Conceptualizing an International Student-Oriented Framework for Understanding the Lived Experiences of Chinese Graduate International students at an Educational Major

• In Event: Rethinking ways of knowing and learning for justice and inclusion: Cases from secondary and post-secondary education

Proposal

Problem Statement
International students always meet challenges and opportunities while studying abroad. Mutually, whether positive or negative, experiences have shaped their view of the world, identity, and decisions about future and careers. Distinct from immigrant students, international students have unique characteristics and face peculiar obstacles. However, the previous studies of international students do not often distinguish between immigrant students and international students, and in many studies, international students are under the group of immigrants category (Chang et al., 2007; Lim, 2015; Park et al., 2008 as cited in Zhang-Wu, 2018). Moreover, there is a lack of an international student-oriented theory in studies of understanding and examining international students’ experiences and perceptions (Ryan, 2011; Abdullah et al., 2014; Tight, 2004, Heng, 2020; Krsmanovic, 2021). The qualitative research method is important, and it is a set of interrelated concepts which understand a systematical view of phenomena (Liehr & Smith, 1999, as cited in Imenda, 2014, p.186). Consequently, this study has two-folded purposes. First, this study aims to examine the experiences and perspectives of Chinese graduate international students in an education major in the United States institution. Second, building on collected data and current theories used in Chinese international students’ experience, the study aims to produce a (Chinese) international student-oriented theory or theoretical/conceptual framework.
Chinese International Students
According to the 2021 report of Open Doors, China is still the top source of international students in the United States, more than 317,299 Chinese students enrolled in United States institutions in 2020/21. As the largest international student group, Chinese international students as a target group have been studied in many aspects. Based on previous studies, most of the research on language barriers, acculturation, social networking, and cultural barriers, but only a few research focus on how Chinese international students perceive and deal with race and racism (Zhang-Wu, 2018), and there is a lack of theoretical framework on how to understand and support international students (Heng, 2020). Little research is available specifically on the experiences of Chinese international students in one education major in the United States institutions.
In general, Chinese students are regarded as a single homogenous group, however, Chinese students are a heterogeneous group; they are from different regions (Mainland China, Hong Kong, and Taiwan). Even among the students who are from mainland China, the students are different based on their hometown. They have various educational backgrounds (coming directly from Chinese high school or university, or attending community colleges in the United States), with different socioeconomic statuses, or attending different majors. According to Oper Doors’ report (2021), most Chinese students come to the US to study STEM majors, 22.2 % of students in Math/Computer Science, 17.5 % in Engineering. Only 1.9 % of Chinese students choose an education major in the higher educational institutions in the United States (IIE, 2021). Considering the whole picture, there were only 1.7 % of international students in education majors in 2020/21 (IIE, 2021). As an absolute racial minority group, they might have unique experiences in navigating academic study and social-culture adaptation. However, there is no research study on the experiences of Chinese international students in an education major in the United States. Also, there is an interesting phenomenon. Previous literature showed that although Chinese students are in racially minority status, they often blame cultural differences for their negative experiences rather than consider those negative experiences were caused by issues of race and racism (Zhang-Wu, 2018; Xu et al., 2021). I wonder whether Chinese graduate international students in an education major show the continuous situation. Based on the review by Heng (2020), the current theories used in Chinese international students’ experiences include sociocultural perspectives (Lave & Wenger, 1991; Vygotsky, 1978), acculturation (Berry, 1997; Ward et al., 1999), identity theories and it’s the extension in neo-racism and socialization (Tajfel, 1978; Lee et al., 2017), and internationalization theories (Altbach & Knight, 2007; Leask, 2005). Since Chinese international students are a complex phenomenon, I consider pluralizing or connecting different theoretical or conceptual frameworks might be appropriate.
Methodology
Considering the interests of inquiry, the grounded theory approach will be chosen to guide the study. Grounded theory is appropriate for studies where limited knowledge exists and the purpose of grounded theory is to inductively generate theory from data (Mills et al., 2014). In this study, the primary data-gather will be applied to ask questions about what happened to Chinese graduate international students at an education major in American institutions, why it happened, and what it means to them (Ary et al., 2010). Following the initial analysis, the theoretical sampling will be applied to collect further data that will develop a tentative theory. Coupled with theoretical sensitivity, which identifies concepts relevant to the developing theory, memos that facilitate and record analytical decisions, and constant comparison of incoming and outgoing data, the final theory will be generated (Mills et al., 2014).
In summary, this study aims to analyze the experience of under-explored international student groups and produce an international student-oriented theoretical or conceptual framework. This study could fill in the gap in studies on (Chinese) international students’ experiences. It is also significant for international students to predict overseas study experiences, for administrators, faculty, and institutions to understand and better support international students and for policymakers to make and adjust policies that are relative to international students.

Author

• Xiaoyuan Chen, University of Dayton