Faculty Views on International Students: A Survey Study

  • Li Jin DePaul University
  • Jason Schneider DePaul University
Keywords: faculty beliefs, international students, internationalization, quantified qualitative data, survey study

Abstract

This article investigates perceptions of international students among faculty at a university in the United States. Based on data collected from a large-scale online survey (n=261), the study explores four issues: 1) faculty perceptions of international students’ positive attributes; 2) faculty perceptions of international students’ academic and social challenges; 3) faculty perceptions of their own challenges when teaching international students; and 4) statistically significant relationships between faculty views and their own background characteristics, including ethnicity, academic status, multilingual skills, birth place, and experience studying or living abroad. Results offer new insights on faculty beliefs and highlight key considerations in the hiring, training, and support of faculty to promote positive learning experiences for international students.

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Author Biographies

Li Jin, DePaul University

LI JIN,PhD, is an Associate Professor in the Department of Modern Languages at DePaul University. She also directs the Chinese Studies Program, an interdisciplinary undergraduate program. Her primary research interests include second language acquisition, study abroad and language socialization, and intercultural communication and collaboration.

Jason Schneider, DePaul University

JASON SCHNEIDER,PhD, is an Assistant Professor in the Department of Writing, Rhetoric, & Discourse at DePaul University, where he also coordinates the Graduate Certificate in TESOL program. His research and teaching focus on second language writing, ESL teacher education, and the rhetorics of immigration.

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Published
2019-01-18
How to Cite
Jin, L., & Schneider, J. (2019). Faculty Views on International Students: A Survey Study. Journal of International Students, 9(1), 84-96. https://doi.org/10.32674/jis.v9i1.268
Section
Research Articles