Prevalence of past-year mental disorders and its correlates among Chinese international students in US higher education

2018 ◽  
Vol 68 (2) ◽  
pp. 176-184
Author(s):  
Zi Lian ◽  
Barbara C. Wallace
Keyword(s):  
Higher Education ◽  
International Students ◽  
Mental Disorders ◽  
Chinese International Students

scholarly journals The Effects of Linguistic and Demographic Features of Chinese International Students on Placement Test Levels in Higher Education: Logistic Regression

2019 ◽  
Vol 9 (1) ◽  
pp. 225-241
Author(s):  
Eunjeong Park
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
International Students ◽  
The United States ◽  
Chinese International Students ◽  
Placement Test ◽  
Placement Tests ◽  
High Stakes ◽  
College Type ◽  
Demographic Features

Higher education institutions in the United States provide placement essay tests to ensure international students’ readiness for college courses. The high-stakes nature of placement tests makes educators and researchers seek significant components of differentiating levels of placement tests. This study investigated the prediction of two levels (i.e., low vs. intermediate) of 411 placement test essays written by Chinese international students and examined the influence of linguistic and demographic features on placement test levels through logistic regression. The results show that the type-token ratio (TTR), tokens, college type, and graduate status were significant indicators to differentiate students’ placement test essays. However, several demographic features were not statistically significant. The results may shed light on improving writing skills of Chinese international students who scored intermediate or low in the placement tests.

scholarly journals Enhancing the Employability of Chinese International Students: Identifying Achievements and Gaps in the Research Field

2017 ◽  
Vol 5 (1) ◽  
pp. 77-89
Author(s):  
Xuemeng Cao ◽  
Xuemeng Cao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Labour Market ◽  
Critical Review ◽  
Research Field ◽  
Chinese International Students ◽  
Future Research ◽  
International Dimension ◽  
Graduate Employability ◽  
Retrospective Account

This article shows what achievements have been made by existing studies on graduate employability, and what gaps need to be filled in this field. It starts with a retrospective account of the changing concept of employability, followed by a presentation of the practices that have been used to support graduate employability enhancement in different countries. Moreover, this article gives a critical review of Chinese contexts of graduate labour market. Last but not least, limitations of existing studies are identified, which reflect an expectation for future research on graduate employability to meet the demand of an increasingly international dimension of higher education.

scholarly journals U.S. Higher Education Classroom Experiences of Undergraduate Chinese International Students

2015 ◽  
Vol 5 (2) ◽  
pp. 188-200 ◽  
Author(s):  
Gabriela Valdez
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Classroom Practices ◽  
The United States ◽  
Chinese International Students ◽  
Double Consciousness ◽  
Identity Conflict ◽  
Classroom Experiences ◽  
The Way

The purpose of this study was to explore undergraduate Chinese international students’ perceptions about their classroom experiences in the United States institutions of higher education. Double consciousness, introduced by W.E.B. Du Bois, was used as the theoretical framework for this study. After analyzing the 15 interviews to Chinese international students, the following areas were discussed: comparison of classroom experiences in the United States and China; positive and negative classroom practices in the U.S.; perceptions of the way American faculty and students perceived Chinese international students; and double consciousness of Chinese international students. While most of the participants preferred the American classroom practices over practices in China, their perceptions about the way American students and faculty perceived them were conflicting. The concept of double consciousness also helped to illustrate the internal identity conflict of being Chinese and being “Americanized.”

Understanding the Heterogeneity of International Students’ Experiences: A Case Study of Chinese International Students in U.S. Universities

2019 ◽  
Vol 23 (5) ◽  
pp. 607-623 ◽  
Author(s):  
Tang T. Heng
Keyword(s):  
Higher Education ◽  
International Students ◽  
Extracurricular Activities ◽  
International Student ◽  
Qualitative Case Study ◽  
Small Extent ◽  
Chinese International Students ◽  
Content Preparation ◽  
Heterogeneous Nature

Scholars have critiqued the current understanding of international students for glossing over its diversity, resulting in the reification of the “international student experience” as either homogeneous or clustered along nationality. Through a qualitative case study of 18 Chinese international students, this article examines the heterogeneity of their experiences despite a common nationality. Findings reveal that Chinese international students’ communication in English, engagement with subject content, preparation for the future, and participation in extracurricular activities vary by year of study, field of study, and, to a small extent, gender. Even within a single nationality, experiences of students are uneven and intersect across various categorical lines, suggesting the possibility that other international students may encounter diverse and intersectional experiences as well. Findings point to how we need to re-conceive and research international students by examining the heterogeneous nature of their experiences, and how higher education institutions can differentiate support given to internationals.

Beyond the Cultural Approach

2017 ◽  
Vol 6 (2) ◽  
pp. 236-258
Author(s):  
Jingzhou Liu
Keyword(s):  
Higher Education ◽  
International Students ◽  
Lived Experience ◽  
Economic Benefits ◽  
Chinese International Students ◽  
People Of Color ◽  
Color Line ◽  
Cultural Approach ◽  
Canadian Higher Education ◽  
Intercultural Adaptation

AbstractChinese international students are vital to internationalization development in Canadian higher education, providing immediate and significant social and economic benefits to Canadian society. The existing scholarly studies have primarily adopted a cultural approach, with a focus on intercultural adaptation or related cross-cultural perspectives. This study goes beyond the cultural approach and examines how race, gender, and class intersect in producing social inequality among Chinese international students in Canada. Through the narratives of five students attending higher education institutions in British Columbia, the study reveals that Chinese international students have experienced discrimination in relation to developing friendship, integrating to the learning environment, and accessing supports and resources on campus based on the color of skin, their gender, and misperception of their class. The color line divides them into the “dominant white” and “people of color.” Color blindness negates their racial identities and ignores the ways in which these affect their learning experiences. The findings of this research call for an intersectional approach to examine international students and their lived experiences by addressing students’ multiple identities and differences to enrich their lived experience in Canada.

scholarly journals Social Networking Sites and Educational Adaptation in Higher Education: A Case Study of Chinese International Students in New Zealand

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
Ling Cao ◽  
Tingting Zhang
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
International Students ◽  
Social Networking ◽  
Online Social Networks ◽  
Social Networking Sites ◽  
Educational Environment ◽  
Chinese International Students ◽  
The Relationship

This study aims to find out the relationship between the use of SNSs and educational adaptation process of Chinese international students (from China) in New Zealand. Based on interview data, this paper addressed how Chinese international students use SNSs (RenRen, Facebook, etc.) to expand and manage their online social networks to help their adaptation to new educational environment. As a case study of Chinese international students in New Zealand and from the narrative of students, we examined the relationship among educational difficulties, life satisfaction, and the use of SNSs. This study would help in further understanding how and why SNSs can be adopted in higher education to support effective overseas learning experiences.

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