The Auto-ethnographic Inquiry of a Female Chinese Graduate Student in Canada: Challenging, Accepting, and Transforming


  • Lin Ge University of Regina
  • Douglas Durst



transforming, challenging, auto-ethnography, female Chinese graduate student, accepting



China remains the top country of citizenship for international students and female students (married and single) comprise part of Chinese international students. However, female international students as a marginalized group face multiple challenges and parental, marital, personal, and cross-cultural situational barriers. Relying on an auto-ethnographic inquiry, this study digs into my experiences and stories as a Chinese female graduate student in Canada to examine and connect with the academic climate and broader communities. Specifically, the gender-based, culture-based, and race-based challenges that I faced during my studies at a Canadian university including my coping strategies are explored. The constructivist paradigm as a theoretical framework is used to delve into my perceptions and understanding of my lived experiences. Data was collected from my journals, memories, and emails written during my study in Canada. Based on my experience, this study unveils motivation, knowledge, and organizational gaps faced by the female group because of gender inequality, and cross-cultural and cross-racial differences.


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Author Biography

Lin Ge, University of Regina

LIN GE, is current PhD student in education at the University of Regina, Canada. Her major research interests lie in the area of marginalized groups’ education research, higher education research, trans-cultural education research, and social and philosophical foundation of education research.


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Ge, L., & Durst, D. (2022). The Auto-ethnographic Inquiry of a Female Chinese Graduate Student in Canada: Challenging, Accepting, and Transforming. Journal of Comparative & International Higher Education, 14(1).



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