Changes in food neophobia and dietary habits of international students

Background International study is becoming more prevalent, yet aspects such as food neophobia often militate against the consumption of a nutritionally balanced diet of visiting students. The purpose of this paper, therefore, was to evaluate the extent to which international postgraduate students experience food neophobia, how this might vary by nationality and other demographic characteristics, and how acculturation might manifest itself in students’ dietary behaviour. Methods International postgraduate students were invited to complete a validated questionnaire during their first week at university. The questionnaire was subsequently re-administered to the same students approximately four and eight months later. Results In total, 226 usable responses were analysed, 124, 58 and 44, respectively, for the first, second and final data collection. Perhaps surprisingly, the overall food neophobia scores increased from an initial value of 27.95 (SD ± 16.95) to 33.67 (SD ± 33.67) after 3 months although when comparing European and Asian students, only the former were significantly different (p<0.05). Both Asian and European students reported small but not significant changes in their eating habits, although after 3 months significantly (p=< 0.05) less changes were reported. No significant changes were reported in students’ perceived healthiness of their diets either by nationality or over time. Conclusions Understanding the complexities of food neophobia, other aspects of dietary change and at what point these changes might take place in the acculturation process when students arrive in the UK needs to be fully understood if a climate for positive learning is to be established

Cultural distance, mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students' perspectives on 'internationalisation at home'

This paper addresses the question of interaction between home and international students using qualitative data from 100 home students at two 'teaching intensive' universities in the southwest of England. Stephan and Stephan's Integrated Threat Theory is used to analyse the data, finding evidence for all four types of threat that they predict when outgroups interact. It is found that home students perceive threats to their academic success and group identity from the presence of international students on the campus and in the classroom. These are linked to anxieties around 'mindful' forms of interaction and a taboo around the discussion of difference, leading to a 'passive xenophobia' for the majority. The paper concludes that Integrated Threat Theory is a useful tool in critiquing the 'internationalisation at home' agenda, making suggestions for policies and practices that may alleviate perceived threats, thereby improving the quality and outcomes of intercultural interaction. © 2010 British Educational Research Association

Student mobility on the map Tertiary education interchange in the Commonwealth on the threshold of the 21st century

Report of a joint working group of the Council for Education in the Commonwealth and UKCOSA: The Council for International EducationAvailable from British Library Document Supply Centre-DSC:m00/45790 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Changing cultures Developments in cross-cultural theory and practice; a seminar report

SIGLEAvailable from British Library Document Supply Centre-DSC:f99/1686 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

International student migration and the European "Year Abroad": effects on European identity and subsequent migration behaviour

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