Influencing Factors of Chinese International Students’ Academic Adjustment
As mentioned in the introduction, this research seeks to understand Chinese students’ academic adaptation and cross-cultural learning experiences in Canadian universities. In the previous chapter, Hofstede’s (1991) five cultural dimensions were identified as a means of explaining how Chinese students learn differently from their American counterparts, and they were offered as a theoretical framework to guide the researcher to think about the problem of practice. This chapter mainly focuses on existing literature related to the factors that affect Chinese students’ adaptation in overseas higher education institutions.
With the growing presence of Chinese students on American campuses, it becomes clear that these students who come to the United States from different cultural and social backgrounds may have different learning experiences related to discrepancies in language, teaching and learning styles, and cultural values and traditions (Sun & Chen, 1999; Upton, 1989; Zhong, 1996). Yet, the literature on the students’ perceptions of their academic adaptation at American colleges and universities is sparse, particularly at the undergraduate level.
In examining the literature related to cross-cultural academic adaptation, this review begins with a discussion of how Chinese culture influences learning. It then explores how Chinese students perceive the differences in teaching and learning between China
The Las Vegas and Atlantic City locations have lost revenues in recent years. In addition to the economic slowdown, these gambling locations are also facing new competitors in the market that are providing attractive choices to the customers. Though there are some external forces beyond their control, it seems that attractiveness and accessibility are very important focus areas for these cities.
Having a limited to knowledge of their culture, I do know that various aspects of their culture may in fact influence their needs as learners. To be more specific, the goal of the students in Chinese culture is to pass tests. Usually these tests are multiple choice and students must pass these tests in order to move on to university. They are limited in the amount of social activities and independent, creative thinking. They often do not get the opportunity to express themselves or think critically. Because of these various cultural differences, many foreign students often struggle academically
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In the article, “Colleges Adapt to New Kinds of Students from Abroad,” Karin Fischer (2011) explains the increase of foreign students in U.S. universities leads to make more problems in campus and how universities are trying to overcome those problems and help foreign students to adapt to campus. Fischer explains the increase of the foreign undergraduate students due to the support from foreign governments. Fischer quotes Wesley Young, the director of services for international students and scholars at the University of California at Davis, to discuss that the increase of foreign undergraduate students especially requires more care and help than graduate students. While older students know what they need to do and what to do in U.S. university,
The schools of Chinese and Canada have lots of differences. Study in China and Canada vary in terms of student’s learning style, the teaching style, and the collaboration. Other important differences exist, too, but none of these makes one place better than other. They just have emphasis, and students of China and Canada have different good quantities. The schools are simply different. Only people who have experienced studying in both schools of China and Canada can truly appreciate the unique characteristics of
“As a international students, I care a lot about the difference of education system between the U.S. and China.”(culture shock) I realized that the educational ideas
Have you ever met a person who can speak Ojibwe? Well I am going to introduce you to someone who can. That is me, Kyler Patterson. I am a chippewa Native American from the Red lake band of chippewa located in northern Minnesota. My clan is Mikinaak (Turtle) which there is 7 clans, clans are communities spread throughout the reservation.
Each country has its own kind of education, and education always plays an important role in affecting students’ life and study on many aspects. Having received ten years of education in China and two years of education in the U.S. I would like to compare and contrast a few significant aspects of these two different kinds of educations. Knowing that no two education systems are the same, the differences between American education and Chinese education allow countries to take the essence and discard the dross through learning from each other so as to improve their own current education systems.
Transition and retention strategies are crucial to student graduation (Mayhew, Vanderlinden, and Kim, 2010). Orientation programs have been reported by researchers for the past 30 years as, critical to student transition and retention. Orientation is a high impact approach for increasing student social and academic integration (Mullendore, 2011). These programs provide the unique opportunity for students to interact with the campus social and academic community. Mori (2000), Andred (2006) and Kwai (2012) state that the university practices and academic literature rarely focus attention on international student’s transition, graduation and retention. This analysis will examine if new international student orientation has any significant contribution to university performance as measured by international student graduation rates.
However, the change from home to college can be difficult for international students (Mesidor & Sly, 2016). While some international students find it easy to adjust to the transition, others international students find it challenging to adjust to the transition (Mesidor & Sly, 2016). Studies show that international students experience many challenges as a result of language and cultural barriers, academic difficulties, financial difficulties, medical issues, housing concerns, food differences, alienation, homesickness, lack of social support system, racial discrimination, and cross-cultural loss) (Akanwa, 2015; Guzman et al., 2015; Mesidor & Sly, 2016; Sherry et al., 2010; Smith & Khawaja, 2011; Tung, 2011; Zhang & Goodson, 2010). According to Prieto-Welch (2016), international students as a group are regarded as a main minority population in campuses
The differences between the Chinese education and the American education are more obvious in people’s mind, not only to the international students, but also to the native students and some people who study on this. As more and more Chinese students come to America to have better education, we should think about why the American education system is better and how could we change our system to have a new education system in China. These differences have some deeply reason, like the American is the nation which loves freedom. It took long time to make such a big difference between the two education systems, and we need longer time to change it. An undeniable
International students face many different challenges when studying abroad. This is due to many factors. First, they are living in a country very far away from their own. The country they are studying at has a very different way of life than theirs. Further more, the laws in that country are much different than the laws in their own country. Due to that they face a lot of problems trying to adapt to this new culture. Me personally as an international student in the US studying at ASU, have faced three particularly difficult challenges that I was able to overcome through time. In this essay I will explain how international students can overcome tough challenges and situations.
Chinese and American students are vastly different however they do have some commonalities. Despite the fact that Chinese students face a much more demanding education system, and less choice within their school, they do share common social interests with American students.
Obtaining entrance into a top U.S. university is a long and intimidating process for many students, especially for potential Chinese applicants. Completing essays, acquiring recommendation letters, and writing personal statements is a challenge in which many Chinese applicants may not be able to complete on their own. With the increasing number of foreign students wishing to attend universities abroad, it has inadvertently established an immense market for college advisory services in which these agencies both charter any path that will guarantee students' college entrance, even if it means padding test scores and writing samples.
The differences that exist between the Chinese and American education systems are great and obvious. However, some of these differences don’t play to the strengths of the representative country. American schools allow for greater freedom of movement and choice, while Chinese schools decide the “what”, “where”, and “how” of educational circumstance for the students (Bush, tony, and Qiang Haiyan). These differences in structure should lead to a greater educational standard being held by China, but that isn’t always the case. This paper will examine the differences in education system in the two countries and show that the Chinese system, while