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Author ORCID Identifier
AccessType
Campus-Only Access for Five (5) Years
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2019
Month Degree Awarded
May
First Advisor
Denise Ives
Second Advisor
Laura Valdiviezo
Third Advisor
Lorimer Leonard
Subject Categories
International and Comparative Education
Abstract
In recent years, there has been an increase in the number of international students studying in the United States. According to Open Doors Data from the Institute of International Education, (IIE, 2017), Chinese students in particular are entering schools abroad at a younger age. However, most research on international students focuses on the experiences of university age students (Lee & Rice, 2007; Perkins, 2004). Research that examined the experiences of high school age international students is still limited (Fontana, 2015; Page, 2013). This qualitative study focuses on the experiences of three Chinese, female, international, high school students living in the United States. The research questions were: How do Chinese, female, international, high school students negotiate the experiences they have while in the United States? How do these students think international programs can best support international high school students living in the United States? This is an important area of research since this group faces unique challenges in high school as international students (Fontana, 2015; Page, 2013). The researcher used Grounded Theory as a method for data analysis and for generating a model to better understand these students’ experiences. The findings suggest that the participants were able to move towards integration into the US culture and achieve their goals of getting into a good university in the United States. At the same time, they were able to maintain their language and culture while living in residential life. Findings also highlight the process of adjustment and the students’ academic, social and residential life experiences. Finally, recommendations such as improving and expanding support services for international students in US high schools are given, so this demographic of students can have a positive and productive experience during their sojourn.
DOI
https://doi.org/10.7275/14133950
Recommended Citation
Shea, Pamela, "Home Away From Home: Chinese, Female, International Students Attending a High School in the United States" (2019). Doctoral Dissertations. 1582.
https://doi.org/10.7275/14133950
https://scholarworks.umass.edu/dissertations_2/1582
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.