Transitioning Challenges Faced by Chinese Graduate Students

Abstract

This literature review examines transitioning challenges faced by Chinese international students who pursue graduate degrees in the United States. Based on existing research on adulthood in U.S. and Chinese contexts and the features of Chinese graduate students, Chinese adults, and international students as learners in Western countries, the examination includes the adult learning environment in American graduate education, the demographic features of Chinese international students who pursue graduate degrees in the United States, and the challenges they are confronted with inside and outside the classroom. The emphasis is given to two types of transitions experienced by Chinese graduate students in the United States: learning to live into adulthood and learning to learn in an adult learning setting. Findings of this literature review shed light on understanding Chinese graduate students as a particular group of learners, provide practical suggestions for practitioners in the United States and other Western countries who teach or mentor Chinese graduate students, and inform future research on Chinese international students.

Challenges facing Chinese International students studying in the United States

“…Their study reported that linguistic deficiency was perceived as the major block for the Chinese international students" participation in social engagement and led them to miss social situations (Spencer-Rogers and McGovern, 2002). Chinese international students also reported feeling disconnected from their environment and surroundings due to language barriers and different life experiences (Huang, 2012).…”

“…Chinese international students might experience these frustrations transitioning to classrooms in the US due to the cultural and educational differences between China and the US (Karuppan and Barari, 2011). For example, Chinese students view their professors as authority figures in their fields (Huang, 2012). They may not feel comfortable challenging the opinions of their professors.…”

“…In addition, discussion in the classroom among the students is not a familiar teaching style for Chinese students, because in the Chinese culture it is considered impolite to constantly talk about personal opinions. Furthermore, the topics in the discussions are more relevant to American culture, which might be less relevant to the Chinese students (Huang, 2012;Yan and Berliner, 2009). Huang (2012) reported on the various aspects of classroom transition that Chinese international students experienced in the classroom environment in the US.…”

“…According to the statistics provided by the Institute of International Education (2014a), Chinese international students made up 18.5% of the total international student population between the years 2009 and 2010, and the percentage steadily grew to 21.8% between , and 25.4% between 2011and 2012(Institute of International Education, 2014a. Between 2013 and 2014, the Chinese international students made up 31.0% of the total population of international students in the US, making Chinese students the largest international student group in the US (Institute of International Education, 2014b).…”

Hospitality Education Assessment: A Case Study on the Learning Experience of Chinese Students in a 4-year Program at a U.S. Institution

“…Therefore producing culturally savvy graduates who can study and work not only in America but also in China and are better prepared to serve the global needs of the hospitality industry. This research topic is important given not only the nature of the hospitality industry, a service based industry, but the increasing number of Chinese students coming to study in the United States according to Huang (2012). Another reason this study is important is because given the increasing popularity of Hospitality Management as a subject and many schools capitalizing on this popularity, it is imperative that we are aware of what these students are being taught not only in the United States campuses but also abroad, as some schools currently offer study abroad opportunities to different countries.…”