Chinese International Student Engagement in the United States: How It Differs From U.S. Domestic Students?

• In Event: AERA Poster Session 1
  In Poster Session: Division J Poster Session: Student Learning and Development

Abstract

With the exponential growth in Chinese international students (CISs) pursuing postsecondary degrees in the U.S., more knowledge about CISs’ engagement in academic activities and how their engagement differs from that of U.S. students is strongly needed. Using a large-scale and multi-institutional survey data, this study compared CIS and U.S. student engagement in employing effective learning strategies, collaborative learning, and student-faculty interaction at U.S. four-year colleges and universities. Given these engagement behaviors may be influenced by culture, this study used Hofstede’s Dimensions of Culture as the conceptual grounding. This study helps enhance mutual understandings of engagement between CISs and U.S. students and provides recommendations to faculty and practitioners in supporting the cross-cultural integration and mutual engagement of CISs and U.S. students.

Author

• Rong Wang, Xi'an Jiaotong-Liverpool University