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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
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  Data: American Undergraduate Students' Social Experiences with Chinese International Students
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Reform%22"><i>International Journal of Educational Reform</i></searchLink>. Oct 2020 29(4):354-370.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Asians%22">Asians</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Standards%22">Behavior Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink>
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  Data: 10.1177/1056787920927682
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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        Value: 10.1177/1056787920927682
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        PageCount: 17
        StartPage: 354
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Experience
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Foreign Students
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      – SubjectFull: Asians
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Behavior Standards
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      – SubjectFull: Social Behavior
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      – SubjectFull: Intercultural Communication
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      – SubjectFull: Verbal Communication
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      – TitleFull: American Undergraduate Students' Social Experiences with Chinese International Students
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