Sarah Bickel PhD Coordinating Presenter
Thomas J. DeStefano Ed D Principal Investigator
Susan Longerbeam PhD Co Investigator
Yu, Lixin PhD Co Investigator
Wang, Feng International Student
Seeking Lives of Purpose: Chinese international
student success in the U.S.
The number of Chinese students studying on U.S. university campuses has grown significantly over the past several decades since Deng Xiaoping in 1978 first charged the Chinese Ministry of Education to find the means to send Chinese students to study abroad.
Since that initial development, U.S. universities have become the number one choice of Chinese students seeking a study abroad opportunity (Blumenthal & Yang, 2008).
Introduction
Today the number of Chinese students studying on U.S. campuses exceeds 70,000, with expectations of even greater growth in the future
The Peoples Republic of China has suggested a goal of 500,000 Chinese students studying abroad by 2020.
Introduction
Through the years, student development and college impact research on the experiences of U.S. college students has led to significant improvement in academic instruction and student affairs practice.
This knowledge has led to increased success of greater numbers of U.S. students in higher education (Astin, 1993; Kuh & Hu, 2001; Pascarella & Terenzini, 2005).
Due to distinct cultural and developmental differences of international students, the U.S. university experiences of Chinese international students may be very different from that of U.S. students.
Introduction
Several researchers have found that international students face culturally unique challenges in adjusting to the U.S. university experience (Wong, 2004; Lacina, 2002; Hayes & Lin, 1994).
Research suggests that Asian international students experience greater adjustment stress than other international students (Yoon & Jepsen, 2008), possibly a result of the distinct differences between several aspects of Asian culture and U.S. culture (Furnham & Bochner, 1986).
Introduction
Campus climate studies indicate that student success is influenced by campus racial and ethnic climates (Hurtado, 1992; Hurtado, Milem, Clayton-Pedersen, & Allen, 1999).
This is particularly important for international students who come from non-western cultures (Furnham & Bochner, 1986; Wang & Mallinckrodt, 2006). Students who engage across ethnic diversity benefit academically, socially and economically (Milem, 2003).
Introduction
Learn some of the important factors that influence and contribute to the success of Chinese international students who study in the US.;
Understand to what extent Chinese international students become engaged in the academic and socio-cultural domains of U.S. universities;
Learn factors that influence and contribute to Chinese international student engagement;
Understand the role that student affairs educators can play in enhancing campus and community climate of Chinese International students who study on U.S. campuses;
Learn how student affairs educators can partner with faculty and U.S students in creating a positive campus climate for international students.
PARTICIPANTS WILL HAVE THE OPPORTUNITY TO:
Funded by: The Center for International Education of
Northern Arizona University The TOEFL Board of the Educational Testing
Service The Chinese Center for International
Educational Exchange The American Association for State Colleges
and UniversitiesShannxi International Cooperation Research
Fund
Xi’an Shiyou UniversityXi’an University of Science
and TechnologyChongqing University of
Post and TelecommunicationsShandong University at
Wehai Soochow University Nanjing Normal University
Chinese University Participants
Troy University George Mason University,Northern Arizona University, Ball State University, University of North Carolina at Pembroke,
U.S. University Participants
This project utilized quantitative and qualitative analyses to evaluate the Dual Degree program Focus groups and interviewsStudent EssaysAcademic dataArchival dataSurvey data
Procedure
81 students participated in focus groups on US campuses.
20 U.S. roommates of Chinese study abroad students
99 U.S. faculty and staff participated.
Focus Group Participants in the US
54 faculty and staff participated in focus groups in China
A total of 36 4th year Chinese study abroad students participated in focus groups on Chinese campuses.
15 parents participated in focus groups on Chinese campuses.
15 2009 program graduates attended a focus group in Wehai China
Focus Group Participants in China
Academic records of 659, Chinese study abroad students attending a U.S. university from fall of 2001 through fall 2009 were utilized for the analyses of archival academic variables
361 current and former Chinese study abroad students who participated in the survey phase of this assessment
59 2009 graduate essays were analyzed
Other Analyses
The ICSES developed by Lan-Sze Pang (2007) is a 40 item standardized instrument that measures international student experience at U.S. colleges and universities.
The four sub-scales are: The Perceived cultural tolerance from U.S.
nationals; Social & academic interactions with U.S. students;Perceived residential climate; personal & academic interactions with U.S. faculty.
International College Student Experience Scale (ICSES)
The dual degree graduation rate was found to be 91.2% for the cohort groups entering the program between 2001 and 2006
The mean final cumulative GPA at U.S. universities for those students in the data base was 3.22.
When GPA was compared over time students showed gradual increases in their American campus grade point averages.
Students are Academically Successful
Students were “at the top of the class” academically
Students win awards in their departments for extraordinary academic work.
Students were among the most successful students at their institutions.
Students are Academically Successful
Students who took up to two semesters of Intensive English classes were found to be just as academically successful as the students who tested out of Intensive English because of higher levels of English proficiency.
Students’ perceptions of contributors to academic success were:
having good study habits, being personally motivated, having close relationships with professors, receiving help from other Chinese students. attending tutoring centers improved English skills
Contributors to Academic Success
Chinese study abroad students have positive perceptions of their personal and academic interactions with U.S. faculty
Students have positive perceptions of the overall campus climate at their U.S. university.
Students were slightly less positive regarding their social and academic interactions with U.S. students
Students had less positive perceptions of the cultural tolerance from U.S. Citizens .
Student Perceptions of Campus Climate
How much do you feel like you belong to this university?” 26.8% indicated “very much” 64% indicated “somewhat” 9.2% indicated “very little” 1% indicated “not at all”.
When asked to respond to :
When asked to respond to :
I made a right choice in attending this university: • 51.6% indicated very much; • 40.1%Indicated somewhat; • 6.4% indicated very little; • 1.9% indicated not at all.
When Chinese study abroad students had positive experiences with U.S. students, they tended to view themselves as more engaged in the academic and socio-cultural domains of U.S. universities.
Students with stronger personal and academic relationships with faculty had higher perceived sense of involvement on the campus.
Student Perceptions of Campus Climate
Chinese students who had the opportunity to live on campus with U.S. roommates had more positive perceptions of U.S. citizens than Chinese study abroad students who did not have a U.S. roommate.
Chinese students who lived off campus with other Chinese students had the least positive perceptions of U.S. citizens
Student Perceptions of Campus Climate
These included: improved English skills obtaining two degrees and learning practical applications related to their
academic majors. In addition students described:
an appreciation for obtaining a more global perspective the development of personal leadership and
communication skills an increased sense of confidence and self-reliance.
Chinese study abroad students identified numerous program benefits.
Appreciated the assistance their students received with the U.S. visa process.
appreciation for facilitating partnerships with U.S. universities.
the Dual Degree program has become a recruiting advantage for students who specifically want to participate in the Dual Degree program.
Benefits to Chinese universities
intercultural communication between U.S. and Chinese universities joint faculty exchangesdiscussion related to curriculum
improvements. Chinese faculties believe Dual Degree
students are provided with a greater variety of course offerings through attendance at two universities.
Benefits to Chinese universities
personal confidence clearly focused vocational direction. very good communication skills, and are
effective in making public presentations. improvements in their English language
skills.
Chinese faculty suggest that Chinese study abroad students return to their Chinese universities with
to have more breadth of knowledge compared to their non-Chinese study abroad students counterparts
less depth of knowledge in specific content areas compared to their non-Chinese study abroad students counterparts
to score lower than non-Chinese study abroad students on fourth year examinations
to sometimes have difficulty on specific aspects of their final dissertations
. Chinese faculty observed that some Chinese study abroad students tend
roommates who had positive experiences with Chinese roommates expressed interests in global issues and in opportunities for travel abroad.
Chinese study abroad students students challenge U.S. students to do their best
Chinese study abroad students can provide a global perspective to U.S. students
Benefits To U.S. students
Chinese study abroad students contribute to a diverse student body on U.S. university campuses
Chinese study abroad students provide a global perspective to U.S. academic instruction
Dual degree programs have become a catalyst for other types of exchanges between U.S. and Chinese partner universities
Chinese study abroad students provide a financial benefit to U.S. universities through increased tuition revenue.
Benefits to U.S. universities
Benefits of the Dual Degree program far outweighed the challenges.
Students are not simply graduating from two universities; they are also achieving their goals, gaining a global perspective, learning English, and preparing for a better future.
Conclusions
Chinese student learning while in the U.S. was significant – particularly in gaining self-efficacy and confidence in leadership, teamwork, and discussion-based skills.
Chinese students grew through challenges ranging from learning to cook, and travel on their own, to learning to make class presentations
Conclusions
U.S. campuses are under-utilizing the presence of Chinese students. Multiple opportunities to connect with U.S. students and faculty are not fulfilled.
Some U.S. students under-appreciate the global learning opportunity of developing relationships with Chinese students.
Conclusions
English skills play a large role in the academic and social success and cultural integration of Chinese students.
The importance of English proficiency to success in the program is significant.
Conclusions
There are benefits to both Chinese and U.S. university systems of the Dual Degree program.
Administrators in both systems are gaining valuable knowledge from the other. Continued communication and travel between countries heightens the benefits.
Conclusions
For Chinese students who need additional instruction in English, it appears that up to two semesters of intensive English study are most facilitative of improving GPA.
It may also be beneficial to pair Chinese students with English speakers who can help them to integrate and improve their English skills.
Recommendations
Given the importance of positive perceptions of not only campus communities, but of U.S. citizens in general, and in particular the important role of the U.S. roommate, campus living and learning communities should be intentionally designed.
Purposeful selection of U.S. roommates with an interest in Chinese culture will enhance their role as ambassadors to Chinese college students.
Recommendations
Chinese students not only benefit from living on campus with culturally receptive U.S. roommates, but they also have better academic and social integration when they work on campus.
Campuses could look for ways to increase Chinese student campus employment and other involvement opportunities.
Recommendations
Chinese students have much to offer and much to learn through active participation in course discussion.
To heighten the cultural and global exchange opportunities offered by the classroom presence of Chinese students, faculty could increase discussions in classes
Recommendations
Improvement in communication through strengthening relationships between Chinese and U.S. university administrators and faculty should continue to improve articulation and curriculum challenges.
Recommendations
Personal rather than institutional
The University experience should transform the worldviews of our students
Recognize the mutual benefits for U.S students and international students when these respective students learn and interact together
Transformative Internationalization Model (Tuner & Robson, 2008)
Personal Introduction
Feng Wang (Bruce)
• 2006 – 2008: Beijing International Studies University
• 2008 – Present: Northern Arizona University
• Major: Finance and Marketing
Language
Difficulties that We Encounter
Cultural
Difference
Academic Success
Language
Well…Something wrong with the ceiling?
Make friends with American
students
Join clubs and organizations
Don’t afraid of making mistakes
ASK !!!
Tips:
Bigger than Language,
because they are
intangible
Example: Food, Work
Cultural Differences
Etiquette and Manners
Non-verbal Communications
Working Environment
Example: Personal Space: The “bubble”
Work on English Language
Understand Cultural Difference
Learn to respect others’ culture before expect others to respect yours
Conclusion
Raise Diversity Awareness for Instructors
a. Teaching Models b. Faculty Exchange
More Opportunities for Multi-cultural Events
Suggestions for U.S. Universities