U.S. Educational System Advantages to International Students

Introduction 

Irrespective of the idea that the U.S. is among the highly criticized countries globally, numerous individuals who wish to work or live in the country perceive it as one of the most amazing. The U.S. is also among the best places that persons can pursue their higher education. Presently, however, various individuals are directing attention on the ideal places they can acquire appropriate education while the U.S. does not always rank on top. Irrespective of this, numerous international learners travel to the U.S. with the goal of seeking education indicating that reasons prevail as to why they prefer the country’s education system. Various arguments prevail on the various benefits that international students realize while undertaking their studies in the U.S. (Wu, Garza, & Guzman, 2015) . Understanding these would play an essential role in assisting prospective learners in making ideal choices concerning their individual educational endeavors. In this case, when considering applying for learning opportunities within the U.S., it is crucial to focus on certain issues, which persons might like or hate regarding the education system in the country. Having the ideal information would influence the perceptions of persons studying within the U.S. since some negatives in the perspective of certain persons and vice versa (Cogan & Derricott, 2014) . To understand the advantages that the U.S. educational system offers international students, it is essential to note of the existing problematic areas, the probable solutions to the issues, interpret data, and interpret the ethical outcomes that result from the solutions. 

Background Information on Problem Emergence 

The U.S. continues attracting significant international student numbers although various issues prevail, which are slowing down the tremendous rate of applying to colleges in the country. For instance, the idea of perceiving diversity as negative is leading to the problems. The different states within the U.S. adopt distinct curriculums, which create learners of differing educational standards. A subject that a university in one region offers might differ considerable from a similar subject availed in a distinct institution. The issue leads to emergence in knowledge and educational gaps. As such, certain employers prefer certain universities thereby resulting to workforce inequality (Schmidt, Burroughs, Zoido, & Houang, 2015) . These issues have led international students to consider looking for other countries in which they can receive equitable education. 

The issue of tuition fees also influences educational system in the U.S. In the U.S., the tuition fees charged are among the highest worldwide while they can reach to approximately $50,000 annually. For instance, estimates reveal that undergraduate students pursuing their studies at MIT spend around $43,720 in living expenses and tuition annually. Additionally, the room and board of undergraduates is around $13,224 based on the dining and housing needs of the students. Personal expenses and books account for about $2,790. Furthermore, because of the international students’ migration status, the chances for attaining student loans are significantly limited (Avvisati, Jacotin, & Vincent-Lancrin, 2014) . These immense costs have contributed to the declining preference for U.S. learning institutions mostly because of issues affiliated with affordability. 

In addition, on the issue of a holistic process of admission, the process followed within the U.S. is quite sophisticated when likened to other nations. The learners should be good on matters related to academic performance to allow them secure positions in leading universities. They should perform well socially and academically. They should take part in activities that assist the society, including art and science projects and volunteer work. The learners also need to make sure that they participate in contests and competitions while at the same time requiring them to take increased admission tests to qualify for the programs offered. It is not possible to find these tests online or in other nations (Valdez, 2015) . These pose challenges for students seeking to pursue education in the U.S. limiting the number of learners coming into the country. 

Another key issue influencing international students within the U.S. is one of social benefits as well as work. Various programs, including healthcare and social security among other benefit types provide in a large number of situations partial accessibility. For the learners to attain social security, they need to have SSN (social security number), which the SSA (Social Security Administration) offers. For the learners to qualify, they are required to have the ISS (International Social Service) letter. Acquiring the ISS letter needs the applicants to provide the institution with a job offer letter, which reveals that the student has a job (Spring, 2017) . On matters related to healthcare, each university adopts its unique type, which differs in availed services or standards. Smaller collages might just provide basic coverage for typical diseases whereas other might avail the entire package. Students need to make sure that they sign their healthcare plans with their universities. Nonetheless, it is essential to realize that socialized healthcare is not offered in the U.S. while treatment is quite costly (Banks, 2014) . These serve as the key issues that are contributing to the growing problems in admitting international students to the U.S. 

Proposed Solutions 

The U.S. can embark on various efforts, which can assist it in increasing the number of international students pursuing education in the country. One such area should revolve around embracing diversity. The U.S. has 50 states that spread all over the nation indicating that it has the capacity of subjecting learners to various majors and courses. Since English serves as a global language, persons would have the ability of selecting any study area in any learning institution. With the increased potential by the county, it is probable that learners would find programs that match their interests. Furthermore, when serving as an international student, the learners might encounter programs that look for candidates in their regions (Avvisati, Jacotin, & Vincent-Lancrin, 2014) . Most universities search for students coming from developing countries with the goal of advancing their education, improve life quality, and grow their communities. In addition to this, the universities offer differing financing options to facilitate global applications thereby raising their domestic and international recognition. Sport education is also in high demand while various scholarships exist that target developing the potential of the athletes (Schmidt, Burroughs, Zoido, & Houang, 2015) . This form of an initiative would result to increased number of learners applying to study in the U.S. 

Emphasizing on flexible education is also an area that the U.S. educational system needs to consider to realize increased number of international students. The educational system in the country is among the most diverse worldwide. Students access unlimited openings on the areas they wish to study. Learners have the opportunity of experimenting with distinct courses during the initial two years of their education. With this form of diversification, international students would attain a distinct perspective and refrain from directing their funds to something that they do not wish to study (Wu, Garza, & Guzman, 2015) . Additionally, the effort encourages the learners to boost their knowledge in additional fields to allow them to boost their personality and skills. For example, for those studying law, they might wish to gain knowledge in courses related to argumentation, reasoning, literature, and public speaking as opposed to courses linking to a specific subject directly (Banks, 2014) . The educational system also ensures to emphasize on the overall all-round mind development. This indicates that it becomes possible to realize and nurture the talents of the learners in ways that they take part in outdoor and extracurricular activities, researches, and round tables among others. The facilities in the country are also updated while it offers advanced technologies that facilitate in working for private and government projects (Bai, 2016) . This flexibility would ensure that learners applying to the U.S. education system become all round individuals who have the capacity of having a major impact to the society. 

The U.S. education system needs to focus on improving the academia and student life to ensure that international learners feel that their learning endeavors in the country contribute to their overall wellbeing. Many universities in the U.S. are of high standards thereby leading them to attract some of the brightest and best students from different parts of the world (Darling-Hammond, 2017) . The learning institutions should offer international students the opportunity for speaking and meeting with expert researchers in the areas that they pursue. This way, they would access contacts and knowledge that they would otherwise lack. Moreover, the learners need the opportunity of meeting professors who expect the students to contact them to share their viewpoints. In this vein, the academic atmosphere within the U.S. would emerge as more hands on as opposed to the case of other nations (Cogan & Derricott, 2014) . The students in class should have the chance of expressing their opinions openly to establish an atmosphere that fosters dialogue and discussions. The U.S. has managed to excel in certain aspects in this area mostly because student life is apparent in campus. The dormitories of the students are based there (Hegarty, 2014) . Since most campuses are situated in designated areas or cities. Students are able to find the vital restaurants, utilities, cafes, bars, and clubs. In this vein, the learners have the opportunity of spending a considerable amount of their time on campus. Student life offers a sense of community allowing the learners to relate with other students and participate in distinct organizations, clubs, and activities together. Thus, the education system in the U.S. should recommend that international students participate in those kinds of activities. They would assist them with things, such as cultural integration and chances for establishing collaborations, friendships, and academic ties (Spring, 2017) . Here, the education system would offer increased benefits to international students’ overall academic and social wellbeing. 

Interpreting Statistical Data 

Experts reveal that the U.S. has historically served as a key destination for international students due to the improved quality of the education system that the country offers. The culture is also welcoming while the labor market is also open. Presently, the U.S. serves as a nation of choice for the biggest international student number (Bai, 2016) . According to 201 4 estimates, the U.S. hosts approximately 1.1 million students out the 4.6 million pursuing international education in other countries. The other nations that follow the U.S. in terms of international student enrolment comprise of the U.K. (11 percent) and China (10 percent). Nonetheless, the share of the international mobile learners in the U.S. declined from 28 percent to 24 percent between 2001 and 2014 (Darling-Hammond, 2017) . However, the overall global students’ number doubled during the same period. 

During school year 2013-2014, the enrolment of international learners to U.S. universities and colleges rose by three percent compared to the previous year, which depicted the most sluggish rate of growth since the 2009-2010 school year. Learning institutions in the U.S. enrolled approximately 291,000 new global students during school year 2013-2014, which was around 10,000 less compared to school year 2012-2013. Numerous forces resulted to the declined enrollment. These comprised of the increased cost of higher education in the country, denials and delays of student visas, and an atmosphere characterized by policies and rhetoric, which made life challenging for immigrants (Hegarty, 2014) . Other nations also posed rivalry in their demand for international students and emerging opportunities in home nations. 

For the sources used in this case, they can be regarded as valid and reliable and without any bias. They used data from international students’ perspectives while at the same time exploring the situations prevailing in the U.S. education system in order to offer information on the issue. They are therefore trustworthy sources when it comes to understanding the state of international students and the benefits that the U.S. education system can deliver. The reliance of the sources on data and case studies serve as the strong areas of the sources. However, weaknesses emerge where they fail to offer adequate ways through which the U.S. education system can improve to continue realizing an increasing number of international students in the nation. 

Evaluation of Ethical Outcomes 

From the solutions offered, including embracing diversity, flexible education, and improving the academia and student life, ethical issues emerge. For instance, meeting all the education needs of the international students would prove difficult for various learning institutions. Some of them would offer substandard education to international students, which would end up disheartening their educational endeavors. Furthermore, the issue of cultural consideration also prevails. Not all learning institutions observe the cultural requirements of the international students thereby contributing to issues of discrimination in the educational setting. Addressing these issues would ensure that the U.S. education system emerges advantageous to the international students seeking to pursue their education in the country. 

Conclusion 

In conclusion, the education system of the U.S. offers various benefits to international students, although these come at a cost, particularly owing to the hindrances they encounter when taking their courses in the country. For instance, the bureaucratic practices and the increased tuition fees charged by U.S. institutions among other issues lead the declining application of international students in the country. However, by addressing these issues, it becomes evident that the U.S. education system has the capacity of offering international students opportunities for academic, professional, and academic growth, which realize global recognition. The system supports individuality and fosters self-sustainability while attracting experts who are reliant in interacting with the learners. While student life lacks adequate diversification, it offers chances for cultural integration while allowing them to serve as a community. 

References 

Avvisati, F., Jacotin, G., & Vincent-Lancrin, S. (2014). Educating higher education students for innovative economies: what international data tell us. Tuning Journal for Higher Education, 1 (1), 223-240. 

Bai, J. (2016). Perceived support as a predictor of acculturative stress among international students in the United States. Journal of International Students, 6 (1), 93-106. 

Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal of Education, 194 (3), 1-12. 

Cogan, J., & Derricott, R. (2014). Citizenship for the 21st century: an international perspective on education. Abingdon: Routledge. 

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40 (3), 291-309. 

Hegarty, N. (2014). Where we are now–the presence and importance of international students to universities in the United States. Journal of International Students, 4 (3), 223-235. 

Schmidt, W. H., Burroughs, N. A., Zoido, P., & Houang, R. T. (2015). The role of schooling in perpetuating educational inequality: an international perspective. Educational Researcher, 44 (7), 371-386. 

Spring, J. (2017). The intersection of cultures: multicultural education in the United States and the global economy. Abingdon: Routledge. 

Valdez, G. (2015). US higher education classroom experiences of undergraduate Chinese international students. Journal of International Students, 5 (2), 188-200. 

Wu, H. P., Garza, E., & Guzman, N. (2015). International student’s challenge and adjustment to college. New York: Education Research International.