Language:

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

Journal of international students, 2017-10, Vol.7 (4), p.963-989 [Peer Reviewed Journal]

Copyright Journal of International Students (JIS) Oct/Nov 2017 ;ISSN: 2162-3104 ;EISSN: 2166-3750 ;DOI: 10.32674/jis.v7i4.184

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities
Author: Montgomery, Kerrie A.
Subjects: Asian Culture ; Asian students ; CECE model ; Chinese undergraduate students ; College campuses ; College Housing ; College students ; Colleges & universities ; Cultural Awareness ; Cultural Differences ; Dormitories ; English (Second Language) ; Foreign Countries ; Foreign Students ; Guidelines ; Handbooks ; Higher education ; Host country ; Immigration ; International students ; Interviews ; Language Proficiency ; Minority & ethnic groups ; Multiculturalism & pluralism ; Orientation ; Phenomenology ; Population ; Qualitative Research ; Researchers ; Second Language Learning ; Social Adjustment ; Student Adjustment ; Student Attitudes ; Studies ; Transition model ; Undergraduate Students ; Workshops
Is Part Of: Journal of international students, 2017-10, Vol.7 (4), p.963-989
Description: 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.
Publisher: Jonesboro: Journal of International Students (JIS)
Language: English
Identifier: ISSN: 2162-3104
EISSN: 2166-3750
DOI: 10.32674/jis.v7i4.184
Source: ERIC Full Text Only (Discovery)
Alma/SFX Local Collection
ProQuest Central
DOAJ Directory of Open Access Journals

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

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

Copyright Journal of International Students (JIS) Oct/Nov 2017 ;ISSN: 2162-3104 ;EISSN: 2166-3750 ;DOI: 10.32674/jis.v7i4.184

Searching Remote Databases, Please Wait