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首页> 外文期刊>Community College Journal of Research and Practice >Academic and Social Integration and Persistence of International Students at U.S. Two-Year Institutions
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Academic and Social Integration and Persistence of International Students at U.S. Two-Year Institutions

机译：美国两年制学院国际学生的学术和社会融合与坚持

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As a growing number of international students discover two-year institutions as the possible gateway to U.S. higher education, it is important to have a better understanding of who these students are, what attracts them to two-year colleges, and how they engage with the campus community. To address these questions, the study used the data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/06) survey to examine the profile of international students attending two-year versus four-year institutions in the United States. More specifically, the study explored to what extent international students engaged academically and socially on two-year college campuses in their first-year of study in the U.S. It also examined how students' integration related to their likelihood of persistence through the second year. The results of this study revealed that location, cost, and coursework were among the primary considerations for international students enrolling at two-year institutions in the U.S. The study found that academic advising and faculty interactions played a significant role in the first-to-second-year persistence of international students. Considering these findings, developing relationships and interactions with faculty, academic advisors, and peers should be reinforced and supported.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10668926.2012.619093
机译：随着越来越多的国际学生发现两年制大学是通向美国高等教育的可能途径，重要的是要更好地了解这些学生是谁，什么吸引了他们进入两年制大学以及他们如何与大学打交道。校园社区。为了解决这些问题，该研究使用了初中专长生纵向研究（BPS：04/06）的调查数据，以考察就读美国两年制和四年制院校的国际学生的概况。更具体地说，该研究探讨了国际学生在美国学习的第一年在两年制大学校园中在学术和社会上参与的程度。它还研究了第二年学生的融合与持久性的可能性如何相关。这项研究的结果表明，地点，费用和课程工作是在美国两年制大学就读的国际学生的主要考虑因素。研究发现，学术咨询和教职员工的互动在第一到第二位起着重要作用。年留学生的坚持。考虑到这些发现，应加强和支持与教职员工，学术顾问和同伴之间的关系发展和互动。查看全文下载全文，delicious，linkedin，facebook，stumbleupon，digg，google，more“，发布编号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10668926.2012.619093

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