Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

Autor/in	Montgomery, Kerrie A.
Titel	Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities
Quelle	In: Journal of International Students, 7 (2017) 4, S.963-989 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Undergraduate Students; Foreign Students; Student Adjustment; Phenomenology; Guidelines; Cultural Awareness; Social Adjustment; Second Language Learning; English (Second Language); Orientation; Workshops; College Housing; Dormitories; Asian Culture; Language Proficiency; Student Attitudes; Cultural Differences; Interviews; Foreign Countries; Qualitative Research; China; United States + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Phenomenological psychology; Phänomenologie; Psychologie; Richtlinien; Cultural identity; Kulturelle Identität; Soziale Anpassung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Orientierung; Lernwerkstatt; Schulung; Studentenunterkunft; Student housing; Studentenwohnheim; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Kultureller Unterschied; Interviewing; Interviewtechnik; Ausland; Qualitative Forschung; USA
Abstract	The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a). In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg's Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified--academic, social/personal, and linguistic--and participants' preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01