a growing experience - Student Services - University of Melbourne

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HEALTH AND WELL-BEING OF INTERNATIONAL STUDENTShave experienced abuse will give significantly higher ratings on this item than thosewho have not experienced abuse. Table 31 presents the results. For all four forms ofabuse, students who have experienced abuse have significantly stronger perceptionsof discriminatory treatment than those who have not. Gender is not a factor in thisdifference.Table 31Difference in perceived cultural discrimination based on abuse experienceAbuse experiencedRating on D20Mean SDNo abuseRating on D20Mean SDPhysical abuse ** 167 1.5 1.1 0.9 0.9Verbal abuse *** 168 1.3 1.0 0.8 0.8Sexual harassment ** 169 1.2 1.0 0.9 0.9Exclusion *** 170 1.3 0.9 0.7 0.8The difference in perceived discrimination is significant at: ** the .01 level *** .001 level.The standard deviations of the two sets of ratings differ. Those who have experiencedabuse have higher standard deviations than those who do not, indicating greaterdiversity in perceptions among the former group. This might point to differences inseriousness of abuse events or differences in interpretation or both.Category of country of origin is not associated with rates of abuse to any great degree.The chi-square analyses show no such association for rates of physical abuse or ofsexual harassment. Significant associations are found for rates of verbal abuse 171 andfor exclusion 172 . Malaysian and Singaporean students report higher than expectedrates of verbal abuse, while students from PR China report lower than expected rates.The same result is found for exclusion, although in this case students fromUK/US/Canada and Europe also report lower than expected rates of exclusion. Whencomparisons are made between students from Asian countries and others, the onlysignificant difference found is for the rate of exclusion. Asian students have a higherthan expected rate and others a lower rate than expected 173 .Some students have experienced multiple forms of abuse. The Abuse and Distressscale provides a compact measure of students’ experience in this area. It includesexperience and response to all forms of abuse except exclusion 174 . The average scoreon this scale is 1.37 on a four-point scale (1 to 4), with a standard deviation of 0.66. It167 t=2.90, 27 df, p
HEALTH AND WELL-BEING OF INTERNATIONAL STUDENTSis noted that only those students who have responded to all six items constituting thescale (n=163) are included in this average scale score.Few demographic variables distinguish among students’ scores on the Abuse andDistress scale. Those that do are• gender, with women having significantly higher scale scores than men 175 ;• perceived academic progress, with students doing less well academically thanexpected having significantly higher scale scores than those doing better thanexpected 176 ;• faculty, with the lowest scale scores being for Land and Food Resources, Musicand the VCA, while the highest is for Veterinary Science, with post hoccomparisons showing the scale score for the Arts Faculty being significantlyhigher than that for the Engineering Faculty 177 ;• years of enrolment: the longer the enrolment, the higher the scale score 178 .The Abuse and Distress scale shows a small but significant negative correlation withthe Connectedness scale 179 , but does not relate significantly to the Cultural Stressscale. It also relates positively and significantly to the Depression 180 , Anxiety 181 andStress 182 scales.In order to determine which variable or combination of variables best predictsstudents’ Abuse and Distress scale score, the above eight variables, together with itemD20, were entered into a multiple linear regression analysis. The model that wasachieved provides a significant prediction of the Abuse and Distress scale score(F(5,152)=10.57, p
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