are presented
based on these emerging themes. This was done using
thick description as suggested by many qualitative
research experts (see for instance, McMillan &
Schumacher, 2006). Conclusions were then drawn based
on the research questions and emerging themes.

Results
Results of this study are presented in six different
themes. These include time spent on social activities,
causes of isolation, friend's preference, effects of isolation,
coping strategies used for isolation, and
recommendations. Codes were developed for the
categories that recurred at least three times. All initial
categories that appeared once or twice were not considered
in the analysis of this study.

11
Development Education Journal of
Multidisciplinary Research

Theme 1: Time for Social Activities

Interviewees were asked how much time they spent on
social activities, by simply getting together with other
people, call or chat with friends or relatives, and any other
social activity that helped them deal with the phenomenon
of isolation. Table 1 presents the summary of the number
of hours students spend on social activities.

Table 1
Time for Social Activities
Time spent weekly Participants
0 hours 6
1 – 6 hours 16
7 – 12 hours 5
Not indicated 3

From Table 1, it is clear that six participants spent no

time in social activities, 16 spent one to six hours, five
spent seven to 12 hours, while three did not indicate how
much time they spent on social activities on a weekly
basis. Almost half of the participants spent only one to six
hours per week on social activities. If this number is added
to the six who do not spend any time on social activities;
this would mean that 22 out of 34 (about 65%) spend no
time to six hours on social activities on a weekly basis. This
number is quite surprising in a country like the
Philippines where people are found to be very friendly.

Theme 2: Causes of Isolation

As reviewed earlier in this paper, several studies have
investigated the causes of isolation. Results show some
overlap with previous studies in some of the causes of
isolation. Table 2 synthesizes the causes of isolation as
they emerged in this study.

12
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

Table 2
Causes of Isolation
Causes Frequency

Cultural difference 32
Use of Tagalog in class/groups 19
Academic load 15
Financial challenges 13
Racial discrimination 13
Shallow friendship 10
Irrelevance of social activities 9
Personality type 9
Seeing complete families 6
Lack of motivation to mingle 5
No involvement in social activity 5
planning
No relative at life events 3
Cultural background with no social life 3

The leading categories of 'causes of isolation' included

cultural difference, use of Tagalog (the national language
of the Philippines) in the classroom and social groups by
Filipino teachers, students, and friends; heavy academic
load, financial challenges, racial discrimination, and
shallow friendship. Cultural difference, heavy academic
load, and racial discrimination have also been found to
play an important role in other studies. For Participant 10,
isolation is “due to spending too much time alone…
international students are often burdened by submitting
their requirements to get good grades. Unlike other
countries like U.S. and S. Korea, Philippines have shorter
semesters”.
In most studies, participants report feeling isolated
because of their limited ability to speak English. In this
study however, participants reported feeling isolated
because of little or no ability to speak or understand
Tagalog. Participants also reported not having genuine
friendships with host nationals, which reflects the findings
of other students. There were some unique elements that
contributed to feelings of isolation reported by the
13
Development Education Journal of
Multidisciplinary Research

participants of this study. First is their perception that

social activities at their institutions were irrelevant.
Married students reported feeling isolated when they see
other students with their complete families. Another is
their lack of personal motivation to mingle. Some of the
participants also reported that their institutions do not
involve them in planning for social activities that they find
suitable. Finally, there were also reports of isolation
caused by the absence of their relatives at life events.

Theme 3: Friend Preference

When asked about their preference of friends, the
participants ranged from primarily preferring
international students, people of similar faith, people who
have good character people who share the same principles
with them, people from the same region of the world, and
those from the same place or country. Participant 21
stated, “Actually, I do prefer having more of friends from
other countries than mine. This is because if you do have
more of your own around you, there tend to be more
gossips and rivals among each other”. As shown in Table 3,
only two people (about 6%) indicated that their first
preference of friends were Filipinos. This finding was quite
surprising in the Filipino setting where the people are
known to be very friendly.

Table 3
Preference of Friends

Friend Preference Participants

International students 16
Same faith 9
Same principle/character 8
Same region of the world 6
Same country 5
Filipinos 2

14
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

Theme 4: Effects of Isolation on Academic

Performance and Wellbeing
Results from the interviews revealed that isolation has
several different effects on international students'
wellbeing and academic performance. Participant 1 in
Focus Group 3 regretfully indicated that “And here, we feel
lonely. So, that is one of the reasons to drink and smoke”.
Unlike him, Participant 6 handled the impact of isolation
more positively. He stated, “In my case isolation helped me
to concentrate on my study here. I spend most of my time
with my books and class requirements. I tried my best to
succeed in my academic performances and put myself
above all my class mates so that I might have a sense of
accomplishment”. Table 4 synthesizes the different
categories that emerged on the effects of isolation. Results
from the academic performance showed that three people
thought isolation had no impact on their academic
performance; nine thought that it had a positive effect
because isolation gave them more determination or plenty
of time to do their work, and 14 indicated that isolation
affected their concentration and subsequently their
academic performance.

Table 4
Effects of Isolation on Academic Performance and Wellbeing
Effects Frequencies

Academics 14
Lack of academic concentration 9
Positive effect 3
No effect
Wellbeing
Loneliness 17
Depression 7
Negative emotional health 7
Homesickness 6
Drinking & smoking 4
Suicidal thoughts 4
Negative effect on physical health 4
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Development Education Journal of
Multidisciplinary Research

When asked about the effects that isolation had on

their personal wellbeing, results showed that the majority
(17) of students reported feeling lonely, that is, half of all
the interviewees. Seven participants reported feelings of
depression; seven reported experiencing negative
emotional health, and six reported feeling homesick and
want to study quickly to return to their countries. Four
participants indicated that feelings of isolation has led
them to drinking alcohol and smoking; four believed that it
can lead to some suicidal thoughts; and four believe their
physical health was affected as a result of isolation. One
student indicated that at a certain point he seriously
considered committing suicide because of feelings of
isolation.

Theme 5: Coping Strategies

Interviewees gave a long list of strategies that they use
to cope with isolation. Table 5 synthesizes the emerging
categories for coping strategies. The leading strategies
included getting together with other international
students (18 counts), focus primarily on academic success
and ignore social life (16 counts), call or chat with relatives
or friends online (14 counts), watch TV or listen to music
(14 counts), pray and spend time in personal devotion (11
counts), get involved in church activities (10 counts),
sports (10 counts), and get together with people from their
own race, country, or region (10 counts). Praying and
attending church activities were two new categories that
are not common with previous studies. Participant 20
stated it in these terms: “Yeah, most of the time, we
usually… because I am busy during the class time, when I
am [like] that, usually I can entertain myself with maybe a
movie to relax or sometimes I would just chat with people
on Facebook or Skype.”

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International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

Table 5
Coping Strategies
Strategy Frequencies

Getting together with other international 18

students
Focus on academic activities 16
Call/chat with family/friends 14
Watching TV & Listening to music 14
Prayer & devotional life 11
Church activities 10
Sports 10
Getting together with one's own people 10
Sharing meals with friends 6
Intentional personal involvement 6
Outing with international students 5
Learn Tagalog 3
Positive thinking 3

The other, less recurring, categories included sharing

meals with friends, intentional personal involvement with
other international students, going out with international
students, learning Tagalog, and positive thinking.

Theme 6: Recommendations
All interviewees were asked about the
recommendations that they have for international
students in dealing with the phenomenon of isolation.
Eight recommendations emerged. Table 6 synthesizes the
eight categories of recommendations.

Table 6
Recommendations
Recommendation Frequencies

More creative ways for social activities 6

Culture orientation 5
Focus on academics 4
Prayer 4
Improved counseling services 3
Cafeteria 3
Learn Tagalog 3
Recruit more students from same origin 3

17
Development Education Journal of
Multidisciplinary Research

The interviewees recommended a number of strategies

both institutions and international students can use to
assist in dealing with feelings of isolation when they are
studying away from home. Participant 2 provided a
number of recommendations for international students.
He stated, “To be prudent and careful, to learn Tagalog and
English. To develop relation with Philippines girls for easy
integration if no married or single. To join Christian group,
or others religion group for moral and exchanges. To
integrate a team of game and sport in different disciplines
and develop friendship relations. To watch TV with
international channel, movies and listen to music. To work
hard and pray God to finish his study early, so it is possible
to back home as possible as you can”. For institutions,
recommendations included: new and creative social
activities that are relevant in meeting the needs of
international students; cultural orientation and
sensitivity seminars for international students and better
counseling services for international students. For those
institutions that have no cafeteria, having a cafeteria was
recommended because it provides another opportunity for
international students to meet. Participants varied in their
personal recommendations for other international
students such that: students who go through isolation
issues should try to focus on their academics and pray
because it is the best solution in dealing with isolation
because with God, they feel the presence of an ever-
present friend. Three undergraduate students from a
public university, where a good number of professors mix
Tagalog and English in their instruction recommended
that international students should learn Tagalog for their
academic success and their improvement of social life.
Finally, three interviewees indicated that it might be better
if international students do not migrate to study abroad
alone, but rather, to do so with persons from their home
country. According to them, having people from one's
country is helpful when studying far from home.

18
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

Discussion
Many of the themes generated from the data in this
study seemed to be consistent with themes generated from
previous studies on the topic. For example, Trice (2007)
explored 'faculty perspectives regarding graduate
international students' isolation from host national
students and found that faculty members expressed that
international students “simply preferred to befriend those
who were culturally similar to themselves”. Similarly, in
this study, participants expressed that they preferred to
befriend people from the same region, same race, same
faith, or plainly, people with good character. Additionally,
we also found that participants reported grouping together
with persons of the same gender who were in similar
positions as they were, such as being in the Philippines
single because their wives and family were abroad.
Another similarity with the literature is participants'
ability to adjust to a different culture (see Church, 1982;
Bennett, 1998; Lee and Rice 2007; McClure, 2007). In this
study, participants generally reported that the cultures
were dissimilar and tended to have problems coping with
the changes because they had made no preparations nor
received cultural sensitivity training from their institution.
Myers-Walls, Frias, Kwon, Ko, and Lu, (2011) when
studying families of international graduate students in the
USA, found similar suggestions for institutions to provide
culturally sensitive programs.
Notably, establishing social relationships (Yeh and
Inose, 2003) was a concern for participants of this study as
it was in the literature. Participants suggest that it was
more difficult to build friendships with persons from the
host country than with other international students.
Similarly, McLachlan and Justice (2009) reports that 85%
of participants in their study expressed that “establishing
friendships with American students was a slow and, at
times, a frustrating process”.

19
Development Education Journal of
Multidisciplinary Research

Interestingly, some participants in this study did

express that they had tried to make friends with host
nationals but found it very difficult to have lasting
friendships with them. Likewise, Flug's (2010) study had
similar results.
Interestingly, even though some participants did
express that they had very few friends who were nationals,
they described these friendships as superficial since they
were not able to share their real feelings with their friends.
Trice (2002) for example found that international students
reported that they had unmet desires such as establishing
“real friendships” and close relationships that were
beyond just casual.
Another cause of isolation discovered in this study is
perceived feelings of racial discrimination. Other studies
had similar finding (see for example, Church, 1982; Ryan
and Twibell, 2000). Another similarity with previous
studies was the impact of feelings of isolation on academic
performance (see for example Yeh and Inose, 2003;
McClure, 2007). Likewise, some participants in this study
reported that feelings of isolation had a negative impact on
their studies, while others reported that these feeling
caused them to focus more on their studies.
Participants also reported feelings of depression, loss
of appetite, and thoughts of suicide due to feelings of
isolation. Similarly, Brislin and Yoshida (1994) suggest
that many international students report having feelings of
anxiety, confusion and disappointed expectations due to
feeling loss or isolation; while Hess and Linderman (2002)
suggest that mild depression is common after one
relocates, and may manifest itself as sadness and self
doubt, all feelings reported by participants in this study.
In looking at coping strategies, we found that
participants in this study reported using similar coping
strategies such as focusing on academic excellence,
spending more time in academic endeavors, and focusing
more on personal development than in socializing, which
20
International Students' Isolation in S. Wa-Mbaleka
the Philippines: Causes, Effects and N. Joseph
Coping Strategies

were similar to findings of previous studies. McClure

(2007) for example, reported strategies such as self-
determination, learner dependence, and long hours of
study. Faculty members in a study conducted by Trice
(2007) also reported that international students had little
time to pursue relationships with host nationals because
they immersed themselves in their studies.
Another similarity with the literature is the
participants' focus on prayer, strong devotional life, and
attendance at church or church activities to help in coping
with feelings of isolation. Likewise, Rokach and Brock
(1998) reported that a strategy participants in their study
used was to connect to religion and faith to gain strength
and inner peace.
In majority of the studies conducted in the USA there
were recurring themes of isolation due to language
difficulties (see for example, Church, 1982; Zhai, 2002;
Haydon, 2003; Yeh and Inose, 2003). In this study,
participants had similar complaints, but in this instance it
was not pertaining to English as in other studies, but
rather to Tagalog, a language frequently spoken in the
Luzon and Visayas regions. .

Conclusion
The phenomenon of isolation is real among
international students who are studying in higher
education institutions in the Philippines. This study has
provided preliminary data in an attempt to understand the
causes and effects of isolation and coping strategies
international students use while studying in the
Philippines. Heavy academic load is understandably one
of the major causes. Lack of cultural understanding in
both Filipino and international students seem to play an
important role in isolation of international students. The
effects of isolation are taking a toll on the international
students' academic performance and their emotional and
physical life.
21
Development Education Journal of
Multidisciplinary Research

Implications of this study suggest that higher

educational institutions could do well if they can provide
cultural sensitivity programs for faculty, staff,
administrators and both Filipino and international
students. With this era of globalization, everyone needs to
be trained to be a world citizen. As part of this
recommendation, racist practices and use of a language,
other than the official medium of instruction, should be
discouraged in higher education institutions if there are
international students in the classroom. This would create
more opportunities for genuine socialization for all.
This study has generated relevant discussion that
could have serious implications for higher education
institutions in the Philippines and the continual increase
of international students to this land. Three opportunities
are evident as a result of this study. Further research
should include a correlation study on the predominant
categories. Second, this study is probably one of the very
few that found the phenomenon of what we have termed
the married-single phenomena-, this refer to international
students who are not able to have their families in the
Philippines while studying. Further examining their
experience may give additional insight into unique feelings
of isolation. Finally,, more research should be conducted
on the impact of cultural sensitivity programs in higher
education institutions in the Philippines.

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Appendix: Interview Protocol

1. How much time do you spend in social activities
every week? With whom?
2. Share an experience when you felt isolated or
lonely as an international student in the
Philippines.
3. How do you cope with isolation? How effective is
your approach?
4. Based on your experience, what are the major
causes of that feeling of isolation?
5. From your own experience, what could be the
reasons why international students do not engage
in social activities?
6. What is your preference of friends: people from
your country, Philippines, or other
countries?
7. What effect do you think isolation has on your
academic performance? On your well-being?
8. What piece of advice can you give to new
international students on this issue of
isolation?

32

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