Well-Being of Chinese International Students in the United States

• In Event: 28.068 - Measuring the Impact of Positive Education in International Educational Contexts

Abstract

1. Objectives or purposes
There is a growing number of international students in U.S. higher education settings. China remains to be the top country of origin for international students (Institute of International Education, 2017). This rapid increase of international students has brought various challenges for U.S. higher education institutions, especially in terms of support for students’ linguistic and cultural transition (Belkin & Jordan, 2016). While researchers have explored the stress and anxiety international students experience (e.g. Wang, et al., 2012), very few studies have explored international students’ transition experiences from a strengths-based well-being perspective (Liu & Brown, 2014; Yakunina, et al, 2013). In this presentation, we describe a strengths-based pathways program designed for graduate international students at a U.S. higher education institution. With a focus on Chinese international students, we share both quantitative and qualitative data collected in a bilingual manner regarding students’ well-being during this cultural transition process.

2. Perspective(s) or theoretical framework
Berry’s (1997) acculturation framework, positive education principles (Seligman, 2011), and the appreciative education process (Bloom, et al. 2008; 2013; Cooperrider & Srivastva, 1987) guided the pathways program design and data collection.

3. Methods, techniques, or modes of inquiry
The key research questions center around the exploration of Chinese graduate international students’ cultural and linguistic transition in U.S. higher education settings. Specifically, we examined their well-being, strengths and assets, and strategies they apply to leverage their strengths and assets to enhance their well-being through this transition process. Both quantitative and qualitative data were collected to triangulate and corroborate the findings (Creswell & Plano Clark, 2011). All instruments were presented to the students in a bilingual manner and students were encouraged to utilize a combination of their linguistic repertoire to access the instruments and share their thoughts.

4. Data sources, evidence, objects, or materials
Quantitative data were collected using the adapted version of the College Student Subject Wellbeing Questionnaire (Renshaw & Bolognino, 2016) and the International College Student Assets instrument (Author, 2017). Additional individual interviews and focus group discussions were conducted to engage participants in reflections on their strengths and assets and their cultural transition experiences.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The preliminary findings indicated Culture, Familial Support, and Motivation and Commitment were the top strengths Chinese international students reported. The qualitative data, however, revealed the cultural conflicts reflected in familial expectations and individual goals. The use of translanguaging in the data collection process also provided opportunities for the emergence of culture-specific considerations in terms of well-being for students. Discussions regarding the use of bilingual instruments and the translanguaging data collection process are provided.

Author

• Ye He, University of North Carolina - Greensboro