Recent Japanese-American ventures raise concerns on the effects of media sources facilitated to Japanese students for the purposes of advertising or using those sources as marketing tools to recruit students. It has been contended that the way students perceive American Culture increases or decreases their motivation and level of culture shock. Nevertheless, many students still prefer to seek information that will help them understand the American Culture and education systems. This study examined how (1) Japanese students with adequate information adapt within the new environment, the relationship between images and reality, the level of culture shock and communication gaps, (2) accurate or not accurate information provided and its effects in adaptation and culture shock, (3) length of stay and its influence in the adaptation process, (4) geographical differences between urban and rural responses. A survey was used to collect 41 responses from two universities in the East coast. University A (urban) provided 20 responses. University B (rural) provided 21 responses. For the first research question, the findings suggest that there is no relationship between images/perceptions and reality and the level of culture shock, (2) most students received accurate information and were motivated and prepared to understand American culture and education systems, therefore, the level of culture shock was not as significant as the researcher expected, (3) findings to the third question suggest that it takes more than 5 years to adapt in a new environment, (4) there is a clear difference between responses of students from urban and rural environments. The findings serve as a "warning" that (1) Inaccurate media sources could create images different than reality, therefore, students' level of culture shock could be higher, (2) the ways that Japanese students perceive American culture create long lasting impressions in the student's life, (3) misconceptions, misunderstandings and conflicts could be avoided by providing accurate information about the host culture, (4) the success of educational ventures and cultural exchanges depend on the honesty of those who provide the information and on the manner that it is shared, (5) further research with more samples of different areas is suggested, as well as, further research on those Japanese students pursuing more than 5 years of studies in this country is suggested.

The increased number of Japanese students arriving at United States higher education institutions has more than doubled since the 80's. According to Open Doors Statistics (1994-1995) from the Institute of International Education, 45,280 Japanese students were enrolled in English as a Second Language schools, colleges and universities.

Although, international education ventures began a long time ago, it is just recently that Japan and the United States have began to facilitate educational exchanges. Some of the factors that contribute to the increase of these ventures are: socioeconomic conditions, communications and technology as well as the desire to improve political and trade relations. These cultural exchanges are produced with the hopes that students from either country will be able to share their cultural perspectives in an environment nurtured by goodwill and understanding.

However, many problems can arise from this type of education venture and the visual images potential students obtain through communication resources. Some of the problems arise when those visual images are not accurate and students are used as marketing devices. Intrapersonal and interpersonal conflicts are created when this host culture is not as it is pictured by the different sources.

As reality expectations become different from Japanese students' perceptions, then, the communication gap becomes wider. As the level of anxiety increases, then, their level of culture shock becomes higher or deeper. Thus, the level could also be an impediment factor for the student's communication patterns, successful academic performance and the development of interpersonal relationships in a cross-cultural environment.

Tyler (1987) contended that culture shock is a transitional experience and reaction to unfamiliar or new environments. This type of experience and reaction has not only academic effects, but also emotional, social and even physiological effects, in many cases. While some researchers (Berry 1992; Kim and Gudykunst, 1987; Brislin, 1990; Kim and Ruben,1988) consider culture shock to be a normal experience with positive outcomes, others (Lebra,1992; Toffler, 1970; Hoopes and Althen,1975; Lundstedt, 1963) consider culture shock to be a negative experience with pathological and psychological consequences. Nevertheless, the recognition of this reaction in its early stages is important, not only by the student, but, by those who provide services for Japanese students studying in U.S., higher educational institutions.

The acknowledgment of this problem is important because culture shock decreases student's motivation and desire to fulfill the initial educational and cultural goals. The lack of recognition of this problem and absence of support networks, only increases feelings of anxiety, frustration, anger and loneliness. Many students drop out of the institution, transfer or return to their country, with, misconceptions about their studying and personal experiences in this country. Thus, the original purpose of facilitating cultural exchanges through educational ventures could be endangered, as well as their purpose, continuity and success.

The concern about Japanese students studying in American universities, as well as the desire to study how culture shock affects their academic and communicative ability compelled the author to investigate how (1) Japanese students with adequate information were able to adapt in different areas of U.S. culture, the level of culture shock they experienced, as well as how (2) Japanese students with inaccurate information provided are not able to adapt into this culture and the level of culture shock they experience, (3) How long does it take to adapt? and (4) whether there are differences in responses between urban university A and rural university B.

In examining these questions the researcher studied the relationship between perception, communication, and the adjustment process in the new culture.

Yamada (1990) attempts to explain the Japanese student influx in U. S. higher education institutions, by pointing to the manner by which Japanese students perceive American education institutions and culture. The modality of perception is either visual and/or auditory. Japanese students acquire information through mass media, books, counseling centers, friends, educational fairs, institutions, publishers, "cram schools,"and even travel agencies. All these sources provide a wealth of information and influence their perception about studying in this country.

Berry (1992) defines perception as an active engagement of sensory organs and nervous system and the process of stimulus selection. He states that similarity in anatomy and physiology of humans make it likely that sensory impressions and their transmissions are "invariant across cultures." Some stimulus factors influence perceptions. Yamada cites a few direct and indirect factors that entice students to decide for an American university instead of elsewhere. Many educators, interculturalists, researchers and skeptics are still trying to find an answer to the question: Who goes where and why?

Yamada explains that location, housing arrangements, climate, safety, size of institution, size of city, language requirements, majors, and percentage of Japanese population in the area are factors that influence the final decision to choose a particular university. The question is: Can Japanese students rely on these sources of information?

Hall (1959) asserts that "culture is communication and communication is culture." This statement is not an equation, it reveals Hall's sense of equality, and links both terms. Undoubtedly, culture is expressed through communication and communication expresses culture. So, what is communicated in the vast sources of information that present American culture and education system?

Lebra (1992), suggests that culture learning is vital for communication but it could also be used to block communication. She explains about the tendency of individuals to impose constraints on the manner of communication among themselves or with others from another culture. Therefore, she emphasizes the understanding of cultural differences and similarities. Communication gaps will be created if their perceptions and expectations differ from reality as they immerse themselves in the new environment.

Toffler (1970), agrees that culture is the core of human existence. Preparing to learn about new environments and people can help to overcome the negative effects that produce "a breakdown in communication, a misreading of reality, an inability to cope."(13) He tries to explain "culture shock"as a phenomenon that occurs when an individual is transplanted into new environments without adequate preparation. As the students immerse in an American environment, are they ready to cope with it?

According to Brislin (1990), culture is a learned process that assure society members of the behavior necessary to survive in the existing environment. The learning process also assures continuity. Through the learning process cultures perpetuate themselves. This is to say, that every individual has a culture that is obtained by integrating or being part of a society. Every society possesses a culture and every human being is "learnt" in the sense that the individual can carry or transfer what they learn from one environment to another. The process is not easy and length of stay is a factor. How long will it take Japanese students to learn to survive in the United States?

In the studies of intercultural communication, Hoopes and Althen (1975) suggest that even though individuals react in an specific way in a particular situation, the personality of that individual is formed and manifested by the experiences in social life. These experiences develop characteristics in an individual, which are assumed to be natural and normal.

Hoopes and Althen argue that the social environment influences and defines "self." Individuals assume roles and identities that are shaped, affirmed and supported by the cultural group that nurtures them. They also suggest, that the environment of the cultural group often make individuals feel most comfortable. However, when individuals feel deprived of support or identity reinforcement, then, the response makes them feel a lack of confidence in themselves, unsafe, and inevitably, "culture shockČ. What happens if the student perceives a hostile social environment that deprives the student of support as they struggle with their new identity?

Kim and Gudykunst (1987) examine "culture shock"as an inevitable stage. As individuals try to become aware of the new culture and environment, insights into their own culture emerge as the individual begins to make value judgments. They argue that the self evaluation could interfere with perspectives and expectations. On the other hand, the unpleasant feelings experienced through culture shock could interfere with objectivity because subjectivity will impose itself. So, what are the feelings experienced by Japanese students? Do those feelings affect academic performance and level of motivation to understand the process of learning American culture?

Lundstedt (1963) addresses the issue that situation maladjustment occurs when a person is surrounded by unfamiliar and unpredictable events, relationships and objects. He states that this reaction could interfere with the attempts to survive the new environment. As culture shock increases, there is an increased negative effect in the intellect, emotions and behavior.

Tyler (1987) adopts Lundstedt's issues and expands them to say, that, as individuals change environment their subjectivity also changes. She agrees with other interculturalist that maintain "culture shock"is a transitional stage. Learning to adjust helps to confront and cope with those situation circumstances that the students might find unknown and threatening. According to Tyler, as individuals go through the different phases of "culture shock,"cultural awareness and flexibility with self can reverse the effects and turn it into a positive experience, that will enable them to function comfortably and happily in the new environment.

Finally, Kim and Ruben (1988) analyzed "culture shock"and point out to the transitional experience that moves individuals from a "low-self to high- self state of cultural awareness." They maintain that this type of experience can not be avoided and it affects the individual as a whole. As the person sets up in a new environment and culture, new experiences come out. Therefore, transformation of the individuals might be necessary in order to adapt. Are Japanese students willing to transform and adapt? How do they survive culture shock?

In summary, educators, anthropologists, journalists, interculturalists and other researchers are interested in the knowledge, processes, systems, approaches and structures, that affect the development of human conduct. Many are concerned about how Japanese students' perceptions and attitudes change from before they arrive and how they transform afterwards. Some are concerned about whether these students are receiving adequate information or not because it can affect their academic performance, communication ability and the level of culture shock.

The "cultural hybrid"could become an "anomie," with mental, psychological and emotional effects instead of a well adjusted individual, able to function competently in their personal and academic environments hosted by the community that welcomes them as envoys of their own culture and as partners in the peace process. The reception and support to Japanese students while they study in this country will yield positive results as both countries venture to produce global citizens.

The recognition of these concerns about early stages of culture shock, will lead these students to reduce the stress and anxiety that occur, when individuals feel hostility and unfamiliar cues in their new educational environment. Thus, the student will perform well academically and socially. Their success will also be the Japanese- American educational venture success.

Therefore, it will be interesting to explore the issues mentioned in this study as they relate to the intellectual and social hybrid.

1. INSTRUMENTS FOR DATA COLLECTION
This study collected data through questionnaire surveys. The following reasons compelled the researcher to use a questionnaire survey as a data collection method valid for this study.
First, there is a need to collect a variety of responses in order to generalize the findings of the research. Second, there is a need to obtain frank responses from Japanese students, since sensitive and intimate issues are questioned. As often suggested (e.g., Sudman and Bradburn, 1988), the questionnaire survey is a better instrument to obtain sincere responses to sensitive questions than the "face-to-face interview."

2. SAMPLES
Forty one samples were collected at random, from two private universities on the East coast. For the purpose of this study, the researcher will identify University A (20 samples) and University B (21 samples). The samples revealed some demographic information such as; age, sex, length of stay in the U.S., academic status, and GPA. The age ranged from 18 to 25; academic status from ESL(English as a Second Language) students to Senior students; and a length of stay in the U.S. from a minimum of 1 year to a maximum of 5 years.
After the data were collected, the questionnaire survey was categorized and manipulate separately. Then the number of answers in each part were selected and counted. (See Table 1-1, 1-2, 1-3, 1-4)

Table 1-1/ Ages

Table 1-2/ Gender

Table 1-3/ Length of Stay in U.S.

Table 1-4/ Status

The second part of the questionnaire survey focused on what sources of information contributed in developing a visual image of the United States and American culture. Students were asked to check as many sources as they wish, however, they were also asked to check the level which most likely presented the image as the same or different than when the student was in Japan. On the other hand, the comparison also revealed, whether or not, individuals received accurate or inaccurate information. (See Table 2).

Table 2/ Media Sources

* Same (accurate) = 1 *Different (not accurate) = 5

The third part attempted to check the student's level of culture shock in the following categories: physiological, linguistic, social, emotional, and academic. This part represents personal opinion on a variety of sensitive and intimate issues. Some respondents requested additional explanation from the researchers on some of the issues. Therefore, some bias was expected. (See Table 3 and Appendix).

The following table reveals the total responses in each category.

Table 3/ Attitudes, Concerns, and Feelings

Part IV of the questionnaire survey responses, revealed the degree of differences in perspectives by the participants from University A and University B. (See Table 4).

Table 4-1/ Plans to Find a Job in U.S.

Table 4-2/ Return to Japan While Studying in U.S.

Table 4-3-a/ Transferring Plans

Table 4-3-b/ Reasons for Transferring

Table 4-4/ Motivation to Understand American Culture

Table 4-5/ Prior Preparation to Understand American Culture

3. MEASUREMENTS
In order to show the tendency that Japanese students perceptions differ from reality, and to show the correlation with the level of culture shock, then, the averages of part II and part III were compared. The measurement for part II was on checking as many information sources as they wish and the level of "same (1)"through "different (5)." The measurement also revealed whether or not the students received accurate or inaccurate information.
The measurement for part III consisted of a 5 point scale ranging from "never (1), rarely (2), sometimes (3), often (4), and always (5)." The data collected revealed whether culture shock was triggered by the differences in perceptions before they arrived, and the reality that they found, as they settled in this country temporarily.
The researcher's prediction inclines to see the average from part II and part III higher, if this was the case, then, the results could have revealed that there was a tendency for Japanese students whose perceptions and expectations were different from reality to experience a higher level of culture shock and do poorly in the academic and social environment. Thus, affecting their linguistic skills, which, impeded their attempts to communicate effectively and functionally.

4. LIMITATIONS OF THE STUDY

The most important limitation of this study was the Japanese student's language ability to understand the context of the questions in another language than their own. Another limitation was the time needed to collect the data and to try to match data and length of stay. Hesitating to discuss personal issues with a stranger because of cultural differences also became a limitation which demanded additional explanation. Both, language competence and time to obtain responses restricted this study. Some biases were expected.

The data collected from Japanese students included 41 total responses. University A submitted 20 responses while University B submitted 21 responses. Table 1-1 reveals the age distribution of the data collected and suggests that 36% (N=15) of the student participants who completed the questionnaire survey were 20 years old. Data also reveal that all students were over 18 years old and 17% (N=7) corresponded to the second largest group. Table 1-2 reveals gender. 70% (N=29) of the respondents were male while 30% (N=12 ) were females. Table 1-3 shows the length of stay in this country. From the participants in both universities, 48% (N=20) have been in the United States for 2 years while 22% responded one year as their length of stay. The next category as seen on Table 1-4 reveals the status of the students. The largest group is Sophomore by 39% (N=16). Grade Point Average (GPA) was omitted because most students didn't care to respond to this question.

Table 2 shows that Japanese students were informed through different media and sources. The most influential source for preparing and learning about U.S. culture and higher education systems was through American movies. 95% (N=39) perceived images through this source of information. Graph 2-1 shows a Binomial distribution (two peaks). 28.2% (N=11) of the students responded that the information was the same as their perspective while 30.7% (N=12) agreed that the information presented was different than the image perceived. About 33 students responded that the second most influential media resource was Japanese Magazines that were explicit about the United States, its culture and people. Graph 2-2 revealed a normal distribution, however, it seemed to be a little skewed to the right. Japanese students responded that they learned the least about the United States and educational systems from recruiters and other university officials that represented American Universities. Graph 2-3 summarizes the responses.

Questions 1-36 were designed to elicit generalizations about common cultural concerns in the new environment. For the purpose of this study, only those questions, that can help to identify areas of concern, as they related to culture shock level have been chosen. All students surveyed were asked to answer the questions to the best of their ability, keeping in mind that no individual feels that they can adequately answer for the group (which is a cultural factor). Some of the questions in Part III related to physiological, psychological, emotional and social needs. Other questions of this part related to language (verbal and non-verbal), as well as to academic concerns.

The analysis of the data demonstrated that questions 1, 2, 15, 16, 17, 18, 19, 20 and 35 related to basic physiological needs. Questions 3-9, 11-14 and 33 related to psychological concerns. Questions 3, 12, 14, 17, 21-27 and 36 related to verbal skills and concerns. Questions 28-32 and 36 related to non-verbal language and concerns. Furthermore, questions 21-27 overlapped and related also to academic concerns.

Overall, the physiological needs revealed a normal distribution except for questions 17, 20 and 30. From the 20 responses of University A, 35% (N=7) replied that they "often" miss their families and friends. 15% (N=3) replied "always". On the other hand, from the 21 responses of University B, 33% (N=7) replied they "rarely"miss their family and friends, only 9% (N=2) responded "never". The distribution of each university is opposite to each other as seen on graph 3-17. Question 20 revealed the overall desire of the student to be in contact with their native language and culture. From the total amount of students in both universities, 34% (N=14) responded they "often" miss Japanese TV programs. (See graph 3-20). Question 30 revealed the need of mobility. 30% (N=6) from university A responded "often," 25% responded "rarely." 33% (N=7) from university B responded "rarely." Other responses were not significant. Graph 3-35 displays opposite distribution.

The following section dealt with psychological, emotional, and social needs. the most relevant answers were found on questions 8,11, and 33. Question 8 relates to safety concerns. 55% (N=11) surveyed students from University A replied they were "never"injured by someone in this country, while 33% (N=7) students from University B replied the same. 4% (N=1) from University B replied "always"and 14% (N=3) replied "often". The overall pattern of a distribution displayed on graph 3-8 is skewed to the left. Question 11 dealt with frequency of anxiety and stress. From the 41 responses, 31% (N=13) answered "often". (See graph 3-11). Question 33 dealt with the desire frequency of being in their own native environment. From University A, 40% (N=8) responded "rarely"but from University B only 29% responded "often"to thoughts about going back to Japan forever. The distribution displayed on graph 3-33 revealed opposite results in each university.

The next section showed the correlation of the new language and academic performance. Question 21 asks if the student felt difficulties with English language. From the total (41) students surveyed in both universities, 39% (N=16) replied "often"while 24% (N=10) replied "always". Therefore, the distribution is skewed to the right. (See graph 3-21). Question 22 dealt directly with difficulties in academic studies. From the total number of students surveyed, 34% (N=14) responded "often while 22% (N=9) responded " always". (See graph 3-22). Question 25 dealt with having difficulties in acquiring information. Data revealed that 22% (N=9) of the total in both universities responded "always"while 12% (N=5) responded "often". (See graph 3-25).

Question 27 dealt with feeling difficulties in understanding American higher education system. Graph 3-27 revealed an interesting distribution for University A and B. From the 20 students surveyed at University A, 30% (N=6) responded "rarely"while 24% (N=5) from University B responded "often and 19% (N=4) responded "rarely". Finally, question 28 referred to feeling difficulties in understanding American gestures. Again the distribution on graph 3-28 reveals opposite distribution from University A and University B. 40% (N=8) of the students from University A responded "rarely"while 38% (N=8) from University B responded "often."

Part IV compared different perspectives and plans from students in each university. Question 4-1 referred to plans to find a job in the United States after graduation. 65.8% (N=27) of students responded "no"while 34% (N=14) responded "yes." Question 4-2 asked about how many times had the student gone back to Japan since they initiated their studies in this country. 35.9% (N=14) answered 2 times, 33.3% (N=13) answered at least once, 20.5% (N=8) answered 3 times.

Question 4-3 a referred to thoughts about transferring to another school. From the total number of respondents of both universities, 56.0% (N=23) replied "Yes"and 43.9% (N=18) responded "no." A section of question 4- 3 which the researcher classified as 4-3b referred to the reasons for thinking about transferring to another school or university. 42.8% (N=12) expressed their reason as "less Japanese", 39.2% (N=11) expressed "cheaper."

Question 4-4 referred to feelings of motivation to understand more about American culture. 64.8% (N=24) responded "sometimes", 21.6% (N=8) responded often. Finally, question 4-5 referred to prior preparation to understand American culture and education system. 68.3% (N=28) responded "yes"and 31.7% (N=13) responded "no."

In this study, the data are not congruent with the researcher's assumption, that, Japanese students with adequate information and preparation, through media sources were able to adapt in different areas of U.S. culture. One of the concerns of the researcher was to explore what sources were most influential in the decision making process to come to this country to study. Definitely, findings suggest that media sources contributed to the formation of visual images about the United States, its culture, its people and higher education systems.

Another concern was whether the sources were accurate or not, since some of the materials are designed for promotional tools or as marketing devices. The researcher's concern pointed to the danger of distortion of the information if not presented with accuracy because of the negative effects that could lead to misunderstandings, misconceptions and threatening to the adjustment process.

The acknowledgment of the potential wrong image was a legitimate concern because the researcher felt it could endanger a favorable perspective of the nurturing environment that students need to adapt and succeed in their academic goals. At the same time, the wrong image about American culture could also affect the level of motivation, the behavior and attitude needed to fulfill the initial educational goal.

Data suggest that those 41 students who volunteered to participate in this survey seemed to be adjusting slowly but successfully. Only 4 students seem to be reaching 3.5 level of culture shock. One student is below level 2. All others are between 2.2 and 3.4 level of culture shock. The correlation between Part II and Part III could be noticed on the spread sheet and scatter plot - 1. X-axis represents Images and Reality. Y-axis represents culture shock level , and each dot represents students' average image from Part II and Part III. The value r = 0.1626 reveals that there is no correlation between these two variables. (See scatter plot - 1)

The fact that students sought and received information prior to their arrival in the United States, prompt the researcher to argue that previous preparation was helpful but not totally reliable since some students are still having difficulties to adjust. The study also reveals that as the students immerse in the new environment, the prior preparation helps them to cope with the new culture as seen on table 4-5. However, graph 3-1 shows that it takes Japanese students more than 4 years to begin the adaptive process and to use the experience of culture shock as a catalyst for the positive transformation of the individual, thus, confirming Kim and Ruben's System Theory again.

Graph 3-8 supports Hoopes and Althen's theory as it relates to the influence of the environment and the definition of "self." As they pointed out, when individuals are deprived of a comfortable environment, then they lack of confidence, experience more stress and anxiety, therefore, they also experience a higher level of culture shock. Data suggest that both University A and University B students feel generally comfortable. However, 1 student from University B felt a total hostility, and even injured and 3 students from the same university felt "often."

The researcher was interested in this findings because he tried to determine whether geographical location had anything to do with whether the environment was comfortable or hostile. Since the graph reveals a skewness to the left, the researcher assumes that since one university is located in a urban environment and the other is located in a rural environment, then, he concludes that location is definitely a factor in how students perceive it. Therefore, it could be assumed that location influences also the new identity.

Findings on Graph 3-11 show that Japanese students go through a lot of anxiety and stress, as they try to cope with American culture. The researcher assumes, that perhaps differences in cultural values, social and educational systems, linguistic knowledge and attitudes could be determinant variables in the level of culture shock as well. The stress and anxiety experience seem to affect linguistic, academic performance, and level of motivation to better understand American culture.

Data on graph 3-21 and 3-22 also reveal the relationship between English language skills, academic performance and academic success. In other words, psychological states could either help to succeed or fail. These graphs confirm Kim and Gudykunst arguments on self evaluation, value judgments, perspectives and expectations.

The recall results on graphs 3-17 and 3-20, inclusive table 4-2, confirm Kim and Ruben's transformation and adaptation theory. Some students are willing to adapt by looking forward to experience the new culture and language in many ways. Others look back and are not willing to adapt or even compromise with the new culture. They create their own environment according to their own standards and value judgments and in many cases they even forget their original purpose of studying. These type of students create communication gaps. They are most likely to keep in touch with other Japanese peers (or cliques?), they travel to Japan, they speak mostly Japanese and they kept constantly in touch with Japanese friends, relatives, music and other cultural attitudes. These type of students obviously suffer a higher level of culture shock which interfere in the adjustment process, in spite of the preparation received through the different types of media sources.

Finally, the outcome of the results does not agree with the researcher's assumption about the correlation between images and reality and culture shock. While many other variables were identified, other factors seem to contribute to the distribution of the final results. These factors are: language, geographical location of the new environment, mobility, motivation, peers, knowledge of the academic system, friendliness of the community, and academic preparation.

The most important implication of the results is that preparation prior to arriving in the new country is helpful and necessary but does not correlate with other factors that determine the level of culture shock. The researcher suggest further studies in this area, specifically, more research to help determine the appropriate method for identifying Japanese student's perspectives and the level of culture shock.

If this study would have been done differently, the researcher suggests preparing more precise questions in terms of definition. The researcher feels that most of the context of the questions were lost in the translation process. Therefore he suggests, that a Japanese version should be added to the survey questionnaire, in case the student doesn't understand the context of the question.

Throughout the data collected, the researcher was able to classify the respondent students into two categories: the true scholar and the intellectual tourist. The true scholar will tend to prepare prior, during and after arrival with their perspectives and expectations well balanced and agreeable to the academic goals. The author assumes that this type of student will go through the transition process but will finally adjust in the new environment. On the other hand, the intellectual tourist will not be able to adjust because the perspectives and expectations are not clear. Therefore, their objectives are not specific, they will wonder trying to find the unknown academic goal.

Japanese students will keep arriving because of the different types of merging institutions and cultural exchanges. Many of them are prepared by reliable sources while others are not. The visual images created by the sources can have positive and negative effects. It is important to supply the students with accurate information to avoid misconceptions, misunderstandings and conflicts.

In order for the merging ventures and cultural exchanges to succeed, there has to be a respect for the formation of the student's mind in respect to accuracy about the host culture and environment. Students from either country will be able to share their cultural perspectives and learn from each other nurtured by goodwill and understanding.

Media producers have the responsibility to provide the information needed for adequate preparation in learning about American culture. Otherwise, misleading information create conflicts and negative results, with possible repercussions that cannot be repaired throughout time.

All intrapersonal and interpersonal, cultural and intercultural experiences become part of the student's life and can affect not only perspectives, but also attitudes and social relationships as well, in a positive or negative manner during the student's lifetime. These experiences can either help the student to succeed or fail not only at the academic level but also at a personal level. These concerns motivated the researcher to initiate this study.

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Kim, Y. Y. & Ruben, (1988). A systems theory. Theories in intercultural communication. 299-319.

Lebra, S. T. (1992). Culture, self, and communication in Japan and the United States. In Gudykunst, W. B. (Eds.), Communication in Japan and the United States. 52.

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