Fostering Academic Self-Concept

Abstract

International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research university in the Midwestern United States. International students placed a higher value on researchrelated and other academic experiences than domestic students; they also reported a stronger sense of belonging. Advisor support was associated with a stronger sense of belonging and academic self-concept for both groups. However, while sense of belonging was related to academic self-concept among domestic students, there was no relationship between the two among international students.

Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor

“…Furthermore, Curtin et al (2013) note that a qualitative approach could increase understanding of the origins and consequences of specific misunderstandings. using the supervisor-student dyad, rather than focusing on one or the other, also allows us to explore misunderstandings from both perspectives.…”

“…We opted for a self-study methodology because (1) self-study not only informs the participants in the study but also makes the tacit knowledge available to others (Loughran, 2007); (2) it can most effectively reveal the misunderstandings involved in actual supervision encounters (Hamilton, 2005), which are often subtle and easily go unnoticed when rooted in core cultural and educational differences (Hofstede et al, 2010); and (3) it adds an alternative, individualized, and in-depth form of understanding to current intercultural education literature, which to date has relied mainly on surveys and interviews (Campbell & Li, 2008;Chen & Bennett, 2012;Cross & Hitchcock, 2007;Curtin et al, 2013;Egan, Stockley, Brouwer, Tripp, & Stechyson, 2009;Mathias et al, 2013). Furthermore, Curtin et al (2013) note that a qualitative approach could increase understanding of the origins and consequences of specific misunderstandings.…”

“…in addition to the general challenges, Asian international students confront new, drastically different learning environments and face hurdles such as acculturation and social isolation (Erichsen & Bolliger, 2011;Ku, Lahman, Yeh, & Cheng, 2008;McClure, 2007). They can experience strong emotional reactions when they perceive that the learning patterns they have developed in their previous studies are no longer suited to cope with the new environment (Chen & Bennett, 2012;Curtin, Stewart, & ostrove, 2013).…”

“…grimshaw, 2007;Mathias, Bruce, & newton, 2013). The educational orientations and teaching ideas in Asian countries may create particular expectations about learning goals, behaviors, and desirable learning approaches, which could have important impacts on what students aspire to learn and the way they pursue those learning goals when they come to study in the West (Campbell & Li, 2008;Curtin et al, 2013;Lovitts, 2008). expectativa de respuestas versus proveer preguntas, aprendizaje por modelaje versus aprendizaje por ensayo y error).…”

Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph

“…Faculty/graduate student relationships may be more crucial for international students because they are dealing with higher levels of language barriers, and academic and cultural adjustment (Erichsen & Bolliger, 2010;Ku, Lahman, Yeh, & Cheng, 2008). With less social support, IGS tend to have difficulties managing the many challenges they may face in their host institution and country during their graduate studies and may value and rely more on advisor support (Adrian-Taylor, Noels, & Tischler, 2007;Curtin, Stewart, & Ostrove, 2013;Erichsen & Bolliger, 2010).…”