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Author: Yina Wang
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Yina Wang
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Fred Dervin
Publisher: Springer
ISBN: 3319781200
Category : Education
Languages : en
Pages : 268
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As the number of international students in Chinese higher education increases steadily, this volume is one of the first to focus on their many and varied experiences. With contributions focusing on such topics as intercultural adaptation, soft power and interculturality, language learning strategies and the intercultural, and transformations in perspective, this volume provides the reader with a broad overview of the latest advances in the field of interculturality and study abroad. While the book will appeal to a global audience of researchers, practitioners and students with an interest in Chinese higher education, it will also be of interest to all those who remain intrigued by conceptual and methodological issues of interculturality.
Author: Fengkan Zhu
Publisher:
ISBN:
Category :
Languages : en
Pages : 352
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Academic institutions in the United States (U.S.) have witnessed a rapid growth of the population of international students from China in the past decade (Institute of International Education, 2017). As sojourners, Chinese international students can experience numerous acculturative stress in the U.S., which may cause psychological distress (Han, Han, Luo, Jacobs, & Jean-Baptiste, 2013; Mori, 2000; Pedersen, 1997). However, there is a significant disparity in mental health care for this population at American universities (N. Zhang & Dixon, 2003; Robertson, Holleran, & Samuels, 2015). Most existing studies in this field were quantitative studies. However, quantitative method has its own limitations in investigating the essence and meanings of subjective experiences of individuals. Therefore, the purpose of this qualitative study was to investigate Chinese international students' acculturative experiences in the U.S. and to present their coping strategies of acculturative stress. This study also investigated co-researchers' perceptions of counseling services on campus and their experiences with the services if they had used them. Specifically, this study used two rounds in-depth semi-structured individual interviews to collect data and applied the transcendental phenomenology (Moustakas, 1994) in data analysis. Textual descriptions were developed to describe what co-researchers experienced in acculturation in the U.S. as well as their perceptions of counseling and experiences in counseling. In addition, structural descriptions were developed to explain how these experiences and perceptions were formed. Finally, a synthesis description was created, representing the group as a whole, to describe the meanings and essence of these co-researchers' acculturation experience in the U.S., their perceptions of counseling services, and their experiences in counseling. The findings of this study are congruent with previous research and have implications for clinical practice and further research with Chinese international students in the U.S.
Author: Xiudi Zhang
Publisher: Springer Nature
ISBN: 9811510210
Category : Education
Languages : en
Pages : 156
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This book investigates how Chinese international students reconfigure their sense of themselves as citizens when they reflect on what Chinese citizenship means in the context of New Zealand. Adopting a case study approach, it develops a theory relating to the thoughts of Chinese international students; the theory is based on the communities, schools, family and state relationships of both their past and their contemporary daily experiences. It finds that the struggles of Chinese young people lie in between being individuals and submitting to the general will of the family, state and guanxi (a Chinese concept of interpersonal relationships). The book argues that the Western literature on citizenship is not sufficient in helping us understand how it is viewed in the Chinese contexts. It offers readers a picture of what citizenship means for Chinese young people and the role of citizenship education in Modern Chinese society, and demonstrates that the Chinese young people studied re-educated themselves on citizenship in a way that is unstable and emotional. This book makes important contributions to the literature on Chinese students who are studying abroad by going beyond the well-researched topics of academic and social experience to explore deeper understandings of each individual student’s relationship to family and the state in China and how the study abroad experience has developed new understandings of individual’s relationships to China, and new possibilities for contributing to Chinese society on return.
Author: Yalun Zhou
Publisher: Springer Nature
ISBN: 981159449X
Category : Education
Languages : en
Pages : 223
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This book marks a departure from traditional assumptions concerning the deficiencies of Chinese international students in terms of learning and adapting. It employs phenomenological narrative inquiry and a small culture approach to investigate the evolved, fluid experience of pursuing a graduate degree in the U.S. at Blue Fountain University (a pseudonym for a mid-western university). Adopting an interdisciplinary perspective, this book addresses two fundamental questions: What study abroad is and what study abroad counts? The sociocultural dimensions that shape the cross-border degree seeking endeavors inform stakeholders what works for Chinese international students’ successful pursuits as EFL learners and ESL users and what could be improved. This book shares thoughts on the implications and impact of educational contexts to stakeholders at normal and dynamic contexts interrupted by global pandemic outbreak. It contributes to the understanding of the internationalization of the host institute and the EFL education reform efforts (policy making, teacher education, and classroom practice) in China (and in Asia at large).
Author: Wei Wu
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Previous studies of the experiences of mainland Chinese students in the U.S. have focused on graduate students, the most prolific Chinese demographic change before 2008. However, a significant increase in mainland Chinese undergraduate students has occurred in American universities since 2008, and these students have different features from Chinese graduate students. Meanwhile, research on the mainland Chinese undergraduate student experience was very limited. For example, what are the sources of stress of these Chinese undergraduate students? What were their coping strategies? What changes did they have in the process? How do they evaluate their experience in the U.S.? This study is an attempt to answer these questions. This study employed a qualitative research method and a case study research design to examine the experience of six mainland Chinese undergraduate students in a midwestern American public university. Convenience, snowball and criterion sampling were used to identify the participants, who were conducted a semi-structured interview with in-depth follow-up probing sessions to yield data. Berry's (1997) acculturation framework was the theoretical framework for the study. Patterns that emerged from the data include: (1) six stressors are discovered in participants' acculturation process: language barrier, cultural difference, life skills-related stressors, relationships with others, academic studies, and concern for the future (including job opportunity and pressure for marriages). The stressors vary based on individual factors and their length of time in the U.S; (2) participants used three coping strategies to cope with stressful situation: problem focused, emotions focused and avoidance-orientation strategies; participants mainly rely on friends or roommates to cope with problems and are not aware of university's resources for help; (3) participants experienced many changes in this process, including improved English skill, independence, stress management, changed perceptions about U.S. and China; (4) participants' overall evaluation of the experience is positive but they don't think studying in the U.S. is for everyone; they hope university to provide more help overcome the difficulties; (5) participants also talked about dissatisfaction about Chinese education, cheating problems at the American university, using agents when applying for universities, desire to return to China eventually and their family financial support. Themes emerged crossing all patterns included: (1) participants did not what to expect before they went abroad but managed to overcome difficulties in the U.S.; (2) participants are willing to make changes and improve themselves by overcoming all barriers with the resources they know; (3) participants desire more help from the university to overcome the barriers to a better education; (4) participants seek better job opportunities whether in China or in the U.S. soon after graduation, but they eventually will go back China; (5) participants' family fully support participants' endeavor to study in the U.S. As a conclusion, the study makes recommendations to American university administrators, professors and Chinese students who plan to come to the U.S. American universities should develop a holistic approach to help Chinese international students. Language and cultural training and engagement is important. Partnership programs between American students and Chinese students may be established to help them with language and cultural training. At the same time, life-skills, relationship skills, academic study skills and training are needed for students who came during high school or after high school. The university should also use standardized test for admission to ensure quality of students. Professional career help is a very critical need for these students in China and in America. Finally, the study recommends further research to better understand this unique population.
Author: Lu Norstrand
Publisher:
ISBN:
Category : Chinese students
Languages : en
Pages : 172
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Because of the tremendous growth of Chinese international students’ enrollment in American higher education and the rapid rise and development of Pathway programs in American universities, I determined the main purpose of this research was to determine the experiences of three Chinese international students in a Graduate Pathway program at a public four-year university in the Southeastern U.S. Three research questions were addressed:1. How do three Chinese international students describe their academic experiences in a Graduate Pathway program in the U.S.?2. How do these students describe differences in their learning experiences between the U.S. and China?3. How do these students describe their co-curricular experiences in a Graduate Pathway program in the U.S.?To better understand the experiences and challenges of international students, I conducted a qualitative exploratory study to examine the experiences of three Chinese international students, using narrative representations of those experiences.I collected data through in-depth interviews. I used reflexive thematic analysis to analyze the data. I identified eight broad themes in this study: accomplishment, resources, instructional style, ambitions, lifestyle, social interactions, institutional support, and culture shock. Across these themes, students’ stories revealed their thoughts, beliefs, comprehensions, and factors motivating them to face challenges. In my representation of their narratives, I intertwined my personal recollections as a Chinese international student, illustrating shared commonalities and differences. Leadership, faculty, and staff at universities and language training institutes must understand how Chinese international students experience academic learning and co-curricular experiences in the U.S., what challenges they face, and what supports are needed from universities and language training institutes for them to achieve academic success. The Chinese international students participating in this study recommended changes to the Graduate Pathway program: (a) improve academic training quality, (b) provide daily language training, and (c) promote student services support. Their recommendations informed the implications of the study both for improving practice in the Graduate Pathway program and for potential future research related to Undergraduate Pathway programs and increased online learning.
Author: Vanessa Fong
Publisher: Stanford University Press
ISBN: 0804781753
Category : Social Science
Languages : en
Pages : 279
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Book Description
In 2004, Vanessa Fong offered a groundbreaking ethnographic exploration of the social, economic, and psychological development of children born since China's one-child policy was introduced in 1979. Her book Only Hope left readers with a picture of stressed, ambitious adolescents for whom elite status was the ultimate goal, though relatively few were in a position to achieve it. In Paradise Redefined, Fong tracks the experiences of many in her initial cohort of Chinese only-children—now college-age—as they study abroad in Australia, Europe, Japan, New Zealand, North America, and Singapore. While earning a prestigious college education in China is the main path to elite status, study abroad provides an alternative channel by offering a particularly flexible "developed world" citizenship. This flexible citizenship promises the potential for greater happiness and freedom afforded by transnational mobility, but also brings with it unexpected suffering, ambivalence, and disappointment. Paradise Redefined offers insights into China's globalization by examining the expectations and experiences that affect how various Chinese students make decisions about studying abroad, staying abroad, immigration, and returning home.
Author: Yibo Yang
Publisher: Taylor & Francis
ISBN: 1000688275
Category : Education
Languages : en
Pages : 234
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Book Description
This volume examines the diversified and challenging experiences of Chinese international STEM doctoral students at Australian institutes of higher education, exploring how intersections between research, personal life, and social experiences can be negotiated to achieve academic success and personal transformation. By drawing on a range of qualitative and longitudinal research methods, the book foregrounds student narratives and utilizes a novel three-dimensional multi-world framework as an effective approach for understanding student experiences in a holistic way. It integrates Chinese philosophical perspectives and theories in the fields of educational psychology, international education, and doctoral education to interpret the nuances, complexity, and particularities of the cross-cultural STEM PhD experience, highlighting the importance of the supervisor–mentee relationship and the role of students’ cultural, social, and philosophical values in supporting their successful completion of the PhD degree. The analysis thus provides new insights into the ways in which these experiences vary across students, and might apply in other national contexts, and to non-STEM student cohorts. This book will be a valuable resource for researchers and academics engaged in cross-cultural education, the sociology of education, and international and comparative education. It will be of particular interest to those with a focus on international doctoral education and cultural Asian studies.
Author: Joanne Wendy McClure
Publisher:
ISBN:
Category : Chinese students
Languages : en
Pages :
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Abstract: Postgraduate research presents particular challenges to students: self-management, independent research, extended writing, and working with a supervisor. If we add to these challenges those faced by international students - the complexity of a new culture, a new academic culture, and the difficulties of a second language - we begin to see the hurdles that such students must overcome. Postgraduate students are already well socialised into their discipline, its discourse, research, and methodology. However, when students undertake their study abroad, how easily do they 'fit' into their new environment? And in what ways does their previous disciplinary socialisation, clash with, or complement their new academic socialisation? -- Given the large numbers of Chinese international students studying abroad particularly at postgraduate level, a focus on individual student experiences was seen as important in advancing our understanding of these students' experiences and sensitising international providers of such education to the ways in which they may better respond to such students. The purpose of the study was to examine the experiences of Chinese international postgraduate students studying in Singapore to find out how they perceived their new learning environment, and to explore the coping strategies they employed to manage, understand and construct meaning out of their learning situation. The study also sought to focus on their particular learning needs, given their perception of their environment, and the ways in which higher education providers could best accommodate these needs. -- A qualitative constructivist methodology was used to examine the learning experiences and coping strategies of 12 Chinese international postgraduates balanced by gender and level of higher degree study involved. The students were interviewed twice over a five-month period, with each interview lasting approximately one hour. The study focused on understanding students' experiences of positive and negative incidents in their learning environment, on the construction of meaning around those incidents, and on students' subsequent responses to them. Potential differences across the variables of level of degree study, gender and marital status were also considered in the analysis. -- Four major themes were identified in the student experiences those of marginalisation: student/supervisory relationship, academic/organisational marginalisation, social marginalisation, and advantaging. The coping strategies identified are those of self-determination and technique. It was found that adjustment for students was most difficult in the first six to twelve months from entry into the new cultural context, largely due to the influence of previous educational and cultural experiences on expectations. Also highlighted was the range of interpersonal and intrapersonal coping strategies that students used to help manage their cultural transition. The importance of collegial support as a key coping strategy for international student adjustment was confirmed in the study. Self-determination was also shown to be a strong motivator for managing research work and interpersonal relationships. The research indicated a number of important differences between masters and doctoral students' experiences and highlighted differences concerning traditional gender roles. -- Implications arising from the study may inform intervention programmes that are directed to the points of tension identified in students' experiences. The tensions in student experiences may largely be understood in terms of unrealistic or unfulfilled expectations being brought to the new study context but grounded in the home culture. Addressing these needs may be seen in various ways, including: (1) changing student expectations to make them more realistic; (2) sensitising students in cross-cultural issues; (3) sensitising host university staff in understanding and responding to cross-cultural issues in students; (4) providing appropriate levels of support in dealing with issues as they arise; and (5) structuring opportunities for mutual support by students in the host institution. Further research is indicated into the investigation of the cultural transition experiences and coping strategies of other national or ethnic groups at postgraduate level. Investigation of the experiences of international Chinese students in other disciplines, other host countries, and at other education levels is also indicated.
