Although international students annually contribute billions of dollars to the US economy, meaningful intercultural interaction between international students, peers, and faculty is often missing at US host campuses. Feelings of isolation, loneliness, and alienation are pervasive among international students at US campuses; these feelings can negatively impact students’ ability to engage in academic and social activities. This study is designed to explore how Chinese doctoral students socialize into a US doctoral program and how they perceive their socialization experiences. Using qualitative methods, we highlight student experiences and isolate areas of misalignment in the educational process.
Li, W., & Collins, C. S. (2014). Chinese Doctoral Student Socialization in the United States: A Qualitative Study. FIRE: Forum for International Research in Education, 1(2). Retrieved from https://preserve.lehigh.edu/fire/vol1/iss2/3