Improving the social, linguistic, and academic success of Chinese international students

Permanent URL: http://hdl.handle.net/2047/d20018684
Title:
Improving the social, linguistic, and academic success of Chinese international students
Creator:
Dixon, Beth Anne (Author)
Contributor:
Bair, Carolyn R. (Advisor)
Hitch, Leslie P. (Committee member)
Mantella, Philomena (Committee member)
Publisher:
Boston, Massachusetts : Northeastern University, 2014
Copyright date:
2014
Date Accepted:
April 2014
Date Awarded:
May 2014
Type of resource:
Text
Genre:
Theses
Format:
electronic
Digital origin:
born digital
Abstract/Description:
Students from China experience greater levels of difficulty in the transition to American higher education compared to domestic students and other international students. They struggle with language issues, as well as social and academic acculturation challenges. A pathway program, developed in 2009 by a consortium of American colleges and universities, aimed to provide a transitional path to higher education in the U.S. for Chinese students. Students begin their program in China for fall and spring terms, and those who successfully complete those terms arrive in the United States for a Summer Bridge program aimed at acclimating students to life at an American university. This qualitative program evaluation examined faculty, staff and student experience in order to evaluate the effectiveness of the Summer Bridge program in the transition process of Chinese students to American higher education. The study fills a gap in the literature on the benefits of extended orientation programs for Chinese international students. Historical documentation; course syllabi; student satisfaction survey data; and interviews with faculty, staff, and students who were involved in the program, were used to inform the results. The Summer Bridge program was successful in making students more confident when they enrolled in the fall. Students were more comfortable with the social setting as well as the academic setting. One limitation of the program was the lack of cultural diversity. Students were less inclined to practice their English speaking skills among fellow Chinese students. This study confirms that an extended orientation program for Chinese students improved their transition to American higher education.
Subjects and keywords:
Chinese international students
higher education
international student orientation
program evaluation
transition theory
university bridge programs
Chinese students -- United States
Chinese -- Education (Higher) -- United States
College student orientation -- United States
Foreign study -- United States
Chinese students -- Social aspects -- United States
English language -- Study and teaching -- Foreign speakers
Cross-cultural counseling -- United States
DOI:
https://doi.org/10.17760/d20018684
Permanent URL:
http://hdl.handle.net/2047/d20018684
Use and reproduction:
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