International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University

  • Yi (Leaf) Zhang University of Texas at Arlington
Keywords: International student, adult transition, Chinese doctoral students, U.S. higher education, qualitative

Abstract

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success

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Author Biography

Yi (Leaf) Zhang, University of Texas at Arlington

YI (LEAF) ZHANG is an Assistant Professor of Educational Leadership & Policy Studies in the College of Education & Health Professions at the University of Texas at Arlington. Correspondence concerning this article should be addressed to Yi (Leaf) Zhang, Box 19575, 701 Planetarium Place, 103D Trimble Hall, University of Texas at Arlington, Arlington, Texas 76019-0575. 

Published
2016-01-01
How to Cite
Zhang, Y. (Leaf). (2016). International Students in Transition: Voices of Chinese Doctoral Students in a U.S. Research University. Journal of International Students, 6(1), 175-194. Retrieved from https://www.ojed.org/index.php/jis/article/view/487
Section
Research Articles