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Being an International Student: Experiences of Chinese Undergraduate Students in a Large Research University.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Being an International Student: Experiences of Chinese Undergraduate Students in a Large Research University./
Author:	Hao, Jing.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	226 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
Contained By:	Dissertations Abstracts International80-05A.
Subject:	Asian Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10936720
ISBN:	9780438630406

Being an International Student: Experiences of Chinese Undergraduate Students in a Large Research University.
Hao, Jing.

Being an International Student: Experiences of Chinese Undergraduate Students in a Large Research University. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 226 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: A.

Thesis (Ph.D.)--University of California, Santa Barbara, 2018.

This item must not be sold to any third party vendors.

This study was designed to explore the experiences of Chinese international students attending a research university in the United States, from the time they received offers of acceptance to study abroad until they left China (pre-arrival period) through the end of their first quarter as freshmen (early post-arrival period). The researcher sought a holistic view by addressing four related areas of the students' lives: academic, social-cultural, typical daily routines and psychological. First, the study surveyed university students in the above areas with survey questions translated into Chinese. The professor of an orientation class for international students then distributed the survey electronically, and sixty-nine students responded. Second, of this population, six individual interviews were conducted entirely in Chinese. The study suggested that the Chinese international student population choosing to study abroad in the United States was different than that of prior research, due to broad changes in China. Wide-spread trends include an economy that continues to improve and thrive as well as a more international consciousness and desire to participate in it; these trends have led to both students and their families to consider degrees earned in the United States more valuable. Universities within the U.S. are therefore receiving applications from increasingly high quality Chinese students whose parents can afford to pay for their education. Survey and interview data from this study's participants regarding the pre-arrival period generated what students desired to know while still in China--and the sources that students utilized to seek answers for their questions. While there were innovative forms of technology that students found helpful, they felt they lacked sufficient information to be prepared (e.g., course syllabi information). Likewise parents were very involved in the pre-arrival process. Unlike their previous focus on academic achievement during their children's lives to this point, the students reported parents switching their attention to preparing their children to complete the activities of daily life (laundry, etc.) for which they had previously taken responsibility. Upon their arrival at the large research university (at which point the post-arrival period began), the Chinese international students were barraged with a host of campus resources. Survey and interview data gathered at the end of the first quarter regarding their adaptation in the four realms of life revealed the challenges they faced and the resources they utilized. Within academics, the major challenges students noted were in the areas of languages, the differences between the educational systems of Chinese high schools and U.S. university education (including the teaching styles of the respective instructors), and their study skills. In the area of social and cultural education, language was again a challenge-though this time in the sphere of informal language. While the students had expected to become friends with American students during pre-arrival, social interaction and cultural rules led to an adaptation of forming groups with their Chinese international peers who became their greatest resources. Within their daily lives, language was once again the biggest challenge, as well as independent living skills. The qualitative data concurred with survey data showing that students perceived adaptation to daily life as easiest of four areas examined. Finally, adapting psychologically produced two main types of problems. First, the students had many internal emotions such as loneliness. They did not utilize therapy or other campus resources for support. They also shied away from sharing their pain with their families, because distance meant that they were less able to help. But over the quarter as friendships were fostered with other freshman Chinese international students, these networks gave them a potential place to share. Second, they found it difficult to face and resolve disputes and unfair treatment, though they felt more empowered as they got through some of these incidents. Nonetheless, in both the survey and interview data, adapting psychologically was the most difficult of the four areas of their lives. Overall, this study contributes to the current body of literature regarding international students' experiences. Given that the number of Chinese students studying in the U.S. comprises nearly one third (32.5%) of the total international students, the results of the mixed methods approach of this study reveals data that could inform changes, both in (a) the design and implementation of more effective educational models at the secondary level for students in China who wish to study abroad, increased awareness of the challenges such students currently face, and (b) ways that the administration and faculty of universities and colleges within the United States can better understand and address their needs in a culturally-informed way. Students could begin their academic careers more positively if some of the challenges they face prior to arrival in the U.S. were addressed. (Abstract shortened by ProQuest.).

ISBN: 9780438630406Subjects--Topical Terms:

1669375
Asian Studies.

Being an International Student: Experiences of Chinese Undergraduate Students in a Large Research University.
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520 $a This study was designed to explore the experiences of Chinese international students attending a research university in the United States, from the time they received offers of acceptance to study abroad until they left China (pre-arrival period) through the end of their first quarter as freshmen (early post-arrival period). The researcher sought a holistic view by addressing four related areas of the students' lives: academic, social-cultural, typical daily routines and psychological. First, the study surveyed university students in the above areas with survey questions translated into Chinese. The professor of an orientation class for international students then distributed the survey electronically, and sixty-nine students responded. Second, of this population, six individual interviews were conducted entirely in Chinese. The study suggested that the Chinese international student population choosing to study abroad in the United States was different than that of prior research, due to broad changes in China. Wide-spread trends include an economy that continues to improve and thrive as well as a more international consciousness and desire to participate in it; these trends have led to both students and their families to consider degrees earned in the United States more valuable. Universities within the U.S. are therefore receiving applications from increasingly high quality Chinese students whose parents can afford to pay for their education. Survey and interview data from this study's participants regarding the pre-arrival period generated what students desired to know while still in China--and the sources that students utilized to seek answers for their questions. While there were innovative forms of technology that students found helpful, they felt they lacked sufficient information to be prepared (e.g., course syllabi information). Likewise parents were very involved in the pre-arrival process. Unlike their previous focus on academic achievement during their children's lives to this point, the students reported parents switching their attention to preparing their children to complete the activities of daily life (laundry, etc.) for which they had previously taken responsibility. Upon their arrival at the large research university (at which point the post-arrival period began), the Chinese international students were barraged with a host of campus resources. Survey and interview data gathered at the end of the first quarter regarding their adaptation in the four realms of life revealed the challenges they faced and the resources they utilized. Within academics, the major challenges students noted were in the areas of languages, the differences between the educational systems of Chinese high schools and U.S. university education (including the teaching styles of the respective instructors), and their study skills. In the area of social and cultural education, language was again a challenge-though this time in the sphere of informal language. While the students had expected to become friends with American students during pre-arrival, social interaction and cultural rules led to an adaptation of forming groups with their Chinese international peers who became their greatest resources. Within their daily lives, language was once again the biggest challenge, as well as independent living skills. The qualitative data concurred with survey data showing that students perceived adaptation to daily life as easiest of four areas examined. Finally, adapting psychologically produced two main types of problems. First, the students had many internal emotions such as loneliness. They did not utilize therapy or other campus resources for support. They also shied away from sharing their pain with their families, because distance meant that they were less able to help. But over the quarter as friendships were fostered with other freshman Chinese international students, these networks gave them a potential place to share. Second, they found it difficult to face and resolve disputes and unfair treatment, though they felt more empowered as they got through some of these incidents. Nonetheless, in both the survey and interview data, adapting psychologically was the most difficult of the four areas of their lives. Overall, this study contributes to the current body of literature regarding international students' experiences. Given that the number of Chinese students studying in the U.S. comprises nearly one third (32.5%) of the total international students, the results of the mixed methods approach of this study reveals data that could inform changes, both in (a) the design and implementation of more effective educational models at the secondary level for students in China who wish to study abroad, increased awareness of the challenges such students currently face, and (b) ways that the administration and faculty of universities and colleges within the United States can better understand and address their needs in a culturally-informed way. Students could begin their academic careers more positively if some of the challenges they face prior to arrival in the U.S. were addressed. (Abstract shortened by ProQuest.).
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