Transition Experience of First-Year Chinese International Students in the U.S. Higher Education: A Qualitative Multiple-case Study

• In Event: AERA Poster Session Saturday 3:45 pm
  In Invited Poster Session: Division D Graduate Student In-Progress Research Poster Session

Abstract

This study employs a qualitative multiple-case methodology to explore the academic transition experiences of first-year Chinese international graduate students in the United States. While extensive research has examined the lived experiences of Chinese international students, little attention has been devoted to the unique experiences of Chinese international graduate students. The academic and personal trajectories of Chinese international graduate students differ significantly from those of their undergraduate counterparts, and their experiences warrant closer examination given their substantial presence in U.S. higher education. Guided by adult transition theory, the transition experiences of five eligible participants were examined through the lenses of culture and language. Data were collected through three rounds of semi-structured interviews, three rounds of classroom observations, and the collection of the English proficiency test scores. Preliminary findings uncover three recurring themes.

Author

• Hongyan Wang, Binghamton University - SUNY