By Kun Yan
This booklet explores how chinese language scholars in a foreign country could endure pressure, and the way they conceptualize and adapt to emphasize within the American greater schooling atmosphere. to take action, it adopts a combined equipment layout: the sequential explanatory layout, that is characterised via the gathering and research of quantitative information through the gathering and research of qualitative facts. up to now, no empirical learn has concentrated exclusively upon knowing the strain and coping methods of chinese language scholars within the usa. This publication addresses that hole, enriching the physique of literature on overseas scholars’ variation approach in overseas countries.
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Extra resources for Chinese International Students’ Stressors and Coping Strategies in the United States
Interviews averaged 1 h in length. They were tape-recorded and then the tapes were transcribed. For three participants who felt uncomfortable being tape-recorded, the interviews were recorded in notebooks by the researcher. Analysis of the Qualitative Data The analysis of interview transcriptions followed the guidelines described by Miles and Huberman (1994) and Bogdan and Taylor (1975). The researcher reviewed the material systematically while remaining open to emerging themes. For instance, some categories such as “majors” and “support from church” emerged as the researchers grew more familiar with the local context, while some preset categories such as “education” and “personality” were discarded when tested against the extant data.
This situation, also familiar to many American students, simply means that a part-time job must be sought. However, United States immigration regulations do not permit international students to seek off-campus employment. (p. 134) In addition, most of the student loan programs at the college level available to American students are not available to international students. In a study conducted at Bradley University, Wan (2001) found that Chinese students are somewhat dissatisfied that financial support mechanisms available to American students often are not as applicable or as available to Chinese students.
First a number of known students were selected and used to make contact with students in different departments on campus. The rest of respondents were selected randomly from the mailing list of the Chinese Students and Scholar Association (CSSA) at ASU and reached through the first groups of known students. In the selection process, special attention was given to ensure representation in field of study and gender. I personally delivered most surveys to convince respondents of the neutrality of the research and to ensure a high response rate.