{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-2169"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-2169","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"Chinese Female Graduate Students' Academic Socialization Across Disciplines - Perspectives On Language, Culture, And Gender","abstract":"From the mid-1950s, international education in the United States has witnessed stupendous growth. China boasts the largest number of English language learners in the world, and contributes to an increasingly large share of the global international student market. Being informed by a community of practice perspective and poststructuralist conceptualization of identity, the present study aims to explore the academic socialization experience of three female Chinese graduate students in the United States. The ethnographic case study collected data from various sources such as classroom observations, open-ended questionnaires, interviews with participants and with their course instructors, and written documents. The findings revealed different degrees of similarities and variations in relation to the construction and negotiation of their linguistic, cultural and gendered identities across disciplines. Participants' immediate and imagined communities significantly influenced their learning investment. Instead of being marginalized, all three female Chinese learners were able to participate legitimately, competently, and strategically in their academic disciplines.","abstract_html":"From the mid-1950s, international education in the United States has witnessed stupendous growth. China boasts the largest number of English language learners in the world, and contributes to an increasingly large share of the global international student market. Being informed by a community of practice perspective and poststructuralist conceptualization of identity, the present study aims to explore the academic socialization experience of three female Chinese graduate students in the United States. The ethnographic case study collected data from various sources such as classroom observations, open-ended questionnaires, interviews with participants and with their course instructors, and written documents. The findings revealed different degrees of similarities and variations in relation to the construction and negotiation of their linguistic, cultural and gendered identities across disciplines. Participants' immediate and imagined communities significantly influenced their learning investment. Instead of being marginalized, all three female Chinese learners were able to participate legitimately, competently, and strategically in their academic disciplines.","abstract_has_math":false,"creators":["Bi, Sheng"],"institution":null,"degree_name":"M.A. in Modern Languages","degree_level":"Thesis","degree_discipline":"Modern Languages","degree_department":null,"school":null,"contributors":["Esim Erdim","Tamara Warhol","Larisa Warhol"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T03:06:21Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/1170","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Esim Erdim","Tamara Warhol","Larisa Warhol"]},{"key":"dc:creator","label":"Author","values":["Bi, Sheng"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Modern Languages"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Modern Languages"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://egrove.olemiss.edu/etd/1170"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["From the mid-1950s, international education in the United States has witnessed stupendous growth. China boasts the largest number of English language learners in the world, and contributes to an increasingly large share of the global international student market. Being informed by a community of practice perspective and poststructuralist conceptualization of identity, the present study aims to explore the academic socialization experience of three female Chinese graduate students in the United States. The ethnographic case study collected data from various sources such as classroom observations, open-ended questionnaires, interviews with participants and with their course instructors, and written documents. The findings revealed different degrees of similarities and variations in relation to the construction and negotiation of their linguistic, cultural and gendered identities across disciplines. Participants' immediate and imagined communities significantly influenced their learning investment. Instead of being marginalized, all three female Chinese learners were able to participate legitimately, competently, and strategically in their academic disciplines."]},{"key":"dc:title","label":"Title","values":["Chinese Female Graduate Students' Academic Socialization Across Disciplines - Perspectives On Language, Culture, And Gender"]}]}],"canonical_facts":{"dc:contributor":["Esim Erdim","Tamara Warhol","Larisa Warhol"],"dc:creator":["Bi, Sheng"],"dc:date.available":["2019-06-20T07:00:00Z"],"dc:description.abstract":["From the mid-1950s, international education in the United States has witnessed stupendous growth. China boasts the largest number of English language learners in the world, and contributes to an increasingly large share of the global international student market. Being informed by a community of practice perspective and poststructuralist conceptualization of identity, the present study aims to explore the academic socialization experience of three female Chinese graduate students in the United States. The ethnographic case study collected data from various sources such as classroom observations, open-ended questionnaires, interviews with participants and with their course instructors, and written documents. The findings revealed different degrees of similarities and variations in relation to the construction and negotiation of their linguistic, cultural and gendered identities across disciplines. Participants' immediate and imagined communities significantly influenced their learning investment. Instead of being marginalized, all three female Chinese learners were able to participate legitimately, competently, and strategically in their academic disciplines."],"dc:identifier":["https://egrove.olemiss.edu/etd/1170"],"dc:subject":["Education"],"dc:title":["Chinese Female Graduate Students' Academic Socialization Across Disciplines - Perspectives On Language, Culture, And Gender"],"thesis:degree_discipline":["Modern Languages"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Modern Languages"]},"updated_at":"2026-07-24T03:06:21Z"}