A phenomenological study revealed three distinct but interrelated transition types experienced by Chinese Undergraduate students at American colleges.
The research, conducted by Celia Liu, performed an investigation on the cross-cultural social interactions among two groups of students: the Chinese international students and the U.S. domestic students.
Growing or sustaining international student enrollment requires enhancing the student experience and supporting their success, according to the recent article titled “12 Strategies for Building a Capacity for International Graduate Student Career Success.” The article co-authored by Rahul Choudaha and Di Hu was published in the Spring 2017 issue of NAGAP Perspectives.
Many international students dread or even fear class participation. Here is a five-step approach by Di Hu from an intercultural perspective.
A short documentary offers a close look at the challenges and struggles of being stuck “in-between”. It calls for institutions to invest in intercultural competency building workshops.
Future China Initiative (FCI)*, the Chinese Students and Scholars Association (CSSA) st Teachers College, Columbia University, invited interEDGE to conduct a workshop on networking in the American culture to international students from China.
With more than 304,040 Chinese students enrolled in the US in 2014/15, China is by far the leading source of international students at American universities and colleges. In the last 15 years, there have been three primary waves of growth in Chinese students in the US.
The number of international students studying in American private high schools has skyrocketed over the past decade. Among these are Chinese females, a vulnerable population under-represented in the literature. This qualitative study looked at the social barriers these students face when transitioning into private American high schools and considered how such schools can better support them.
The recent WSJ article “Heavy Recruitment of Chinese Students Sows Discord on U.S. Campus” has stirred up a heated discussion about the integration challenge of Chinese students on American campus. The author shares a few reflections on practical solutions.
The articles applies the first models from “the Culture Map” to highlight a few cross-culture communication mistakes and make recommendations to international students on how to improve their communication skills.