Date of Award

1-1-2016

Document Type

Dissertation

Degree Name

Ph.D.

Department

Higher 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.

Provenance

Received from ProQuest

Rights holder

Kerrie Anne Montgomery

File size

306 p.

File format

application/pdf

Language

en

Discipline

Higher Education

Included in

Education Commons

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