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 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.”

Mitigating Transitional Challenges of Chinese Students in U.S. Higher Education

2016 ◽  
Vol 6 (3) ◽  
pp. 100 ◽  
Author(s):  
Dongfang Liu ◽  
Linda R Vogel ◽  
Jason MacLeod
Keyword(s):  
Higher Education ◽  
International Students ◽  
Chinese Students ◽  
The United States ◽  
Chinese International Students ◽  
Student Perspective ◽  
The Past ◽  
Transitional Challenges ◽  
Response To Environmental Change ◽  
The U.S

<p>The number of Chinese international students enrolled in U.S. higher education has significantly grown over the past two decades. In 2015, Chinese international students accounted for the largest group of international students from any one single country. Previous research acknowledges Chinese students encountering significant difficulties in U.S. education institutions. However, research specifically targeting the Chinese demographic within U.S. higher education institutions has not been extensively explored toward mitigation. This study tracks Chinese international students’ transition to the United States, while primarily focusing on student-perspective of their preparation in China, acclimation experience in the U.S., and response to environmental change.</p>

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

scholarly journals Scholastics, Pabulum, Clans, Transformation: A Journey into Otherness

2017 ◽  
Vol 7 (3) ◽  
pp. 893-917
Author(s):  
David Lausch ◽  
Eric Teman ◽  
Cody Perry
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
United Arab Emirates ◽  
Current Model ◽  
The United States ◽  
Business Economics ◽  
Semistructured Interviews ◽  
Medicine Education

International students’ identities are complex and so are their needs. Semistructured interviews with 13 of the lead researcher’s former students from Dubai, United Arab Emirates, who are multi-national, multi-lingual and pursuing degrees in law, business, economics, medicine, education, art and media, in the United States, United Kingdom and Australia elucidated this reality. Their experiences demonstrated scholastic and pabulum frustrations that were offset in part by constant communication with their clans in person and through various technologies. Though the current model of higher education often seeks to identify and categorize international students as a group, this study shows that international students are unique individuals. Recognizing their individuality, higher education institutions and policymakers can more appropriately respond to international students’ needs.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

scholarly journals The Lived Experiences of Chinese International Students Preparing for the University-To-Work Transition: A Phenomenological Qualitative Study

2019 ◽  
Author(s):  
Ian Lertora ◽  
Jeffrey Sullivan
Keyword(s):  
International Students ◽  
Qualitative Study ◽  
Mental Health Professionals ◽  
The United States ◽  
Research Literature ◽  
Chinese International Students ◽  
University Campuses ◽  
College And University ◽  
Work Transition ◽  
The University

Chinese international students have been the largest growing number of international students on U.S. college and university campuses for the last ten years. However, there is minimal research literature that pertains to Chinese international students’ experiences on U.S. campuses and currently no research literature that reflects the entirety of their experience studying in the U.S. The purpose of this phenomenological qualitative study was to give a voice to Chinese international students who are preparing for the university-to-work transition to better understand their experiences as international students in the United States, specifically the types of transitional stressors they experienced and how they coped with these stressors. Five major themes and the essence of the participants emerged from the data analysis and are presented, discussed, and implication for campus based mental health professionals are provided.

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