Date of Award
Judy Marquez-Kiyama, Ph.D.
Chinese Students, Higher Education, International Education, Undergraduate
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.
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
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.
Received from ProQuest
Kerrie Anne Montgomery