Surviving and Thriving: The First-Year Transition Experiences of Chinese Undergraduate Students in the United States

<p>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.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2016

Author dc:creator

• Montgomery, Kerrie Anne

Contributors dc:contributor

• Judy Marquez-Kiyama, Ph.D.
• Ryan E. Gildersleeve
• Laura Sponsler
• Li Li Peters

• Chinese students
• Higher education
• International education
• Undergraduate
• Education

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/1219

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-2219