Constructing an Institutional Identity in University Tea Rooms: The International PhD Student Experience

Autor/inn/en	Fotovatian, Sepideh; Miller, Jenny
Titel	Constructing an Institutional Identity in University Tea Rooms: The International PhD Student Experience
Quelle	In: Higher Education Research and Development, 33 (2014) 2, S.286-297 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2013.832154
Schlagwörter	Foreign Countries; Foreign Students; Identification (Psychology); Audio Equipment; Sociocultural Patterns; Second Languages; Graduate Students; Stereotypes; English (Second Language); Cultural Pluralism; Graduate Study; Interpersonal Relationship; Student Characteristics; Focus Groups; College Environment; Cultural Isolation; Social Isolation; Student Attitudes; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Audio-CD; Soziokulturelle Theorie; Second language; Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Klischee; English as second language; English; Second Language; Englisch als Zweitsprache; Kulturpluralismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulumwelt; Soziale Isolation; Schülerverhalten; Case study; Fallstudie; Case Study; Australien
Abstract	This case study profiles eight international PhD students and describes the process of the construction and negotiation of their social and institutional identities in an Australian university. Audio-recorded informal conversations of the students highlight the role of social membership, staffroom interactions and language in the construction of institutional identities. The impact of multiple identity transitions experienced by new international students is described. The data analysis uses a sociocultural perspective of second language in use, which reflects the negotiation of power, space and identity in informal multicultural institutional encounters. The article provides insight into the ways transitions are experienced by international postgraduate students. Findings also include a critique of the negatively loaded stereotype of the "international student" in Australian universities and the way it underplays the heterogeneity of student experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10