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Author: Wei-hsuan Wang Publisher: ISBN: Category : Languages : en Pages : 364
Book Description
Among all the international students enrolled in the U.S. colleges or universities, Chinese international students, including those who come from Taiwan, mainland China, and Hong Kong, accounted for 16.7%, which is a fairly high percentage (Institute of International Education, 2004). They may encounter very unique acculturative stress because of different cultural norms and academic expectations between Chinese and American cultures. Ward and her colleagues (1990) claimed that cross-cultural adjustment can be best examined from two fundamental dimensions: psychological and sociocultural adjustment. These two dimensions are conceptually distinct but empirically related. The purpose of the present study is to investigate the influences of acculturation strategies (Berry, 1980), self-views in relation to others (Markus & Kitayama, 1991; Kagitcibasi, 1996 & 2005), perceived cultural distance (Babiker et al., 1980), and English self-confidence (Clement & Baker, 2001) on different dimensions of Chinese international students' cross-cultural adjustment. Research questions and hypotheses were focused on how each factor affects the cross-cultural adjustment, and how these factors interact with each other as they generate impacts on adjustment. 177 international students of Chinese heritage from Mainland China, Taiwan, and Hong Kong participated in the study. They were asked to fill out self-report questionnaires about their demographic information, acculturation strategies, self-construals, perceived cultural distance, English self-confidence, and psychological and sociocultural adjustment in the U.S. Results indicated that length of residence in the U.S., participation in the host society (one dimension of acculturation strategies), direct communication, autonomy (sub-dimensions of independent self-construal), and English self-confidence were positively correlated with psychological adjustment. On the other hand, length of residence, marital status, direct communication (a sub-dimension of independent self-construal), perceived cultural distance, and English self-confidence were positively associated with sociocultural adjustment. In addition, a few mediating effects were revealed: (a) Independent self-construal mediated the relation between participation in the U.S. society and sociocultural adjustment; (b) English self-confidence mediated the relation between participation in the host society and cross-cultural adjustment; (c) English self-confidence mediated the relation between independent self-construal and sociocultural adjustment. Limitations and implications for future research are discussed.
Author: Wei-hsuan Wang Publisher: ISBN: Category : Languages : en Pages : 364
Book Description
Among all the international students enrolled in the U.S. colleges or universities, Chinese international students, including those who come from Taiwan, mainland China, and Hong Kong, accounted for 16.7%, which is a fairly high percentage (Institute of International Education, 2004). They may encounter very unique acculturative stress because of different cultural norms and academic expectations between Chinese and American cultures. Ward and her colleagues (1990) claimed that cross-cultural adjustment can be best examined from two fundamental dimensions: psychological and sociocultural adjustment. These two dimensions are conceptually distinct but empirically related. The purpose of the present study is to investigate the influences of acculturation strategies (Berry, 1980), self-views in relation to others (Markus & Kitayama, 1991; Kagitcibasi, 1996 & 2005), perceived cultural distance (Babiker et al., 1980), and English self-confidence (Clement & Baker, 2001) on different dimensions of Chinese international students' cross-cultural adjustment. Research questions and hypotheses were focused on how each factor affects the cross-cultural adjustment, and how these factors interact with each other as they generate impacts on adjustment. 177 international students of Chinese heritage from Mainland China, Taiwan, and Hong Kong participated in the study. They were asked to fill out self-report questionnaires about their demographic information, acculturation strategies, self-construals, perceived cultural distance, English self-confidence, and psychological and sociocultural adjustment in the U.S. Results indicated that length of residence in the U.S., participation in the host society (one dimension of acculturation strategies), direct communication, autonomy (sub-dimensions of independent self-construal), and English self-confidence were positively correlated with psychological adjustment. On the other hand, length of residence, marital status, direct communication (a sub-dimension of independent self-construal), perceived cultural distance, and English self-confidence were positively associated with sociocultural adjustment. In addition, a few mediating effects were revealed: (a) Independent self-construal mediated the relation between participation in the U.S. society and sociocultural adjustment; (b) English self-confidence mediated the relation between participation in the host society and cross-cultural adjustment; (c) English self-confidence mediated the relation between independent self-construal and sociocultural adjustment. Limitations and implications for future research are discussed.
Author: Yingyi Ma Publisher: Springer ISBN: 3319603949 Category : Education Languages : en Pages : 265
Book Description
This book is about international students from Asia studying at American universities in the age of globalization. It explores significant questions, such as: Why do they want to study in America? How do they make their college choices? To what extent do they integrate with domestic students, and what are the barriers for intergroup friendship? How do faculty and administrators at American institutions respond to changing campus and classroom dynamics with a growing student body from Asia? Have we provided them with the skills they need to succeed professionally? As they are preparing to become the educational, managerial and entrepreneurial elites of the world, do Asian international students plan to stay in the U.S. or return to their home country? Asian students constitute over 70 percent of all international students. Almost every major American university now faces unprecedented enrollment growth from Asian students. However, American universities rarely consider if they truly understand the experiences and needs of these students. This book argues that American universities need to learn about their Asian international students to be able to learn from them. It challenges the traditional framework that emphasizes adjustment and adaptation on the part of international students. It argues for the urgency to shift from this framework to the one calling for proactive institutional efforts to bring about successful experiences of international students.
Author: Simon Marginson Publisher: Cambridge University Press ISBN: 9780521138055 Category : Education Languages : en Pages : 528
Book Description
More than three million students globally are on the move each year, crossing borders for their tertiary education. Many travel from Asia and Africa to English speaking countries, led by the United States, including the UK, Australia and New Zealand where students pay tuition fees at commercial rates and prop up an education export sector that has become lucrative for the provider nations. But the 'no frills' commercial form of tertiary education, designed to minimise costs and maximise revenues, leaves many international students inadequately protected and less than satisfied. International Student Security draws on a close study of international students in Australia, and exposes opportunity, difficulty, danger and courage on a massive scale in the global student market. It works through many unresolved issues confronting students and their families, including personal safety, language proficiency, finances, sub-standard housing, loneliness and racism.
Author: Yuerong Chen Publisher: ISBN: Category : Chinese students Languages : en Pages : 118
Book Description
Using current research and literature, this project discusses the challenges that Chinese international students may have while they experience cultural adjustment in the United States. In addition, this project also examines strategies for Chinese international students to smooth the cultural transition during their stay in the United States. There is research about Chinese immigrants' cultural transition and international students' transitional periods. However, there is a very limited amount of research specifically on Chinese international students' cultural adjustment in the United States. Educating the Chinese international students, educators and counselors in international institutions about the challenges of cultural transition and the strategies to overcome the challenges may potentially help these students when they arrive in the United States. The application of this project is a presentation to international office personnel, counselors who work at university counseling centers and faculty members who have a large population of Chinese international students in their classrooms. The project also offers recommendations for any professionals who work to help Chinese international students to succeed in their study in a new educational system and a new culture.
Author: Jiani Zhu Publisher: Springer ISBN: 1137533935 Category : Education Languages : en Pages : 275
Book Description
What happens when East travels West? In today’s increasingly globalized world, these collisions are becoming increasingly common in universities– especially due to the growth of migratory students . As the largest international population studying abroad in the world, Chinese students’ learning experience in an intercultural environment calls for more attention. This book covers an array of problems common to Chinese students studying abroad and explores how these students academically adjust to an intercultural environment. It also highlights how they familiarize themselves with the education system, ranging from the types of courses, academic tasks and examinations to the structure of the education as a whole in the host country, as they negotiate the gulf between academic expectations at home versus those in the host university environment and communicate with domestic lecturers and students.
Author: Wen Ma Publisher: IAP ISBN: 1623965918 Category : Education Languages : en Pages : 269
Book Description
This book is about the learner side of the teaching and learning equilibrium, centering on the educational experiences and perspectives of Chinese students in the United States. These students ranged from kindergarteners, adolescents, undergraduate, graduate, to adult learners, across the educational spectrum. Because Chinese students are the largest cohort among all international students in the U.S., and their prior educational experiences and perspectives in China are so different from those in the U.S., exploring who they are, what their learning experiences have been, and how their learning needs can be better met, may not only allow U.S. educators to teach them more effectively, but also help the educational community in both countries better learn about and from each other. The chapters in the book examine the constructs of learner privilege and responsibility in the teaching and learning equation, cultural and linguistic challenges and transitional adjustments, self-concept, learning strategies, comparison and contrast of differences and similarities between Chinese and American students, and/or critical reflections on significant issues confronting Chinese learners. While each chapter is situated in its own research literature and connects with its own teaching and learning practices, all of them are united around the overarching themes of the book: the experiences and perspectives of diverse learners from Chinese backgrounds in the United States. The chapters also flesh out some of the larger theoretical/pedagogical issues between education in China and in the United States, provide useful lenses for rethinking about and better understanding their differences and similarities, as well as offer pertinent suggestions about how the educational community in both countries may benefit from learning about and from each other.
Author: Mei Zhong Publisher: ISBN: 9781516587636 Category : Languages : en Pages : 190
Book Description
Adaptation to the United States Academic Culture for International Students provides readers with engaging articles that illuminate key differences between the culture of America and that of foreign nations, especially with regard to the higher education system. The collection empowers students to analyze and discuss cultural differences, develop skillsets that will help them thrive in the American educational system, and build their cross-cultural communication skills and compe
Author: Mingjun Xie Publisher: ISBN: 9781392435052 Category : Electronic dissertations Languages : en Pages : 92
Book Description
In recent years, U.S. colleges and universities have observed a rapid expansion of the enrollment of international students. Particularly Chinese students, the largest group of international students since 2010, have increased nearly threefold in just eight years (Institute of International Education, 2010-2018). Prior studies have investigated the friendship networks of international students (Rose-Redwood & Rose-Redwood, 2013) and the influence of peer relations on international students' cross-cultural adaptation (Hendrickson, Rosen, & Aune, 2011). However, the extant literature has largely neglected to examine international students' lived experiences of establishing friendship networks and the underlying mechanism of the associations between friendships and international student adaptation. Guided by social capital theory (Lin, 1999) and acculturation process framework (Ward, Bochner, & Furnham, 2001), the purpose of my dissertation is to examine Chinese students' peer interaction patterns and how friendships influence their psychological well-being and sociocultural adjustment.My dissertation consists of two studies. The first study drew upon two waves of surveys collected with 46 Chinese students (30 females, Mage = 18.89, SD = .80) and multiple in-depth interviews conducted with five students (three females, Mage = 18.40, SD = .89). The results yield three main findings. First, Chinese students of the present study nominated predominant Chinese friends, much more than domestic and other international student friends, in both waves. Second, Chinese students did not necessarily develop more diverse, integrated friendship networks over time. Specifically, more than half of the participants nominated Chinese friends only in both waves, possibly because of language barriers and prior discrimination experiences. Lastly, the interview findings illustrated that Chinese students' engagement in college settings shaped their experiences of building friendship networks, such that greater engagement in meaningful common experiences (such as club activities, religious groups, and experiences of working together) could facilitate cross-cultural interaction between Chinese students and domestic students.Guided by social capital theory (Lin, 1999) and acculturation process framework (Ward, Bochner, & Furnham, 2001), the second study examined: (1) how friendship networks, specifically the national backgrounds of nominated friends, the frequency of contact, and the intimacy of friendships, are associated with psychological and sociocultural adaptation among Chinese undergraduates (N = 273, Mage = 19.18, SD = .84) in U.S. higher education; and (2) the role of social connectedness as a mediator. Results indicated that compared to superficial relationships, high-quality peer interaction (for example, friendships involving both frequent contact and intimacy) might be a key to bolster Chinese students' ability to navigate cross-cultural challenges. Further, social connectedness mediated the associations between friendships and student adaptation, such that frequent and intimate interaction with domestic students was associated with greater social connectedness and, in turn, better psychological and sociocultural adaptation. The findings point to practical implications for the host institutions, especially for universities enrolling large numbers of international students. It is important for the host institutions to develop corresponding programs to facilitate social opportunities for different groups to mingle and establish sustained friendships.
Author: Kun Yan Publisher: Springer ISBN: 9811033471 Category : Education Languages : en Pages : 157
Book Description
This book explores how Chinese students abroad may suffer stress, and how they conceptualize and adapt to stress in the American higher education environment. To do so, it adopts a mixed methods design: the sequential explanatory design, which is characterized by the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. To date, no empirical research has focused solely upon understanding the stress and coping processes of Chinese students in the United States. This book addresses that gap, enriching the body of literature on international students’ adaptation process in foreign countries.
Author: Wei-hsuan Wang
Author: Wei-hsuan Wang
Author: Yingyi Ma
Author: Jennifer Wu Dunn
Author: Simon Marginson
Author: Yuerong Chen
Author: Jiani Zhu
Author: Wen Ma
Author: Mei Zhong
Author: Mingjun Xie
Author: Kun Yan