Chinese International Scholars' Work-Life Balance in the United States: Stress and Strategies

Autor/inn/en	Su-Russell, Chang; James, Anthony G.
Titel	Chinese International Scholars' Work-Life Balance in the United States: Stress and Strategies
Quelle	In: Journal of International Students, 11 (2021) 2, S.484-504 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Acculturation; Stress Variables; Family Work Relationship; Coping; College Faculty; Foreign Nationals; Asians; Teacher Attitudes; Longitudinal Studies; Grandparents; Spouses; Futures (of Society); Parent Child Relationship; Immigration; Self Concept; Ethnicity; Minority Groups + Suchen Sie Ihr Suchwort? Akkulturation; Bewältigung; Fakultät; Ausländer; Ausländerin; Asian; Asiat; Asiatin; Asiaten; Asiate; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Großeltern; Ehepartner; Future; Society; Zukunft; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Selbstkonzept; Ethnizität; Ethnische Minderheit
Abstract	Acculturative stress and strategies have been investigated with undergraduate international students in the United States. However, not much is known about scholars who come to the United States for advanced educational or career opportunities. Guided by Berry's (2006) acculturative stress coping adaptation theory, the current study explored lived experiences of CISs through longitudinal interviews. Inductive analysis revealed themes about stressors that challenged work-life balance. Three types of coping strategies for these stressors were identified: (a) grandparents' and spousal support, (b) mental strengths, and (c) planning ahead for the future of their family. Practical implications are discussed for supporting CISs. Findings of the current study expand our knowledge about CISs' challenges and strategies for maintaining work-life balance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01