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Autor/in | Moore-Jones, P. J. |
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Titel | Self-Segregation, Sense of Belonging, and Social Support: An Inquiry into the Practices and Perceptions of Chinese Graduate Students at an American Mid-Atlantic University |
Quelle | In: Journal of Global Education and Research, 6 (2022) 1, S.1-12, Artikel 1 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2577-5081 |
Schlagwörter | Sense of Community; Social Support Groups; Graduate Students; Foreign Students; Asians; Young Adults; Student Attitudes; Acculturation; Global Approach; Intergroup Relations; Intercultural Communication; Competence; Research Universities Social support; Soziale Unterstützung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Asian; Asiat; Asiatin; Asiaten; Asiate; Young adult; Junger Erwachsener; Schülerverhalten; Akkulturation; Globales Denken; Intergruppenbeziehungen; Interkulturelle Kommunikation; Kompetenz; Forschungseinrichtung |
Abstract | Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants' sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves view the practice of self-segregation and its consequences. (As Provided). |
Anmerkungen | University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |