Understanding the Doctoral Experience of Asian International Students in the Science, Technology, Engineering, and Mathematics (STEM) Fields: An Exploration of One Institutional Context

Lê, Tâm Minh; Gardner, Susan K.

doi:10.1353/csd.0.0127

Cited by 60 publications

(77 citation statements)

References 26 publications

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“…Historically, policies have focused on the development of knowledge and skills in the area of STEM. However, interest in STEM is declining in high school students for most student populations, with the exception of Asian students (Le, & Gardner, 2010). Appropriately, programs have shifted from a singular focus on STEM achievement to a more holistic approach to STEM talent development.…”

Section: Introductionmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

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This study is a meta-analysis of the effects of out-of-school time (after school, summer camps, enrichment programs, etc.) on the student interest in STEM. This study was guided by the following research questions: (1) How effective is OST as a means to foster student interest in STEM? (2) How does the effectiveness of OST differ by program and study characteristics? A total of 19 independents effect sizes were extracted from 15 studies investigating the effect of out-of-school time (OST) on STEM interest. Included studies were representative of K-12 settings in the United States from 2009-2015. Specifically studies were included if they directly assessed the effects of OST on STEM interest, and provided sufficient data to calculate an effect size. The status of publication was not a constraint on this investigation, thus grey literature was included along with journal articles to provide a more representative sample of studies. The results suggest that out-of-school time has a positive effect on student interest in STEM. Furthermore, the variation in these effects is moderated by program focus, grade level, and the quality of the research design. The effects of out-of-school time on STEM interest are synthesized, and implications for teaching and practice are provided.

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Section: Introductionmentioning

confidence: 99%

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Young¹,

Ortiz²,

Young³

2016

IJEMST

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“…Some research investigated Asian international graduate students' experiences (e.g. Le & Gardner, 2010;Sato & Hodge, 2009), Chinese international students' personal and sociocultural stressors (e.g. Yan & Berliner, 2013), and international students' cultural adaption (Chirkov, Safdar, de Guzman, & Playford, 2008).…”

Section: Issues Related To Extrinsic Motivationmentioning

confidence: 99%

“…Further, family influence was found in research (e.g. Le & Gardner, 2010;Zhou, 2014). Family influence questions were also included in the instrument.…”

Section: Instrumentmentioning

confidence: 99%

Asian international graduate students’ extrinsic motivation to pursue degrees

Takashiro¹

2017

Psychol. Thought

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The author examined the types of extrinsic motivation for Asian international graduate students pursuing graduate degrees. The theoretical framework used was extrinsic motivation within Self-Determination Theory. Even though the presence of Asian international graduate students is steadily increasing worldwide, research into their extrinsic motivation is scarce. It is important for educators to explore and understand Asian international graduate students' extrinsic motivation since such students would provide unique, distinctive cultural aspects in the classroom in their host countries. The research design employed was qualitative. Semi-structured interviews were conducted with 10 graduate students from four Asian countries. The identified themes were a) faculty influence, b) personal recognition, and c) utility for careers. Asian international graduate students expressed that their ultimate extrinsic motivation was to get professional jobs in academia. The author discussed the implications of these findings for instructors.

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“…International PhD students had different research interests from their advisors which hinder their progress and meeting the requirement at the expected time (Weiner, 1992). Due to the family background or countries of origin some students also were found to be challenged by the financial constraints and need of fulfilling the needs of everyday life (Le and Gardner, 2010;Sato and Hodge, 2009). Identifying the motivational cause and challenging barriers hindering the attainment of the graduation requirement were not much focused and few researches were only conducted in some countries.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…From above views grouped into GR1, GR2 and GR3, it is well observed that all international PhD students are highly motivated by different external factors such expectation of good job (Green, 1992;Pennington, 1995;Porter et al, 2003;and Robbins, 2003); good payments (Deci and Ryan, 1985); fear to spend their time without good results, pressures from family background and community (Le and Gardner, 2010) and finally the expectation of respect and the shame of returning home without their PhD degree certificates (Golde, 2005;Lovitts, 2008).…”

Section: External Motivation To Pursue Phd Studies In Mathematics Andmentioning

confidence: 99%

Motivation to pursue PhD Studies in Mathematics and Sciences Studies among International Students in a Research University

Munyengabe

Liangyan

et al. 2017

EURASIA J MATH SCI T

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This study tried to explore what motivates international students to attain PhD graduation requirements in mathematics and sciences studies in a Chinese research university. The design of the study was qualitative and all collected data were analyzed by thematic analysis. The study explored the motive forces that enable international PhD students to persist and solve all challenging situations to fulfill PhD graduation requirements in mathematics and sciences studies. The internal and external motivations were found to be the main cause of their persistence to continue their studies until they meet their graduation requirements. International PhD students in mathematics and sciences reported to be challenged by the communication barriers, unfit social interaction, advanced software to be used and different high requirements to be attained in a research university. The discussions of findings considered other existing related studies and theories that help people to persist and achieve their desired goals and targets. Possible solutions to existing challenges and further research' areas were suggested in this study.

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Understanding the Doctoral Experience of Asian International Students in the Science, Technology, Engineering, and Mathematics (STEM) Fields: An Exploration of One Institutional Context

Cited by 60 publications

References 26 publications

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest

Asian international graduate students’ extrinsic motivation to pursue degrees

Motivation to pursue PhD Studies in Mathematics and Sciences Studies among International Students in a Research University

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