scholarly journals Chinese Students’ Motivations for Studying in the United States

2017 ◽  
Vol 7 (2) ◽  
pp. 257-269
Author(s):  
Chiang-nan Chao ◽  
Niall Hegarty ◽  
John Angelidis ◽  
Victor F. Lu
Keyword(s):  
United States ◽  
Study Abroad ◽  
Chinese Students ◽  
The United States ◽  
University Administrators ◽  
University Life ◽  
Knowledge Area ◽  
Vital Component

This study examines the presence of Chinese students in U.S., and attempts to explore the reasons why so many Chinese students choose to study abroad and why the United States is their preferred destination. This population is a vital component of university life at many colleges and a much needed source of financial revenue. The results indicate that Chinese students are seeking education with a worldview and opt to break from the Chinese system of learning. This article seeks to offer academicians and university administrators a deeper understanding of the motivation of these Chinese students and contribute to the knowledge area extant on this population.

scholarly journals An Examination on the Chinese Students’ Rationales to Receive their Higher Education in the U.S.

2017 ◽  
Vol 7 (3) ◽  
pp. 41 ◽  
Author(s):  
Chiang-Nan Chao
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
Chinese Students ◽  
University Administrators ◽  
University Life ◽  
Vital Component ◽  
To Receive ◽  
The U.S

This research attempts to explore the rationales why so many Chinese students choose to study abroad and why theUnited States is their preferred destination. This population is small, but a vital component of university life at manycolleges and a much needed source of financial revenue. A total of 380 students completed a questionnaire yielding138 usable responses. Specifically, the rationale behind Chinese students’ rationales for attending colleges in the U.Sis explored. The results indicate that Chinese students are seeking education with a worldview, and opt to break fromthe Chinese system of learning. Although choosing to study in the U.S. is an academic endeavor the rationalesbehind that choice is not solely for academics. A better understanding of the Chinese students’ rationales can helpacademicians and university administrators to better target at this population and serve them better.

scholarly journals Qualitative Study on Chinese Students’ Perception of U.S. University Life

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Xiaokang Tang ◽  
Daniel Collier ◽  
Allison Witt
Keyword(s):  
United States ◽  
Qualitative Research ◽  
International Students ◽  
Chinese Students ◽  
Parental Expectations ◽  
The United States ◽  
Chinese International Students ◽  
Domestic Students ◽  
American Universities ◽  
University Life

This qualitative research was conducted on Chinese international students preparing to study in the United States about their expectation and perception of American universities. It explored motivation for pursuing degrees in the United States, expectations of life in the United States, and plans post-graduation. Findings suggest that these students foresee U.S. classes to be rigorous due to two notable barriers: English proficiency issue and difference in learning environment. Furthermore, the students promoted desires to build relationships with domestic students but already internalized beliefs that this action was unlikely. They presumed that most networking would occur with co-nationals due to comfort and ease. Finally, parental expectations emerged as a significant factor that influence Chinese international students’ desire to study in the United States and post-graduation plans.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

Engineering Study Abroad

2017 ◽  
pp. 42-59 ◽  
Author(s):  
Monica Gray ◽  
Connie Lundy
Keyword(s):  
United States ◽  
Study Abroad ◽  
Students Of Color ◽  
Global Economy ◽  
Affective Learning ◽  
The United States ◽  
High Impact ◽  
Cultural Literacy ◽  
Culturally Competent ◽  
Learning Domains

Successful engineers must be technically savvy, self-confident as well as culturally competent. Cultural competence is the ability to tolerate ambiguity and empathize with the socio-cultural nuances of different people groups. This calls for a diverse engineering workforce especially in today's increasingly global economy. In the United States, Minorities and Females constitute only 4% and 15% of the engineering workforce respectively. Research shows that women and students of color, dropout due to feelings of not belonging coupled with low self-efficacy. To change the profession's diversity portfolio requires a plethora of high impact approaches. Common among successful retention strategies is the provision of structured opportunities for all students to develop self-directing competencies in both the cognitive and affective learning domains. This chapter demonstrates that the study abroad experience engenders, facilitates and fosters these very aptitudes as well as cultural literacy, and advocates for its inclusion in discussions on increasing under-represented participations in engineering.

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