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Improving the social, linguistic, an...

Dixon, Beth Anne.

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Improving the social, linguistic, and academic success of Chinese international students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving the social, linguistic, and academic success of Chinese international students./
Author:	Dixon, Beth Anne.
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3665079
ISBN:	9781321373820

Improving the social, linguistic, and academic success of Chinese international students.
Dixon, Beth Anne.

Improving the social, linguistic, and academic success of Chinese international students. - 151 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2014.

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

Students from China experience greater levels of difficulty in the transition to American higher education compared to domestic students and other international students. They struggle with language issues, as well as social and academic acculturation challenges. A pathway program, developed in 2009 by a consortium of American colleges and universities, aimed to provide a transitional path to higher education in the U.S. for Chinese students. Students begin their program in China for fall and spring terms, and those who successfully complete those terms arrive in the United States for a Summer Bridge program aimed at acclimating students to life at an American university. This qualitative program evaluation examined faculty, staff and student experience in order to evaluate the effectiveness of the Summer Bridge program in the transition process of Chinese students to American higher education. The study fills a gap in the literature on the benefits of extended orientation programs for Chinese international students. Historical documentation; course syllabi; student satisfaction survey data; and interviews with faculty, staff, and students who were involved in the program, were used to inform the results. The Summer Bridge program was successful in making students more confident when they enrolled in the fall. Students were more comfortable with the social setting as well as the academic setting. One limitation of the program was the lack of cultural diversity. Students were less inclined to practice their English speaking skills among fellow Chinese students. This study confirms that an extended orientation program for Chinese students improved their transition to American higher education.

ISBN: 9781321373820Subjects--Topical Terms:

2122863
Higher education administration.

Improving the social, linguistic, and academic success of Chinese international students.
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245 1 0 $a Improving the social, linguistic, and academic success of Chinese international students.
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Advisers: Carolyn R. Bair; Leslie P. Hitch.
502 $a Thesis (Ed.D.)--Northeastern University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Students from China experience greater levels of difficulty in the transition to American higher education compared to domestic students and other international students. They struggle with language issues, as well as social and academic acculturation challenges. A pathway program, developed in 2009 by a consortium of American colleges and universities, aimed to provide a transitional path to higher education in the U.S. for Chinese students. Students begin their program in China for fall and spring terms, and those who successfully complete those terms arrive in the United States for a Summer Bridge program aimed at acclimating students to life at an American university. This qualitative program evaluation examined faculty, staff and student experience in order to evaluate the effectiveness of the Summer Bridge program in the transition process of Chinese students to American higher education. The study fills a gap in the literature on the benefits of extended orientation programs for Chinese international students. Historical documentation; course syllabi; student satisfaction survey data; and interviews with faculty, staff, and students who were involved in the program, were used to inform the results. The Summer Bridge program was successful in making students more confident when they enrolled in the fall. Students were more comfortable with the social setting as well as the academic setting. One limitation of the program was the lack of cultural diversity. Students were less inclined to practice their English speaking skills among fellow Chinese students. This study confirms that an extended orientation program for Chinese students improved their transition to American higher education.
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710 2 $a Northeastern University. $b School of Education. $3 2097885
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