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首页> 外文学位 >Jiao tong: A grounded theory of Chinese international students' transition to American tertiary education.
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Jiao tong: A grounded theory of Chinese international students' transition to American tertiary education.

机译：焦彤：中国留学生向美国高等教育过渡的扎实理论。

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摘要

University students are more globally mobile than ever before, increasingly receiving education outside of their home countries. One significant student exchange pattern is between China and the United States; Chinese students are the largest population of international students in the U.S. (Institute of International Education, 2014). Differences between Chinese and American culture in turn influence higher education praxis in both countries, and students are enculturated into the expectations and practices of their home countries. This implies significant changes for students who must navigate cultural differences, academic expectations, and social norms during the process of transition to a system of higher education outside their home country. Despite the trends in students' global mobility and implications for international students' transitions, scholarship about international students does not examine students' experiences with the transition process to a new country and system of higher education. Related models were developed with American organizations and individuals, making it unlikely that they would be culturally transferable to Chinese international students' transitions.;This study used qualitative methods to deepen the understanding of Chinese international students' transition processes. Grounded theory methods were used to invite the narratives of 18 Chinese international students at a large public American university, analyze the data, and build a theory that reflects Chinese international students' experiences transitioning to American university life.;Findings of the study show that Chinese international students experience a complex process of transition to study in the United States. Students' pre-departure experiences, including previous exposure to American culture, family expectations, and language preparation, informed their transition. Upon arrival, students navigate resource seeking to fulfill their practical, emotional, social, intellectual, and ideological needs. As students experienced various positive and discouraging events, they developed responses to the pivotal moments. These behaviors formed patterns in which students sought familiarity or challenge subsequent to certain events. The findings and resulting theory provide a framework through which to better understand the experiences of Chinese international students in the context of American higher education.
机译：大学生比以往任何时候都具有更广泛的全球流动性，越来越多地在其本国以外接受教育。中美之间是一种重要的学生交流方式。中国学生是美国最大的国际学生群体（国际教育研究所，2014）。中美文化的差异反过来影响了两国的高等教育实践，并且学生被培养到自己祖国的期望和实践中。这对于在过渡到本国以外的高等教育系统的过程中必须克服文化差异，学术期望和社会规范的学生而言，意味着巨大的变化。尽管学生在全球范围内流动的趋势以及对国际学生过渡的影响，但有关国际学生的奖学金并未考察学生向新国家和高等教育系统过渡的经验。与美国组织和个人一起开发了相关模型，因此它们不太可能在文化上转移到中国国际学生的过渡中。本研究使用定性方法加深了对中国国际学生过渡过程的理解。扎根的理论方法被用来邀请18名美国留学生在美国一所大型公立大学中的叙述，分析数据，并建立了一个反映中国留学生向美国大学过渡的经验的理论。国际学生在美国学习经历了一个复杂的过渡过程。学生的出发前经历，包括以前对美国文化的了解，家庭期望和语言准备，为他们的过渡做好了准备。抵达后，学生将浏览资源以寻求满足他们的实际，情感，社会，智力和意识形态需求。随着学生经历各种积极而令人沮丧的事件，他们对关键时刻产生了反应。这些行为形成了学生在某些事件之后寻求熟悉或挑战的模式。研究结果和由此产生的理论提供了一个框架，通过该框架可以更好地了解美国高等教育背景下中国留学生的经历。

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  • 作者

    Kavaliauskas Crain, Lena.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Higher education administration.;Developmental psychology.;Cultural anthropology.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 234 p.
  • 总页数 234
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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