Behind Closed Doors: How Roommate and Staff Relationships Shape Chinese International Students' Belonging in Residence Halls
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| Title: | Behind Closed Doors: How Roommate and Staff Relationships Shape Chinese International Students' Belonging in Residence Halls |
|---|---|
| Language: | English |
| Authors: | Haishan Yang (ORCID |
| Source: | Journal of International Students. 2025 15(12):97-118. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Freshmen, Interaction, Foreign Students, Sense of Belonging, College Housing, Peer Relationship, Cultural Differences, Conflict Resolution, Resident Advisers, Foreign Countries |
| Geographic Terms: | United States, China |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This phenomenological qualitative study examines the impact of both structured and unstructured interactions on the sense of belonging among first-year Chinese international students (CIS) in U.S. residence halls. Guided by Hurtado's (2012) diverse learning environments and Yao's (2014) literature on international student belonging, this study focuses on roommate relationships and residential staff engagement. Fifteen interviews revealed that belonging was more influenced by interactional processes than by the nationality of the roommate(s). Common patterns included cultural proximity, interaction quality, and opportunities to resolve conflicts. Staff who were visible, approachable, and responsive strengthened their sense of belonging through outreach and policy. Language was a cross-cutting factor affecting participation in and perceptions of residential experiences in both contexts. Situated in a post-COVID-19 context of social fragmentation, the study reframes belonging as an ongoing, context-dependent process influenced by peer relations and institutional climates. This study highlights how everyday support and clear expectations from staff can transform challenging moments into connections and engagement in residence communities for CISs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492652 |
| Database: | ERIC |
| Abstract: | This phenomenological qualitative study examines the impact of both structured and unstructured interactions on the sense of belonging among first-year Chinese international students (CIS) in U.S. residence halls. Guided by Hurtado's (2012) diverse learning environments and Yao's (2014) literature on international student belonging, this study focuses on roommate relationships and residential staff engagement. Fifteen interviews revealed that belonging was more influenced by interactional processes than by the nationality of the roommate(s). Common patterns included cultural proximity, interaction quality, and opportunities to resolve conflicts. Staff who were visible, approachable, and responsive strengthened their sense of belonging through outreach and policy. Language was a cross-cutting factor affecting participation in and perceptions of residential experiences in both contexts. Situated in a post-COVID-19 context of social fragmentation, the study reframes belonging as an ongoing, context-dependent process influenced by peer relations and institutional climates. This study highlights how everyday support and clear expectations from staff can transform challenging moments into connections and engagement in residence communities for CISs. |
|---|---|
| ISSN: | 2162-3104 2166-3750 |
