American Undergraduate Students' Social Experiences with Chinese International Students
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| Title: | American Undergraduate Students' Social Experiences with Chinese International Students |
|---|---|
| Language: | English |
| Authors: | Sato, Takahiro, Burge-Hall, Valerie, Matsumoto, Tsuyoshi |
| Source: | International Journal of Educational Reform. Oct 2020 29(4):354-370. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Student Experience, Peer Relationship, Foreign Students, Asians, English (Second Language), Trust (Psychology), Behavior Standards, Social Behavior, Intercultural Communication, Verbal Communication |
| DOI: | 10.1177/1056787920927682 |
| ISSN: | 1056-7879 |
| Abstract: | The purpose of this study was to describe and explain American undergraduate students' social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) "developing social reward relationships," (b) "proving the social norm information during the conversational partnerships," and (c) "employing/utilizing strategies for developing trust relationships." The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1263294 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to describe and explain American undergraduate students' social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) "developing social reward relationships," (b) "proving the social norm information during the conversational partnerships," and (c) "employing/utilizing strategies for developing trust relationships." The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university. |
|---|---|
| ISSN: | 1056-7879 |
| DOI: | 10.1177/1056787920927682 |
