Identity and Social Networks: A Case of Chinese Graduate Students in the United States

2021 ◽  
Vol 50 (1) ◽  
pp. 96-97
Author(s):  
Jean Michel Montsion
2022 ◽  
Vol 6 (1) ◽  
pp. 1-12
Author(s):  
P. J. Moore-Jones

Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants’ sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves view the practice of self-segregation and its consequences.


2002 ◽  
Vol 30 (2) ◽  
pp. 76-88
Author(s):  
Larry W. Bowman ◽  
Diana T. Cohen

The sample frame was constructed over several months through the combined efforts of three graduate students and Prof. Larry W. Bowman. Using the Internet whenever possible, and backed by the assistance of colleagues from many institutions, we constructed a sample frame of 1,793 U.S.-based Africanists. Our sample frame includes 46 percent more Africanists than the 1,229 individual U.S. members of the African Studies Association (ASA) in 2001 (1,112 individual members and 117 lifetime members). In all cases we allowed institutions to self-define who they considered their African studies faculty to be. By assembling this broad sample frame of African studies faculty, we probe more deeply into the national world of African studies than can be done even through a membership survey of our largest and most established national African studies organization. The sample frame for this study approximates a full enumeration of the Africanist population in the United States. Therefore, data collected from samples drawn from this frame can with some confidence be generalized to all Africanists in the United States, with minimal coverage error.


2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.


2018 ◽  
Vol 2 (93) ◽  
pp. 11
Author(s):  
Rajika Bhandari

In light of current developments in in-bound international student flows to the U.S., this articleuses multiple recent data sources to examine the appeal of the U.S. as a destination forinternational graduate students, as well as the current status of international graduate enrollmentin the U.S.


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