Understanding the Heterogeneity of International Students' Experiences: A Case Study of Chinese International Students in U.S. Universities

Autor/in	Heng, Tang T.
Titel	Understanding the Heterogeneity of International Students' Experiences: A Case Study of Chinese International Students in U.S. Universities
Quelle	In: Journal of Studies in International Education, 23 (2019) 5, S.607-623 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heng, Tang T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315319829880
Schlagwörter	Foreign Students; Student Experience; Age Differences; Gender Differences; Private Colleges; Research Universities; Young Adults; English (Second Language); Communication Problems; Career Planning; Extracurricular Activities; Socialization; Majors (Students); Foreign Countries; Asians; Cultural Context; China + Suchen Sie Ihr Suchwort? Studienerfahrung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Privathochschule; Forschungseinrichtung; Young adult; Junger Erwachsener; English as second language; English; Second Language; Englisch als Zweitsprache; Kommunikationsbarriere; Karriereplanung; Außerunterrichtliche Aktivität; Socialisation; Sozialisation; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	Scholars have critiqued the current understanding of international students for glossing over its diversity, resulting in the reification of the "international student experience" as either homogeneous or clustered along nationality. Through a qualitative case study of 18 Chinese international students, this article examines the heterogeneity of their experiences despite a common nationality. Findings reveal that Chinese international students' communication in English, engagement with subject content, preparation for the future, and participation in extracurricular activities vary by year of study, field of study, and, to a small extent, gender. Even within a single nationality, experiences of students are uneven and intersect across various categorical lines, suggesting the possibility that other international students may encounter diverse and intersectional experiences as well. Findings point to how we need to re-conceive and research international students by examining the heterogeneous nature of their experiences, and how higher education institutions can differentiate support given to internationals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01