This study explored what motivated 6 Chinese international students to complete a PhD in science,... more This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four motivations emerged: (a) intrinsic interest in research, (b) overly broad and optimistic view of American doctoral education, (c) high utility value of a PhD in obtaining permanent residence, and (d) high social cost of quitting. Confucian cultural beliefs in malleability, the importance of effort, interdependent self, and filial piety shaped these motivations. Scholarly and practical implications are provided.
This study explores what motivates 19 international students to pursue a Ph.D. at a public resear... more This study explores what motivates 19 international students to pursue a Ph.D. at a public research university in the U.S. and, more importantly, what motivates them to persist despite unsatisfying socialization. Based on value-expectancy achievement motivation theory, four motivations emerged: intrinsic interest in research, intrinsic interest in teaching, high utility of a U.S.-earned Ph.D., and high emotional and social cost of quitting. As students’ educational experiences unfolded, the influence of these motivations changed over time. Findings and implications are discussed in connection with the achievement motivation theory and the literature on international student mobility. Implication for future research is also provided.
Campus Support Services, Programs, and Policies for International Students
This chapter provides others interested in learning about or conducting research on international... more This chapter provides others interested in learning about or conducting research on international students in the United States: (a) succinct synopsis of the scholarship on international students’ college learning in the United States, and (b) detailed report of a study comparing international and American students’ learning and academic self-concept. The study reveals greater involvement in college learning among international than American students. Regarding what contributes to academic self-concept, there are more similarities than differences between international and American students. Controlling for academic self-concept at college entry, students who are more involved in learning (e.g., more interactions with faculty, more time spent studying alone or with peers) report higher academic self-concept at graduation. Females, international and American students alike, report lower academic self-concept despite greater involvement in college learning. Institutional selectivity has a negative influence on international students. Implications for research and practice are provided.
This case study utilizes structuration theory to explore the complexities in the academic interac... more This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the feelings, concerns, and strategies of the ITA’s interaction with American students from the ITA perspective. The assumption is that despite the possible obstacles in cross-linguistic and cross-cultural academic interaction, ITAs have the drive and potential to successfully navigate through the challenging process. Implications for improving ITA training and practices are discussed.
This study is grounded in the theoretical and conceptual
frameworks that postulate diversity and ... more This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.
In this longitudinal, single institution study, we utilized Banks’ five dimensions of multicultur... more In this longitudinal, single institution study, we utilized Banks’ five dimensions of multicultural education framework to examine whether and to what extent involvement in various diversity experiences helped students become more civically minded. The findings suggested that greater involvement in service learning, multicultural courses, interracial interactions, racial awareness workshops, student-faculty interactions, and campus racial harmony significantly and positively contributed to civic mindedness. Asian students, when compared to their White counterparts, were more likely to report growth in civic mindedness after four years of college. We discuss scholarly and practical implications of the study results at the end.
The increasing number of international teaching assistants (ITAs) in American undergraduate cours... more The increasing number of international teaching assistants (ITAs) in American undergraduate courses presents continued sociocultural, linguistic, and pedagogical challenges. Remaining underdeveloped, ITA training has attracted less attention in recent years. I urge a renewed enthusiasm for developing effective training curriculum. I review the focus of the ITA training curriculum over the past 30 years in terms of its content, implementation process, and context, and examine the missing elements that can make the training effective. I incorporate theories of multicultural education and postmodernism, and situate the discussion in the framework of professional development. As a conceptual analysis, this paper focuses on the why of integrating the missing elements, rather than the how of improving the curriculum in concrete steps.
This study explored what motivated 6 Chinese international students to complete a PhD in science,... more This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four motivations emerged: (a) intrinsic interest in research, (b) overly broad and optimistic view of American doctoral education, (c) high utility value of a PhD in obtaining permanent residence, and (d) high social cost of quitting. Confucian cultural beliefs in malleability, the importance of effort, interdependent self, and filial piety shaped these motivations. Scholarly and practical implications are provided.
This study explores what motivates 19 international students to pursue a Ph.D. at a public resear... more This study explores what motivates 19 international students to pursue a Ph.D. at a public research university in the U.S. and, more importantly, what motivates them to persist despite unsatisfying socialization. Based on value-expectancy achievement motivation theory, four motivations emerged: intrinsic interest in research, intrinsic interest in teaching, high utility of a U.S.-earned Ph.D., and high emotional and social cost of quitting. As students’ educational experiences unfolded, the influence of these motivations changed over time. Findings and implications are discussed in connection with the achievement motivation theory and the literature on international student mobility. Implication for future research is also provided.
Campus Support Services, Programs, and Policies for International Students
This chapter provides others interested in learning about or conducting research on international... more This chapter provides others interested in learning about or conducting research on international students in the United States: (a) succinct synopsis of the scholarship on international students’ college learning in the United States, and (b) detailed report of a study comparing international and American students’ learning and academic self-concept. The study reveals greater involvement in college learning among international than American students. Regarding what contributes to academic self-concept, there are more similarities than differences between international and American students. Controlling for academic self-concept at college entry, students who are more involved in learning (e.g., more interactions with faculty, more time spent studying alone or with peers) report higher academic self-concept at graduation. Females, international and American students alike, report lower academic self-concept despite greater involvement in college learning. Institutional selectivity has a negative influence on international students. Implications for research and practice are provided.
This case study utilizes structuration theory to explore the complexities in the academic interac... more This case study utilizes structuration theory to explore the complexities in the academic interaction between a Chinese international teaching assistant (ITA) and her American students. Through four semi-structured participant interviews, eight classroom observations, and student feedback, major themes and variations were identified regarding the feelings, concerns, and strategies of the ITA’s interaction with American students from the ITA perspective. The assumption is that despite the possible obstacles in cross-linguistic and cross-cultural academic interaction, ITAs have the drive and potential to successfully navigate through the challenging process. Implications for improving ITA training and practices are discussed.
This study is grounded in the theoretical and conceptual
frameworks that postulate diversity and ... more This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.
In this longitudinal, single institution study, we utilized Banks’ five dimensions of multicultur... more In this longitudinal, single institution study, we utilized Banks’ five dimensions of multicultural education framework to examine whether and to what extent involvement in various diversity experiences helped students become more civically minded. The findings suggested that greater involvement in service learning, multicultural courses, interracial interactions, racial awareness workshops, student-faculty interactions, and campus racial harmony significantly and positively contributed to civic mindedness. Asian students, when compared to their White counterparts, were more likely to report growth in civic mindedness after four years of college. We discuss scholarly and practical implications of the study results at the end.
The increasing number of international teaching assistants (ITAs) in American undergraduate cours... more The increasing number of international teaching assistants (ITAs) in American undergraduate courses presents continued sociocultural, linguistic, and pedagogical challenges. Remaining underdeveloped, ITA training has attracted less attention in recent years. I urge a renewed enthusiasm for developing effective training curriculum. I review the focus of the ITA training curriculum over the past 30 years in terms of its content, implementation process, and context, and examine the missing elements that can make the training effective. I incorporate theories of multicultural education and postmodernism, and situate the discussion in the framework of professional development. As a conceptual analysis, this paper focuses on the why of integrating the missing elements, rather than the how of improving the curriculum in concrete steps.
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broad and optimistic view of American doctoral education, (c) high utility value of a PhD in obtaining permanent residence, and (d) high social cost of quitting. Confucian cultural beliefs in malleability, the importance of effort, interdependent self, and filial piety shaped these motivations. Scholarly and practical implications are provided.
themes and variations were identified regarding the feelings, concerns, and strategies of the ITA’s interaction with American students from the ITA perspective. The assumption is that despite the possible obstacles in cross-linguistic and cross-cultural academic interaction, ITAs have the drive and potential to successfully navigate through the challenging process. Implications for improving ITA training and practices are discussed.
frameworks that postulate diversity and collegiate experiences
as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.
broad and optimistic view of American doctoral education, (c) high utility value of a PhD in obtaining permanent residence, and (d) high social cost of quitting. Confucian cultural beliefs in malleability, the importance of effort, interdependent self, and filial piety shaped these motivations. Scholarly and practical implications are provided.
themes and variations were identified regarding the feelings, concerns, and strategies of the ITA’s interaction with American students from the ITA perspective. The assumption is that despite the possible obstacles in cross-linguistic and cross-cultural academic interaction, ITAs have the drive and potential to successfully navigate through the challenging process. Implications for improving ITA training and practices are discussed.
frameworks that postulate diversity and collegiate experiences
as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.