The Auto-Ethnographic Inquiry of a Female Chinese Graduate Student in Canada: Challenging, Accepting, and Transforming

Autor/inn/en	Ge, L.; Durst, D.
Titel	The Auto-Ethnographic Inquiry of a Female Chinese Graduate Student in Canada: Challenging, Accepting, and Transforming
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 1, S.38-50 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Females; Asians; Graduate Students; Barriers; Cultural Differences; Foreign Students; Race; Foreign Countries; Coping; Disadvantaged; Parent Child Relationship; Marital Status; Ethnography; Student Attitudes; Educational Experience; Constructivism (Learning); Student Motivation; Gender Differences; Racial Differences; Transformative Learning; Student Adjustment; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Asian; Asiat; Asiatin; Asiaten; Asiate; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kultureller Unterschied; Rasse; Abstammung; Ausland; Bewältigung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienstand; Ethnografie; Schülerverhalten; Bildungserfahrung; Schulische Motivation; Geschlechterkonflikt; Rassenunterschied; Pädagogische Transformation; Adjustment; Schüler; Schülerin; Adaptation; Kanada
Abstract	China remains the top country of citizenship for international students and female students (married and single) comprise part of Chinese international students. However, female international students as a marginalized group face multiple challenges and parental, marital, personal, and cross-cultural situational barriers. Relying on an auto-ethnographic inquiry, this study digs into my experiences and stories as a Chinese female graduate student in Canada to examine and connect with the academic climate and broader communities. Specifically, the gender-based, culture-based, and race-based challenges that I faced during my studies at a Canadian university including my coping strategies are explored. The constructivist paradigm as a theoretical framework is used to delve into my perceptions and understanding of my lived experiences. Data was collected from my journals, memories, and emails written during my study in Canada. Based on my experience, this study unveils motivation, knowledge, and organizational gaps faced by the female group because of gender inequality, and cross-cultural and cross-racial differences. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01