Date of Award
1-1-2016
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Judy Marquez-Kiyama, Ph.D.
Second Advisor
Ryan E. Gildersleeve
Third Advisor
Laura Sponsler
Fourth Advisor
Li Li Peters
Keywords
Chinese students, Higher education, International education, Undergraduate
Abstract
The number of international students pursuing degrees at U.S. institutions at the undergraduate level surpassed those at the graduate level for the first time in 2013. Additionally, the majority of international students coming to the U.S. are from China. This phenomenological study used a conceptual framework of Schlossberg's Transition Model (1995) and the Culturally Engaging Campus Environments Model (Museus, 2014) to analyze the experiences of Chinese undergraduate students in their first year of college in the United States. Three transition types were identified - academic, social/personal, and linguistic - and the students' preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Suggestions are offered for expanding theory and practice to encompass the unique needs of international students.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Kerrie Anne Montgomery
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
306 p.
Recommended Citation
Montgomery, Kerrie Anne, "Surviving and Thriving: The First-Year Transition Experiences of Chinese Undergraduate Students in the United States" (2016). Electronic Theses and Dissertations. 1219.
https://digitalcommons.du.edu/etd/1219
Copyright date
2016
Discipline
Higher Education