Exploring the Role of Social Integration in Persistence of Chinese Students at American Community Colleges

Autor/in	Yang, Lei
Titel	Exploring the Role of Social Integration in Persistence of Chinese Students at American Community Colleges
Quelle	(2019), (177 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-1814-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Foreign Students; Social Integration; Academic Persistence; Community Colleges; Two Year College Students; College Faculty; School Personnel; Peer Relationship; Teacher Student Relationship; Academic Achievement; Learner Engagement; Grades (Scholastic); Self Esteem; Asian Culture; Cultural Influences; Family Influence; Student Motivation; Cultural Awareness; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Soziale Integration; Community college; Community College; Fakultät; Schulpersonal; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Notenspiegel; Self-esteem; Selbstaufmerksamkeit; Cultural influence; Kultureinfluss; Schulische Motivation; Cultural identity; Kulturelle Identität
Abstract	This study used Interpretative Phenomenological Analysis to explore the effect of Chinese students' social integration to persistence at American community colleges. Tinto's theory of integration was utilized as the framework to guide the research process. Data were collected through semi-structured interviews and researcher memos. Participants included six students, two faculty members and two staff from a community college in southern California. Findings from this study supported previous research results demonstrating that Chinese students have encountered a variety of challenges on social integration. This study also found that the social integration of Chinese students who studied at community college campuses was academically-oriented. The form of their social integration was often constructed in the context of study groups, classroom projects, orientation activities, and conversations with faculty members. Data from this study also found that Chinese students' social integration had a positive impact on their academic life, contributing to more classroom engagement, better relationships with faculty and American students, higher grades, and more confidence and self-awareness. However, this study did not find a strong effect of academically-oriented social integration on student persistence. The participants argued that their persistence was primarily driven by Chinese culture and values, family influence and personal motivation, and financial situation. Recommendations included providing culturally relevant training for faculty and staff, providing resources to support Chinese students' social integration, and developing more academically-oriented activities and program to entice Chinese students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01