Date of Award
Morgridge College of Education
Judy Marquez-Kiyama, Ph.D.
Ryan E. Gildersleeve
Li Li Peters
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 is held by the author. User is responsible for all copyright compliance.
Kerrie Anne Montgomery
Received from ProQuest
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.