Dissertations Related To International Students Published in 2019, 120 Pages

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document 1 of 68
A Comparison of First-Year Undergraduate and Graduate

International Students' Adjustment to College
Oyeniyi, O. F. (2019). A comparison of first-year undergraduate and graduate international students'
adjustment to college (22583221). Available from ProQuest Dissertations & Theses Global. (2294062376).
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01&volume=&issue=&spage=&au=Oyeniyi%2C+Odunola+Funmilayo&isbn=9781088323434&jtitle=&btitle=&
Abstract
International students constitute a growing student population in many colleges and universities in the
United States. Adjusting to a new culture requires a new set of cultural patterns and behaviors that can be
uncomfortable and sometimes stressful. Having a better understanding of how international students
adjust to college in terms of resilience, relational skills, and acculturative stress, is important to university
staff and the students alike, as it is the first step in improving the rate at which these students adjust to
their new campus lives abroad. The purpose of this study was to investigate how resilience, relational
skills, and acculturative stress, predict college adjustment of first-year undergraduate and graduate
international students in the U.S. between August 2018 and May 2019.
A combination of ninety-five undergraduate (n = 40) and graduate (n = 55) first-year international

students participated in this study. The data was collected during the spring semester of 2019 from two
universities in South Texas utilizing the Brief Resilience Scale (Smith et al., 2008), the Relational Skills
Inventory (Smith, 2019), the Acculturative Stress Scale for International Students (Sandhu & Asrabadi,
1994, 1998), and the Inventory of New College Student Adjustment (Watson & Lenz, 2018). Descriptive
statistics and MANOVA were used to analyze the variables in this study and a standard multiple regression
was employed to determine the unique contributions of resilience, relational skills, and acculturative stress
on college adjustment. Additionally, Fisher’s z transformation was used to evaluate whether two regression
models were significantly different.
The results indicated a statistically significant difference between first-year undergraduate and graduate
international students as related to college adjustment. Further analysis discovered significant
relationships among predictor and criterion variables. Resilience, relational skills, and acculturative stress
significantly explained 55% of the variance in the adjustment of these international students. The
comparison of these 3 factors to each other revealed no statistically significant differences, which indicates
there are no distinctions in model fit between undergraduate and graduate students. The results of this
study have practical implications for college educators, counselors, and administrators which may help
universities meet the needs of first-year international students.
Details
Subject Higher education;

Educational psychology;
Multicultural education
Classification 0745: Higher education

0455: Multicultural Education
0525: Educational psychology
Identifier / keyword Acculturative stress; College adjustment;

First-year undergraduate and graduate students;
International students; Relational skills; Resilience
Title A Comparison of First-Year Undergraduate and Graduate

International Students' Adjustment to College
Author Oyeniyi, Odunola Funmilayo
Number of pages 145
Publication year 2019
Degree date 2019
School code 1417
Source DAI-A 81/3(E), Dissertation Abstracts International
Place of publication Ann Arbor
Country of publication United States
ISBN 9781088323434
Advisor Smith, Robert L.; Watson, Joshua C.

Committee member Nelson, Kristina; Billiot, Eugene
University/institution Texas A&M University - Corpus Christi
Department Counselor Education Program
University location United States -- Texas
Degree Ph.D.
Source type Dissertations & Theses
Language English
Document type Dissertation/Thesis
Dissertation/thesis number 22583221
ProQuest document ID 2294062376
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Database ProQuest Dissertations & Theses Global

document 2 of 68
Reverse Acculturative Stress among Saudi Students Returning

from the United States to Saudi Arabia
Alkhalaf, K. (2019). Reverse acculturative stress among saudi students returning from the united states to
saudi arabia (13902224). Available from ProQuest Dissertations & Theses Global. (2292188719). Retrieved
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Abstract
While much research has been done on acculturative stress in higher education, particularly among
international students (Furnham, 2004), studies of reverse acculturative stress are much less common
(Mooradian, 2004). Yet reverse acculturative stress can have negative effects on the mental health of
students returning home after time in a foreign country. Due in large part to the King Abdullah Scholarship
Program (KASP), Saudi Arabia is the fourth-largest source country for international students, after China,
India, and South Korea (Redden, 2016); the vast majority of KASP students study in the United States.
Reverse culture shock upon returning home is a very real, documentable phenomenon that affects the
psychological, social, and economic well-being of thousands of young Saudis, both male and female. Using
Pavot and Deiner’s (1993) Satisfaction with Life Scale, Schalock, Keith’s (1993) Quality of Life
Questionnaire, and other measures, this study explored reverse acculturative stress among Saudi student
returnees to determine the relationship between reverse cultural shock and quality of life, life satisfaction,
and positive and negative affectivity. Data showed that 72 of 96 participants experienced reverse cultural
shock after returning home. Further, returnees who reported greater problems in readjustment shock
scored significantly lower on various indices of psychological adaptation and reported higher negative
affectivity. Significantly, t-test analyses showed that female returnees scored higher on reverse cultural
shock and experienced lower degrees of Satisfaction with Life, Quality of Life, and lower on negative
affectivity compared to male students. Results also showed a significant relationship between identification
with Saudi heritage culture and the level of reverse cultural shock, but no significant correlation between
identification with the U.S. host culture and the level of reverse cultural shock.
Details
Subject Educational psychology

Classification 0525: Educational psychology
Identifier / keyword Acculturative stress; Reverse cultural shock; Saudi Arabia
Title Reverse Acculturative Stress among Saudi Students

Returning from the United States to Saudi Arabia
Author Alkhalaf, Khulud
Number of pages 118
Degree date 2019
School code 0088
ISBN 9781088343487
Advisor Elbedour, Salman; Rodriguez, Cristobal
Committee member Rashid, Hakim M.; Reed, Gregory K.; Ricks, Elizabeth;
Elsana, Morad
University/institution Howard University
Department Education
University location United States -- District of Columbia
Degree Ph.D.
Language English

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document 3 of 68
Longitudinal and Cross-Country Measurement Invariance of

the PISA Home Possessions Scale
Lee, S. S. (2019). Longitudinal and cross-country measurement invariance of the PISA home possessions
scale (13865560). Available from ProQuest Dissertations & Theses Global. (2291631996). Retrieved from
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01&volume=&issue=&spage=&au=Lee%2C+Selene+Sunmin&isbn=9781085623506&jtitle=&btitle=&rft_id=i
Abstract
Measuring socioeconomic status (SES) is very important in educational research, as researchers often use
this information to contextualize the results of an assessment or to control for SES when analyzing the
relationship between academic achievement and other variables. However, any cross-country comparisons
using SES data from international large-scale assessments, such as the Programme for International
Student Assessment (PISA), should be preceded by a careful examination of the psychometric properties
of the scale used to measure SES, an issue which is rarely addressed by researchers. The current study
aims to fill the gaps in this field of research by analyzing the longitudinal and cross-country measurement
invariance of the PISA home possessions scale, a 25-item scale which measures household wealth, one of
the three components used to measure SES in PISA. Using multiple group concurrent calibration with
partial invariance constraints, the study found that four items in the scale, all related to technology,
functioned differently across the PISA cycles. It also found that some items (i.e., bathroom, classic
literature, poetry books, and TV) functioned differently across the participating countries when used to
measure family wealth. The overall level of misfit found in the scale was not associated with the country’s
GDP per capita, while some evidence suggested that it may be associated with the region in which the
country was located and sociocultural factors (which were partially captured by the language in which
students took the assessment). Compared to the original home possessions scores obtained from the
public dataset, the new home possessions scores generated with the method used in the study were found
to be a more comparable measure of SES across countries, while the accuracy of the scores as a measure
of SES within countries was improved in most cycles. The study also found validity evidence supporting the
use of the new home possessions scores as a measure of SES. The results of this study can help improve
the PISA home possessions scale, so it can continue to provide valuable information to researchers and
policy makers on SES over the PISA cycles and across the countries that participate in PISA.
Details
Subject Educational tests & measurements;
Education policy;
Educational evaluation;
Multicultural education;
Social structure;
Social research
Classification 0288: Educational tests & measurements

0344: Social research
0443: Educational evaluation
0700: Social structure
0458: Education Policy
Identifier / keyword Home possessions scale;

International large-scale assessment;
Measurement invariance;
Programme for International Student Assessment;
Psychometrics; SES
Title Longitudinal and Cross-Country Measurement Invariance

of the PISA Home Possessions Scale
Author Lee, Selene Sunmin
Number of pages 136
Degree date 2019
School code 0175
ISBN 9781085623506
Advisor Boruch, Robert F.
Committee member McDermott, Paul A.; Rovine, Michael J.; von Davier,
Matthias
University/institution University of Pennsylvania

University location United States -- Pennsylvania
Degree Ph.D.
Language English

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document 4 of 68
Factors Affecting Chinese International Students’ Attitudes

and Purchase Intentions Toward Luxury Fashion Goods
Mu, W. (2019). Factors affecting chinese international students’ attitudes and purchase intentions toward
luxury fashion goods (22584682). Available from ProQuest Dissertations & Theses Global. (2291448883).
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Abstract
China officially became the world’s second largest luxury market in 2017. The Chinese luxury market has
matured over the years, and it can no longer be approached as a single market. Many luxury brands have
realized the potential of a specific market segment within the Chinese market – Chinese international
students. However, targeting Chinese international students is still a challenge for many companies.
This study focuses on exploring Chinese international students’ consumption behaviors for luxury fashion
goods in the United States. Their attitudes and purchase intentions toward purchasing luxury fashion
goods are explored. The study has three objectives: (1)examine the five factors affecting consumers’
attitudes toward luxury fashion consumption proposed by Zhang and Kim (2013) with Chinese
international students in the United States; (2) explore the applicability of Ajzen and Fishbein’s Theory of
Reasoned Action (1980) to Chinese international students in the United States in terms of their luxury
fashion consumption; and (3) explore the possible moderating effect of Chinese international students’
level of individualism (as a measure of acculturation) on factors affecting their attitudes toward luxury
fashion consumption guided by applications of Hofstede’s Five Dimensions of National Culture (1980).
The results of an online consumer survey from 132 Chinese international students from a large university
in the U.S. Midwest shows that Chinese international students’ degree of Materialism positively predicts
their attitude towards luxury fashion consumption, and their attitude is a significant predictor of their
purchase intentions. The study provides both managerial and theoretical implications.
Details
Subject Fashion
Classification 0200: Fashion

Identifier / keyword Attitude; Chinese international students;
Consumer acculturation; Fashion; Luxury;
Purchase intention
Title Factors Affecting Chinese International Students’

Attitudes and Purchase Intentions Toward Luxury Fashion
Goods
Author Mu, Wenzhao
Number of pages 133
Degree date 2019
School code 0093
Source MAI 81/2(E), Masters Abstracts International
ISBN 9781085712088
Advisor Lennon, Sharron J.
Committee member Christiansen, Deborah L.; Huang, Ran
University/institution Indiana University
Department Apparel Merchandising & Interior Design (AMID)
University location United States -- Indiana
Degree M.S.
Language English


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document 5 of 68
Food Insecurity and Health of International Students

Benefield, J. N. (2019). Food insecurity and health of international students (13864327). Available from
ProQuest Dissertations & Theses Global. (2291445966). Retrieved from https://search-proquest-
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Abstract
International college students may be at risk for suffering from food insecurity and poor health. The
purposes of this study were to: 1) determine if the household adult food security status (HAFSS) differs
between undergraduate and graduate international students (INSTUD) attending the University of
Mississippi (UM); 2) establish if a statistically significant relationship exists between health (physical
functioning (PF) , role limitations due to physical health (RLPH), role limitations due to emotional problems
(RLEP), energy/fatigue (EF), emotional well-being (EWB), social functioning (SF), pain (P), and general
health (GH) and HAFSS; 3) assess if health differs between INSTUD living in food secure and food insecure
households at UM; and 4) determine if health predicts HAFSS in INSTUD attending UM. A cross-sectional
survey design was used. Methods included sending a fifty-eight-question survey questionnaire assessing
current food insecurity status and health to 750 randomly-selected INSTUD via university email. This
survey included questions to assess basic demographic information, the USDA’s HFSSM Six-Item Short
Form and the RAND 36-Item Short Form. To determine the differences in HAFSS in undergraduate and
graduate INSTUD, a Pearson Chi-square test was performed. A Pearson’s correlation coefficient was used
to identify if a statistically significant relationship exists between health and HAFSS. When assessing the
difference in health status between food secure and food insecure INSTUD, a two-tail independent samples
t-test was used. When identifying if health predicts HAFSS, an ordinal logistic regression with proportional
odds test was performed. Participants (n=94, 12.5% response rate) were from thirty-five different
countries were primarily male (n=48, 51.1%), graduate students (n=50, 53.2%), that received funding
(n=82, 87%). INSTUD were categorized by high food security (n=27, 28.7%), marginal food security
(n=12, 12.8%), low food security (n=24, 25.5%), and very low food security (n=31, 33%). The majority
of participants were characterized as being non-OECD member countries (n=75,80%), with noted
differences in food security by students from non-OECD and OECD countries. No differences in HAFSS
were observed between undergraduate and graduate students (p=.344). Significant relationships between
RLPH (p<.05), EF (p<.001), EWB (p<.05), SF (p<.001), P (p<.05), and GH (p<.001) and food security
status were noted. RLPH (p=.043), SF (p<.001), and GH (p<.001) differed between food secure and food
insecure INSTUD. Health scores in these areas were higher in food secure INSTUD. Essentially, as health
scores decreased, food security worsened. Analysis also found decreased odds of living in a food insecure
household for individuals with good SF (OR=.95) and GH (OR=.96). To conclude, INSTUD at UM may
suffer from poor health and experience food insecurity. Better SF and better GH promote food security
among INSTUD.
Details
Subject Nutrition;
Higher education;
Public health;
Health sciences;
Mental health;
Behavioral psychology;
Ethnic studies
Classification 0570: Nutrition

0573: Public health
0384: Behavioral psychology
0631: Ethnic studies
0566: Health sciences
0745: Higher education
0347: Mental health
Identifier / keyword College; Food Insecurity; Food Security; Health;

International Students; Social Functioning
Title Food Insecurity and Health of International Students
Author Benefield, Jamie N.
Number of pages 101
Degree date 2019
School code 0131
ISBN 9781085624442
Advisor Holben, David H.
Committee member Mann, Georgianna R.; Cafer, Annie M.
University/institution The University of Mississippi
Department Food and Nutrition Services
University location United States -- Mississippi
Degree M.S.
Language English

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document 6 of 68
Career Interests and Mentorship Experiences of International

and Minority Medical Students in US Medical Schools
Kuzomunhu, L. S. (2019). Career interests and mentorship experiences of international and minority
medical students in US medical schools (13877605). Available from ProQuest Dissertations & Theses
Global. (2291445140). Retrieved from https://search-proquest-com.proxy-
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Abstract
Background: International medical students (IMS) represent a group of students with unique issues that
have largely been ignored in the medical literature. This invisibility is because international students make
up a very small percentage of the total number of students matriculating into medical school in the US and
because most international students are grouped together with domestic underrepresented minority (URM)
students and hence are treated as if they were domestic minority students.
Aim: We aim to determine what are the career interests of international and domestic underrepresented
minority medical students and what factors influence their choices. We also aim to explore these students’
perceptions about their mentoring experiences during medical school. We hypothesize that since
international students have different life experiences and unique issues that are separate from URM
students there would be differences in career interests, factors influencing their career aspirations and
perceived mentorship experiences between these two student groups. Furthermore, for international
students, we aim to establish their plans about practicing in their home countries and views about visa
requirements for residency training. We hope to help bridge the knowledge gap that currently exists about
what exclusively affects international and not domestic URM medical students.
Methods: A survey was sent out to US medical schools that matriculate internationals applicants. We also
conducted a convenience sampling at the Latino Medical Students Association (LMSA) National Conference
to increase the number of LatinX participants. Participants ranked 19 items coded on a Likert scale from 1
(not at all important) to 5 (extremely important important) about factors influencing their career
aspirations. These factors were personal reasons, intellectual challenge, previous clinical experience,
lifestyle and work hours during residency and after training, financial rewards after training, job
opportunities in that specialty in the US and in their country of origin, mentors in that specialty, mentors
that have similar background as the student in that specialty, prestige and specialty reputation, length of
residency, ability to obtain a residency position in that specialty, ease of obtaining an employment visa in
that specialty, health needs of the community you grow up in, having people you can relate to in that
specialty, academic opportunities and patient relationships or interactions. Participants also ranked on 5
point Likert scale from 1 (not at all helpful) to 5 (extremely helpful) how helpful their formal and informal
mentors were with the following six topics: academic advice, career planning, professional development,
personal issues, research and general guidance. Perceived quality of the students’ most influential mentor
was measured using a modified Mentorship Effectiveness Scale. Students were also asked to provide
demographic data that included gender, age, year in medical school, region of origin for internationals,
race or ethnicity for domestic URMs and choice of specialty. International participants were also asked
about their plans to practice in their home countries and views about visa issues during residency
applications.
Results: 96 respondents were included in the analysis, 15 (15.7%) were international students and 81
(84.3%) were URMs. The most common specialty choices for internationals were surgery 6 (40.0%) and 3
(20.0%) internal medicine, and for domestic minorities were internal medicine 16 (20.5%) and pediatrics
16 (20.5%).
Among IMS, the top factors influencing career choice were having people you can relate to in that
specialty, patient interactions, academic career opportunities, future job opportunities in the US, ability to
obtain a residency position and ease of obtaining an employment visa. Among URM students, the top
influencing factors were personal reasons, clinical exposure, lifestyle and works hours after training; and
like IMS, patient interaction, having people you can relate to and feeling welcome in that specialty. IMS
valued financial rewards after training and prestige/specialty reputation as influential factors more
significantly positive than URMs (p = 0.021 and p = 0.020 respectively).
Both international and domestic minorities students generally perceived that their informal mentors were
more help with academic advice, career planning and professional development than their formal mentors
were. The total help that URMs perceive to get from informal mentors (19.74 ± 5.65), on all 6 items
ranked, was significantly more than from formal mentors (17.02 ± 6.35), p = 0.029. In ranking the
perceived quality of their most influential mentor IMS scored ‘mentors providing useful advice, resources
or support to help with unique issues’ significantly lower compared to URM students, p = 0.012.
Majority of IMS express interest in practicing at least part-time in their country of origin and plan to first
go back within 10 years of completing postgraduate training. 6 out of 13 (46.2%) IMS reported receiving
some form of advice about visa requirements for residency. Every international student that indicated they
are currently applying for residency reported they have discussed this topic with program directors during
their interview and felt that their immigration status would impact how they are ranked in the National
Residency Matching Program.
Conclusion: International students choose more competitive specialties and care more about financial
rewards and prestige when choosing a career compared with domestic minority medical schools.
Internationals are interested in practicing in their home country and they fear that visa requirements for
postgraduate training pose a barrier when applying for residency. These findings suggest that IMS choices,
influencers and plans are different from domestic URM students. Medical school administrator and
educators need to be aware of these differences in order to better address the specific needs of both
student communities especially when it comes to advising them about career aspirations and the residency
application process.
We also show that both IMS and URM generally perceive informal mentors to be more helpful with advising
and professional development. IMS perceive that mentors do poorly with providing them with advice,
resources and support for the unique challenges that they face as internationals. This suggest that formal
advisors and mentors might benefit from professional development about what international versus
domestic URM students perceive to be helpful to them so that formal mentorship programs become as
helpful to students as informal mentoring.
Details
Subject Medicine;
Educational administration;
Higher education;
Educational psychology;
Educational leadership;
Educational sociology;
Ethnic studies
Classification 0564: Medicine

0340: Educational sociology
0631: Ethnic studies
0514: Educational administration
0449: Educational leadership
0446: Higher Education Administration
Identifier / keyword Career interests; International medical students;

Mentorship Experiences;
Underrepresented minority students;
Professional development; Informal mentors
Title Career Interests and Mentorship Experiences of

International and Minority Medical Students in US Medical
Schools
Author Kuzomunhu, Lovemore Simbarashe
Number of pages 52
Degree date 2019
School code 0265

ISBN 9781085623520
Advisor Latimore, Darin; Herzog, Erica
University/institution Yale University
Department Yale School of Medicine
University location United States -- Connecticut
Degree M.D.
Language English

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document 7 of 68
Stress of Intercultural Communication and International

Student Participation in Student Organizations
Wise, A. (2019). Stress of intercultural communication and international student participation in student
organizations (13903537). Available from ProQuest Dissertations & Theses Global. (2290955511).
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Abstract
This study examined how international students experienced the stress of intercultural communication and
how their experience of this stress was influenced or shifted through participation in student clubs or
organizations. Semi-structured interviews were conducted with six international undergraduate students
enrolled in a mid-Atlantic regional university. Transcripts were analyzed using Interpretative
Phenomenological Analysis (IPA) to identify themes. The following major themes emerged: (a) evolution of
stress of intercultural communication over time, (b) communal vs. individual cultures, (c) participation in
cultural and non-cultural clubs, (d) students’ openness to intercultural relationships, (e) enhancers of
stress of intercultural communication, and (f) dedication to pursuit of soft skills. These findings were
considered in light of the extant literature and Mogil’s theory of empathy reducing stress as a framework
and suggest that while participants reported the stress of intercultural communication was never
completely overcome, participation in a combination of cultural and non-cultural clubs did strengthen their
ability and comfort in intercultural communication. Specifically, participants suggested that the cultural
clubs provided a foundation network with which to gain confidence in their communication skills, which
culminated in their joining non-cultural clubs and relating to and communicating with domestic students
more effectively. This suggests that international students benefit from the comfort of cultural clubs
combined with the challenge of interacting in non-cultural clubs to develop soft skills, including comfort in
intercultural communication.
Details
Subject Educational administration
Classification 0446: Higher Education Administration

Identifier / keyword Acculturation; Intercultural communication stress;
International student; Student organization
Title Stress of Intercultural Communication and International

Student Participation in Student Organizations
Author Wise, Anna-Theresa
Number of pages 138
Degree date 2019
School code 0160
ISBN 9781085704939
Advisor Hilton, Adriel
Committee member Faller, Gregory; Waters, Billye Sankofa
University/institution Northeastern University
Department School of Education
University location United States -- Massachusetts
Degree Ed.D.
Language English
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document 8 of 68
Academic Identity, Motivation, and Social Support of Asian

International Students in U.S. Higher Education
Cheon, N. (2019). Academic identity, motivation, and social support of asian international students in U.S.
higher education (13900803). Available from ProQuest Dissertations & Theses Global. (2290798037).
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Abstract
This study was grounded in situative theory and explored the academic identity, motivation for class
engagement, and social support of Asian international students, and the interaction of these variables in U.
S. higher education classrooms. The participants were seven Asian international undergraduate students
from China and South Korea. Qualitative data were collected from interviews, classroom observations, and
document analyses to provide in-depth descriptions of the participants’ perspectives about their academic
identity, motivation for class participation, and social support in and out of class. This comparative case
study illustrated how international students negotiate their academic roles, identities, and engagement,
and how their social support facilitates or limits these occurrences.
Three major findings emerged from the data. They were (1) contextual factors affecting motivations for
class participation; (2) academic identity conflicts; and (3) isolated social support networks. Pedagogy,
peer assistance, and classroom climate were identified as contextual factors that facilitate or limit
motivations for Asian international students to engage in class activities. The participants had to negotiate
conflicts between their prior cultural socialization and school practices in their home countries and those of
the host society (U.S.). The participants also had limited and isolated social support networks with U.S.
faculty and peers because their relationships did not go beyond the classroom. However, the findings
showed that the social support networks with co-nationals and other Asian international peers provided
emotional and informational support. Recommendations for future research and practices related to
educating students like the international participants in this study, and those from other countries also are
provided.
Details
Subject
Education;
Higher education;
Multicultural education
Classification 0515: Education

Identifier / keyword Academic identity; Asian international students;

Motivation for class participation; Social support
Title Academic Identity, Motivation, and Social Support of

Asian International Students in U.S. Higher Education
Author Cheon, Naeun
Number of pages 141
Degree date 2019
School code 0250
ISBN 9781088310601
Advisor Gay, Geneva
Committee member Nolen, Susan B.; Varghese, Manka
University/institution University of Washington
University location United States -- Washington
Degree Ph.D.
Language English

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document 9 of 68
Exploring the Role of Social Integration in Persistence of

Chinese Students at American Community Colleges
Yang, L. (2019). Exploring the role of social integration in persistence of chinese students at american
community colleges (13856942). Available from ProQuest Dissertations & Theses Global. (2288064964).
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Abstract
This study used Interpretative Phenomenological Analysis to explore the effect of Chinese students’ social
integration to persistence at American community colleges. Tinto’s theory of integration was utilized as the
framework to guide the research process. Data were collected through semi-structured interviews and
researcher memos. Participants included six students, two faculty members and two staff from a
community college in southern California.
Findings from this study supported previous research results demonstrating that Chinese students have
encountered a variety of challenges on social integration. This study also found that the social integration
of Chinese students who studied at community college campuses was academically-oriented. The form of
their social integration was often constructed in the context of study groups, classroom projects,
orientation activities, and conversations with faculty members.
Data from this study also found that Chinese students’ social integration had a positive impact on their
academic life, contributing to more classroom engagement, better relationships with faculty and American
students, higher grades, and more confidence and self-awareness. However, this study did not find a
strong effect of academically-oriented social integration on student persistence. The participants argued
that their persistence was primarily driven by Chinese culture and values, family influence and personal
motivation, and financial situation.
Recommendations included providing culturally relevant training for faculty and staff, providing resources
to support Chinese students’ social integration, and developing more academically-oriented activities and
program to entice Chinese students.
Details
Subject Educational administration;
Asian Americans;
Educational sociology;
Community college education;
Social psychology
Classification 0514: Educational administration

0343: Asian American Studies
0451: Social psychology
0275: Community college education
Identifier / keyword Chinese students’ social integration;

International education; Persistence;
Tinto’s Theory of Integration; California
Title Exploring the Role of Social Integration in Persistence of

Chinese Students at American Community Colleges
Author Yang, Lei
Number of pages 177
Degree date 2019
School code 0160
ISBN 9781085618144
Advisor Dean, Michael
Committee member Unger, Chris; Zhou, Lin
University/institution Northeastern University
Department School of Education

Degree Ed.D.
Language English

accountid=12557


document 10 of 68
Perceptions of Useful Teaching Methods and Activities: A

Comparative Study Between Faculty and International
Undergraduate Non-native English Speaking (NNES) Students
Everley, R. (2019). Perceptions of useful teaching methods and activities: A comparative study between
faculty and international undergraduate non-native english speaking (NNES) students (13807993).
Available from ProQuest Dissertations & Theses Global. (2287985121). Retrieved from https://search-
proquest-com.proxy-ms.researchport.umd.edu/docview/2287985121?accountid=12557
Find a copy

native+English+Speaking+%28NNES%29+Students&issn=&date=2019-01-
01&volume=&issue=&spage=&au=Everley%2C+Rebecca&isbn=9781085604598&jtitle=&btitle=&rft_id=info:
Abstract
This quantitative study surveyed both the faculty and international undergraduate non-native English
speaking (NNES) undergraduate students to see what they perceived as being useful to the students’
learning. This research was done at Kansas State University (K-State), which is Midwestern land grant
university. The research consisted of two surveys, one for faculty teaching undergraduate students and
one for international undergraduate NNES students. The survey instruments were created by the
researcher based on literature about teaching NNES students, first year college students, and student-
centered teaching practices. The survey asked the participants to choose how useful they perceived
different activities to be on a scale ranging from one (extremely useful) to five (not at all useful). The
survey items on the two surveys mirrored one another, so that the results could be compared.
The researcher collected and analyzed the data from the surveys. The data was first analyzed to find the
descriptive statistics for each data set. The mean for each of the six variables (the need for explicit
instruction, the prevention of plagiarism, the use of visual aids, the usefulness of in-class activities, the
usefulness of out-of-class activities, and the use of linguistic modifications) was calculated, as well as the
mean for each item. For all the variables, the student mean scores were lower than faculty mean scores,
indicating that the student participants perceived the survey items as more useful than faculty did.
Each item pair was analyzed using a t-tests to see if any item had a statistically significance difference,
using p < .05. There were 36 pairs and 24 pairs were found to be statistically significant.
Details
Subject
Higher education;
Foreign language learning;
Foreign language instruction;
English as a second language--ESL;
Instructional design
Classification 0441: English as a Second Language

0444: Foreign language education
0447: Instructional Design
Identifier / keyword College teaching; English as a second Language;

Foreign students in the U.S.; In-class activities;
Out-of-class activities; Need for explicit instruction;
Visual aids; Linguistic modifications
Title Perceptions of Useful Teaching Methods and Activities: A

Comparative Study Between Faculty and International
Undergraduate Non-native English Speaking (NNES)
Students
Author Everley, Rebecca
Number of pages 189
Degree date 2019
School code 0100
ISBN 9781085604598
Advisor Zacharakis, Jeffrey
Committee member Kang, Haijun; Murry, Kevin; Rubin, Lisa

University/institution Kansas State University
Department Department of Educational Leadership
University location United States -- Kansas
Degree Ph.D.
Language English

accountid=12557


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document 11 of 68
A Qualitative Study: International Students’ Experiences in

Online Classes. Their Challenges and Coping Strategies
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01-
01&volume=&issue=&spage=&au=Mansour%2C+Tahani&isbn=9781085678360&jtitle=&btitle=&rft_id=info:
Abstract
This qualitative phenomenological research study was conducted to understand international students’
experiences in online classes, challenges faced while taking online classes, and tools and strategies used to
overcome those challenges. Seven international students participated in this study, and the data collection
process included two individual face-to-face interviews for each participant. This study included some
recommendations for international and American students in online classes, online instructors, and
institutions. The recommendations were made by the participants of the study as well as the researcher to
help promote international students’ experiences in online classes.
Details
Subject Educational technology;

Higher education
Classification 0710: Educational technology

Identifier / keyword International students; Online classes;

Student experiences
Title A Qualitative Study: International Students’ Experiences

in Online Classes. Their Challenges and Coping Strategies
Author Mansour, Tahani
Number of pages 182
Degree date 2019
School code 0143

ISBN 9781085678360
Advisor Woodley, Xeturah; Parra, Julia
Committee member Rutledge, David; Guillaume, Rene
University/institution New Mexico State University
Department Curriculum and Instruction
University location United States -- New Mexico
Degree Ph.D.
Language English

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document 12 of 68
Acculturation of International Student In Hawai'i: Case of the

East-West Center
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West+Center&issn=&date=2019-01-
01&volume=&issue=&spage=&au=Kuo%2C+Tun+Jung&isbn=9781085640701&jtitle=&btitle=&rft_id=info:e
Abstract
In order to grow more experience in different culture, many of the college students choose to continue
their education abroad. The United States is known for its robust educational system. Moreover, there is
great cultural diversity in many of the educational institution in the United States. Hence, the international
students can not only be exposed to the US culture but also other different cultures.
The East-West Center has provided various programs to enhance students’ engagement in the local culture
in Hawaiʻi and meanwhile facilitate their communication with people from all around the world. This
qualitative research aims to examine international students’ behaviors, self-identity, attitude, cultural
awareness when they approach to different cultures within the East-West Center.
The results from the interviews and participant observation reveal the international students’ evaluation
and experiences in attending the activities in the East-West Center, which help us to know more about the
role of the East-West Center in their acculturation. Understanding what kind of resources do the
international students need can offer the East-West Center with multiple dimensions in assisting the
students to adjust to a new society.
Details
Subject Communication
Classification 0459: Communication
Identifier / keyword Acculturation; International student;

The East-West Center
Title Acculturation of International Student In Hawai'i: Case of
the East-West Center
Author Kuo, Tun Jung
Number of pages 100
Degree date 2019
School code 0085
ISBN 9781085640701
Advisor Kramer, Hanae
Committee member Kim, Ji Young; Neo, Rachel
University/institution University of Hawai'i at Manoa
Department Communication
University location United States -- Hawaii
Degree M.A.
Language English

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document 13 of 68
The Role of a Faith-Based Organization in Facilitating

Cultural Adjustment and Intercultural Sensitivity among
International and American Students on U.S. College
Campuses
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Based+Organization+in+Facilitating+Cultural+Adjustment+and+Intercultural+Sensitivity+among+Internatio
01-
01&volume=&issue=&spage=&au=Christian%2C+Glory&isbn=9781085672634&jtitle=&btitle=&rft_id=info:e
Abstract
Purpose and Method of Study: The purpose of this study was to explore the role of a faith-based
campus organization in facilitating the academic and cultural adjustment of international students through
its various services and in fostering interactions between the American and the international students. The
study also explored the effects of these interactions on American students. The quantitative descriptive
study surveyed undergraduate and graduate international students on the helpfulness of organizational
activities in their cultural and academic adjustment. Survey questions were adapted from the Sociocultural
Adaptation Scale. American students were surveyed on the contribution of organizational activities and
resulting relationships with internationals to their intercultural sensitivity using questions adapted from the
Intercultural Sensitivity Scale.
Findings and Conclusions: Nearly 70% of the international students indicated that participation in the
organization aided in their overall cultural and academic adjustment. They found the most help in the
areas of going to social gatherings, understanding cultural differences, and building friendships.
Participation in the organization was moderately helpful in academic matters. Ninety-seven percent of
American students indicated that intercultural friendships fostered by the organization had raised their
cultural sensitivity and awareness overall. These friendships contributed most strongly to their willingness
to engage with people from different cultures and their respect for cultural differences.
The campus activities of this faith-based organization helped break down barriers and obstacles to
friendship between international and American students. The activities of the organization benefit the host
institutions by facilitating the intercultural adjustment of participating international students and in
increasing the intercultural sensitivity of American students.
Details
Subject Educational leadership;

International relations
Classification 0449: Educational leadership

0601: International Relations
Identifier / keyword International students intercultural sensitivity faith based organizations
Title The Role of a Faith-Based Organization in Facilitating

Cultural Adjustment and Intercultural Sensitivity among
International and American Students on U.S. College
Campuses
Author Christian, Glory
Number of pages 120
Degree date 2019
School code 6026
ISBN 9781085672634
Advisor Hullinger, Hallett
Committee member Tapp, Sherri
University/institution Oral Roberts University
Department Educational Leadership
University location United States -- Oklahoma
Degree Ed.D.
Language English

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document 14 of 68
Lost or Found: Experiences of First-Year Chinese

International Students Who Are on Academic Probation after
Their First Semester
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Year+Chinese+International+Students+Who+Are+on+Academic+Probation+after+Their+First+Semester&is
01-
01&volume=&issue=&spage=&au=Mei%2C+Jianyang&isbn=9781085672559&jtitle=&btitle=&rft_id=info:eric
Abstract
In recent years, the number of Chinese international undergraduate students sharply increased in higher
education institutions in the U.S. Meanwhile, this student population experiences challenges in their
transition in U.S. colleges, and academic probation is one challenge that Chinese international
undergraduate students have. Being on academic probation has negative impacts on students’ persistence
and retention rates and 4,5,6-year graduation rates, and the increasing number and percentage of
Chinese international students also bring challenges to U.S. higher education institutions.
To explore the reasons for being on academic probation of Chinese international undergraduate students,
this research studied the experiences of the first-year Chinese international undergraduate students who
are on academic probation after their first semester in a Research I public university. This mix-method
study collected data of students’ educational records, survey, and interview, in order to explore the trends
among first-year Chinese international undergraduate students who are on academic probation after their
first semester, the correlations between their TOEFL, SAT, ACT scores and first semester GPAs, their
academic performance in each course they enrolled in their first semester, and how those students
perceived and made sense of being on academic probation.
The data analysis demonstrated that the most reasons for being on academic probation after their first
semester are in socio-emotional engagement, not in academic proficiency. The top 2 main reasons for
being on academic probation identified by interviewees are not taking their study seriously and not
studying (hard). Different from many studies about (Chinese) international students, the language barrier
was not identified as one top reason for being on academic probation by survey respondents and
interviewees. The main finding of this study is the goal of participants was to get an admission letter from
a U.S. college. Participants actually only prepared for the study abroad tests, such as TOEFL, SAT, and
ACT, and did not prepare for knowledge, skills, and abilities that are essential to survive and thrive in the
academic learning at U.S. colleges.
This study also found being on academic probation is actually an issue caused by the study abroad craze
that driven by policy and capital, and it needs the effort and input from Chinese international students,
Chinese parents, and U.S. higher education institutions in order to solve this problem. Therefore, this
study provided recommendations to Chinese international students and Chinese parents, as well as
faculty, staff, and administrators in U.S. colleges at the individual level, institutional level, and policy level,
in order to support the academic learning and transition of Chinese international undergraduate students.
Details
Subject College administration;

Asian Americans

Identifier / keyword Academic probation; Chinese international students
Title Lost or Found: Experiences of First-Year Chinese

International Students Who Are on Academic Probation
after Their First Semester
Author Mei, Jianyang
Number of pages 221
Degree date 2019
School code 0128
ISBN 9781085672559
Advisor Dirkx, John
Committee member Baldwin, Roger; Renn, Kris; Qin, Desiree
University/institution Michigan State University

Department Higher, Adult, and Lifelong Education - Doctor of
Philosophy
University location United States -- Michigan
Degree Ph.D.
Language English

accountid=12557


document 15 of 68
OPEN ACCESS
Evidence Model: Evaluate Complex Problem-solving

Competency from Process Data
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solving+Competency+from+Process+Data&issn=&date=2019-01-
01&volume=&issue=&spage=&au=Yang%2C+Zhitong&isbn=9781085651783&jtitle=&btitle=&rft_id=info:eri
Abstract
Computer-based assessments allow practitioners to collect rich process data by logging students’
interactions with assessment tasks. In addition to providing final responses to test questions, computer-
based assessments promise to furnish more evidence to support claims about what a student knows and
can do through logging process data in log files. However, because these rich log file data often contain
both useful information and noise, such as unpredictable actions or emerging behaviors, culling useful
information is a challenging task. Some data-driven approaches (such as educational data mining) have
recently been used to identify patterns in process data, but the identified patterns are often difficult to
interpret.
There is a crucial need to interpret process data based on cognitive theories to provide valid evidence for
claims made in large-scale summative assessments. Evidence-centered design (ECD; Mislevy, Almond, &
Lukas, 2004; Mislevy, Almond, Steinberg, & Lukas, 2006), a framework for educational assessment
development, advocates that evidence identification and interpretation should be linked to the
competencies/skills to be assessed and the design of a task used in an assessment. Guided by the ECD
framework, this study employs a theory-driven approach to analyze and interpret rich process data
generated from one interactive task used in the 2012 Programme for International Student Assessment
(PISA) complex problem-solving assessment.
To develop principles that can be used to identify evidence of complex problem-solving

competencies/skills, this study examined the interactive task structure and reviewed cognitive theories of
complex problem-solving, and based on which, a theory-based coding scheme was proposed. Based on the
coding scheme, process data were coded to identify specific behaviors that are relevant to the complex
problem-solving. An exploratory factor analysis revealed multi-dimensional cognitive abilities involved in
the complex problem-solving. Then, the 2012 PISA complex problem-solving scoring rubric was evaluated
in terms of whether there is evidence from process data to support it. Finally, the incremental
predictability of student competency/skill evaluations based on behavioral coding is examined. Specifically,
the study aimed to answer three research questions: (a) Can student process data generated from one
interactive task in the 2012 PISA complex problem-solving assessment reflect distinct cognitive
competencies/skills? (b) To what extent can evidence from process data support the ratings of student
performance evaluated based on their final responses on the PISA complex problem-solving assessment?
(c) To what extent do student groups sorted by a few behavioral indicators show different levels of
academic achievement on the 2012 PISA assessments of complex problem-solving, science, mathematics,
and reading? The results of the study showed that, based on a theory-based coding scheme, the process
data generated from the 2012 PISA complex problem-solving task can be meaningfully interpreted and
reflects distinct cognitive competencies/skills. In addition, this study found that process data provides
supporting evidence to the 2012 PISA scoring rubric. Furthermore, the study identified behavioral
indicators of targeted cognitive competencies/skills that differentiate student performance on complex
problem-solving and other academic assessments. The study demonstrates how a theory-driven approach
to evaluating student performance through process data could contribute to establishing an evidence
model for a complex problem-solving task.
Details
Subject Educational tests & measurements;

Educational technology
Classification 0288: Educational tests & measurements

0710: Educational technology
Identifier / keyword Complex problem solving; Computer-based assessment;

Evidence model; Large-scale assessment; log files;
Process data
Title Evidence Model: Evaluate Complex Problem-solving

Competency from Process Data
Author Yang, Zhitong
Number of pages 152
Degree date 2019
School code 0175

ISBN 9781085651783
Advisor Yoon, Susan A.
Committee member Baker, Ryan S.; Jia, Yue
University/institution University of Pennsylvania
Department Teaching, Learning and Curriculum
University location United States -- Pennsylvania
Degree Ed.D.
Language English

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document 16 of 68
Becoming a Culturally Relevant Feminist Teacher: An

Autoethnography of an Exchange Student
accountid=12557
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01-
01&volume=&issue=&spage=&au=Napitupulu%2C+Astri&isbn=9781085600699&jtitle=&btitle=&rft_id=info:
Abstract
This thesis recounts the journey of an exchange student at a public university in Central Illinois on
becoming a feminist teacher. By reflecting on her experiences as a Master’s student in the United States
and high school teacher in Indonesia, the author unpacks her journey on becoming a feminist teacher. The
author argues for the need of a feminist lens to understand the White supremacist heteropatriarchal
capitalist system that is also infused in United States educational system. Finally, this research contends
for a culturally relevant feminism as viable in her home institution in North Sumatra, Indonesia.
Details
Subject Educational philosophy;

Womens studies;
Developmental psychology;
Teacher education
Classification 0998: Education philosophy

0620: Developmental psychology
0530: Teacher education
0453: Womens studies
Identifier / keyword Autoethnography; Education; Exchange student;

Feminism; Indonesia; Teacher
Title Becoming a Culturally Relevant Feminist Teacher: An
Autoethnography of an Exchange Student
Author Napitupulu, Astri
Number of pages 73
Degree date 2019
School code 0092
ISBN 9781085600699
Advisor Lin, Miranda
Committee member Beucher, Becky; Diaz-Kozlowski, Tanya
University/institution Illinois State University
Department School of Teaching and Learning
University location United States -- Illinois
Degree M.S.
Language English

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document 17 of 68
The Preparedness of Teachers in the Midwest Lutheran Synod

to Teach English Language Learners: A Case Study in One
High School
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01-
01&volume=&issue=&spage=&au=Troge%2C+Benjamin&isbn=&jtitle=&btitle=&rft_id=info:eric/&rft_id=info
Abstract
The enrollment numbers of English language learners (ELLs) in U.S. high schools continue to grow. This
trend is not exclusive to public schools; many of the Midwest Lutheran Synod’s (MLS) high schools are
increasingly enrolling international students. As such, if preservice programs do not prepare teachers to
instruct this student population, individual schools must provide the in-service professional development in
ELL. The purpose of this qualitative case study was to gain an understanding of how a group of teachers at
one MLS high school that enrolls international students describe how well prepared they were to teach
their ELL student population. One research question guided this study: How do a select group of MLS
teachers describe how well they were prepared to teach ELL students in their in-service training at their
place of employment? The purposeful sample consisted of 10 teachers at one MLS high school who
graduated from Midwest Lutheran College and had been teaching at this high school for at least one year.
Data collection instruments included two rounds of face-to-face interviews and documents provided by the
participants or the school. The inductive analysis model was used to analyze the data collected from the
interviews and the interpretive analysis model was used to analyze the collected documents. The results
indicated the participants were displeased with their undergraduate ELL training but pleased with the
professional development provided at their school. However, teachers sought additional in-service
professional development that specifically addressed the technical pedagogy associated with instructing
ELL students.
Details
Subject Secondary education;

Religious education;
English as a second language--ESL
Classification 0533: Secondary education

0527: Religious education
0441: English as a Second Language
Identifier / keyword Cultural diversity; English language learners;

In-service training; Preservice training;
Professional development; School leadership
Title The Preparedness of Teachers in the Midwest Lutheran

Synod to Teach English Language Learners: A Case Study
in One High School
Author Troge, Benjamin
Number of pages 156
Degree date 2019
School code 1845
Advisor Kim, Edward
Committee member Cavanagh, Tom; Miller, Heather
University/institution Concordia University (Oregon)
University location United States -- Oregon
Degree Ed.D.
Language English


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document 18 of 68
Diversity and Inclusion: An Intersectional Analysis of the

Experiences of Muslim Students after the 2016 [U.S.]
Presidential Election
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01-
01&volume=&issue=&spage=&au=Baboolal%2C+Aneesa+A.&isbn=9781085610506&jtitle=&btitle=&rft_id=i
Abstract
After the events of September 11, 2001, Muslim people from diverse backgrounds experienced violence
and discrimination which altered both gendered and racialized Muslim identity in the US. This has
contributed to the societal reshaping of the Muslim experience, yet, more recently, the 2016 Presidential
Election and its aftermath has impacted various marginalized groups. Muslims have once again
encountered a hostile sociopolitical climate where they experience victimization through harassment,
biased hate speech, and violence in broader society.
While there have been some studies surrounding the experiences of Muslim students at American colleges
and universities in the years after 9/11, there remains a focus on specific types of students thus, largely
erasing the diversity of Muslims and their intersecting social identities. Among studies regarding Muslim
students, there remains a heavy focus on those from the Middle East, international students, and veiled
women thus, marginalizing domestic Muslim Americans across race/ethnicity, women who do not veil, and
non-Arab/South Asian Muslim populations.
This qualitative study examines the experiences of self-identified Muslim students attending a
predominantly white institution (PWI) and a historically black college/university (HBCU) in a Mid-Atlantic
state through in-depth interviews (n = 50) to capture a more comprehensive understanding of the
diversity of Muslim students’ experiences in the Trump Era. This study centers the perceptions of Muslim
students at specific intersecting identities (gender, race/ethnicity, citizenship/legal status, region of
national origin, as well as student status), to gain greater insight into how a diverse population of
marginalized religious minorities perceive issues surrounding Islamophobia, xenophobia, and anti-Black
racism given the changing sociopolitical climate of the US.
Findings indicate unique experiences within the Muslim student population linked to social identities
including gender and race/ethnicity, but also, between undergraduates and graduates, as well as
international, immigrant, and domestic students. This study additionally contributes to understanding
perceptions surrounding inclusive diversity for marginalized Muslim students, especially given the
compounded nature of Islamophobia, xenophobia, and anti-Black racism. In addition, the intersectional
nature of Islamophobia, exacerbated by social intolerance, has resulted in racially motivated harassment
of Muslim women via microaggressions on campus, as well as hostility, intimidation, and violence in public
spaces. Finally, this study proposes a theoretical model of Twice Racialized Intersectionality to examine the
unique experiences of multi-layered racism on doubly marginalized individuals, as well as under-studied
Muslim adjacent communities.
Details
Subject Religion;
Higher education;
Educational sociology
Classification 0318: Religion

Identifier / keyword Gender; Immigration; Race & ethnicity; Religion;

Students; Victimization
Title Diversity and Inclusion: An Intersectional Analysis of the

Experiences of Muslim Students after the 2016 [U.S.]
Presidential Election
Author Baboolal, Aneesa A.
Number of pages 301
Degree date 2019
School code 0060
ISBN 9781085610506
Advisor Leon, Chrysanthi S.

Committee member Miller, Susan L.; Rise, Eric; Barberet, Rosemary
University/institution University of Delaware
Department Sociology and Criminal Justice
University location United States -- Delaware
Degree Ph.D.
Language English

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document 19 of 68
Beyond Our Backyard: An Inquiry into International Alumni

Giving at the University of Kansas
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01-
01&volume=&issue=&spage=&au=Decker%2C+David+E.&isbn=9781085599573&jtitle=&btitle=&rft_id=info
Abstract
The purpose of this mixed method study was to explore the philanthropic giving behaviors of international
alumni to a state public university (University of Kansas) once they graduated from the university. The
primary data sample consists of degree holders from 2006 to 2015 who attended the University of Kansas
as an international student (international alumni). I distinguished giving behaviors between international
alumni living outside the United States and international alumni who reside in the United States
(international expatriates). Additionally, giving behaviors of international alumni and domestic alumni who
currently reside within the United States for the same time-period were explored for comparative
purposes. Lastly, a sample of eight international alumni donors were chosen for qualitative interviews
regarding their giving behavior and influences on their philanthropic decisions. Through data collection
from the university registrar, endowment association, alumni association, and personal donor interviews, I
explored the nature of international alumni giving and domestic alumni populations in order to better
understand their varied levels of philanthropic support.
Qualitative interview questions were designed to uncover answers and experiences that are difficult to
collect through analytical data tables, including: (1) what inspired the participant to give a gift to their
alma mater; (2) what did the experience of being a student at the university mean to the participant and
their decision to give a gift; and (3) how philanthropy is viewed in the participant’s country of residence.
The information gleaned from these interviews describe how these experiences and thoughts shape who
they are as a donor.
The quantitative portion of the study focused exclusively on giving behavior of the various alumni groups
over the ten-year period from 2006 to 2015. Data on biographical demographics, degree type, country of
origin, current residence and others were compiled to build a single data table for trend analysis. Patterns
emerged showing what countries donors come from and currently reside, in terms of both dollars
contributed and gift frequency. Trends provided aggregate data and information useful in understanding
the context and overall picture of international alumni giving.
The final step of this study utilized thematic analysis, exposing the similarities, patterns, trends and
discrepancies within the qualitative interviews and the quantitative data gathered. Themes emerged
around alumni giving domestically and from abroad, location, and gift frequency. The research resulted in
five findings. First, international alumni populations grew at a higher rate than domestic alumni
populations during the time period reviewed, with China replacing India as the top country of origin while
KU international student populations overall became more homogeneous with less diversity. Second,
comparing domestic alumni to international alumni- domestic alumni are more likely to give a gift, give
larger gift amounts, and give more frequently. While international alumni gift amounts and frequency are
more consistent with a smaller range. Third, former international students living in the U.S. (international
expatriates) are more likely to give a gift than domestic alumni. However, domestic alumni give larger
gifts and at a higher frequency than those of international origin living in the U.S. Fourth, international
alumni living in the U.S. (international expatriates) are more likely to give than international alumni living
abroad. However, international alumni living abroad give larger gifts. Lastly, the connection with a faculty
or staff member, positive student experience and family or cultural upbringing are notable factors that
influence the individual international alumni giving decision.
Details

Finance;
International relations

0508: Finance
Identifier / keyword Alumni; Fundraising; International
Title Beyond Our Backyard: An Inquiry into International

Alumni Giving at the University of Kansas
Author Decker, David E.
Number of pages 106
Degree date 2019
School code 0099

ISBN 9781085599573
Advisor Twombly, Susan B.
Committee member Wolf-Wendel, Lisa E.; Roney, Marlesa A.; Parker, Eugene
T.; Maletsky, Lorin
University/institution University of Kansas
Department Educational Leadership and Policy Studies
Degree Ed.D.
Language English

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document 20 of 68
A Study of International Student-Athlete Recruitment in

Intercollegiate Tennis
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Athlete+Recruitment+in+Intercollegiate+Tennis&issn=&date=2019-01-
01&volume=&issue=&spage=&au=Calkins%2C+Derreck+T.&isbn=9781085599306&jtitle=&btitle=&rft_id=in
Abstract
The purpose of this qualitative phenomenological study was to explore how coaches recruit international
students and how ISAs secure positions on men’s or women’s NCAA Division I tennis teams. Participants
were chosen based on their experience with recruiting ISAs or being recruited as an ISA. A
phenomenological framework was used to look at these questions and analyze the data that was produced
through semi-structured interviews. Participants were four NCAA Division I women’s tennis coaches, two
NCAA Division I men’s tennis coaches, one national tennis administrator, four NCAA Division I women’s
tennis players, and one NCAA Division I men’s tennis player. In this study, doing recruiting and being
recruited were viewed as two different but interrelated phenomena. Accordingly, I explored the
experiences of coaches and ISAs in order to understand where their experiences intersected or diverged.
Two major themes that expressed participants’ shared experiences as they relate to the separate yet
interconnected phenomena of doing recruiting and being recruiting were identified. These two major
themes were (a) the recruitment process and (b) the significance of an athletic scholarship. Within the first
major theme, the recruitment process, three sub-themes emerged. The three sub-themes were: (a) the
use of recruiting agencies; (b) the importance of word of mouth recruiting and referrals; and (c) the
significance of the Universal Tennis Rating System (UTR).
Details
Subject Educational leadership
Identifier / keyword Athletics; International; Recruitment; Sports;

Student athletes; Tennis
Title A Study of International Student-Athlete Recruitment in
Intercollegiate Tennis
Author Calkins, Derreck T.
Number of pages 133
Degree date 2019
School code 0139
ISBN 9781085599306
Advisor Coll, Kenneth
Committee member Hall, Todd; Johnson, David; Warren, Amber; Barone,

Diane
University/institution University of Nevada, Reno
Department Educational Leadership
University location United States -- Nevada
Degree Ph.D.
Language English

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Bibliography

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document 21 of 68
OPEN ACCESS
Cross-Cultural Experiences, and Perceptions: A Selected

Group of South Korean and Chinese Artists Who Received an
MFA Degree in the United States
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Cultural+Experiences%2C+and+Perceptions%3A+A+Selected+Group+of+South+Korean+and+Chinese+Art
01-
01&volume=&issue=&spage=&au=Koh%2C+Jinyoung&isbn=9781085588614&jtitle=&btitle=&rft_id=info:eri
Abstract
This narrative-based qualitative research investigated the distinct journeys of eight cross-cultural artists
(four artists from South Korea and four artists from China). Utilizing a variety of theoretical frameworks
surrounding cross-cultural research, this dissertation examined current discussions on cross-cultural
challenges and their implications in the field of art education. Methods of data collection focused primarily
on interviews and were examined through the lens of Bandura’s (1997) self-efficacy theory. Evaluating the
lived experiences of artists illuminated nuances in cross-cultural environments, specifically, how socio-
cultural transitions influenced their artwork and professional lives.
The findings of this research correlate with previous literature surrounding current challenges in the lives
of cross-cultural students. These challenges were discussed in the context of how art educators can best
confront issues that emerge in the classroom. The analysis and discussion presented in this thesis seeks to
provide insights into the experiences of cross-cultural artists, while highlighting the educational
implications for both artists and educators.
Details
Subject Art education;

Higher education;
Asian Americans
Classification 0273: Art education

Identifier / keyword Chinese art education;

Constructive-developmental framework;
Cross-cultural experiences; Self-efficacy theory;
South Korean and Chinese artists;
South Korean art education
Title
Cross-Cultural Experiences, and Perceptions: A Selected
Group of South Korean and Chinese Artists Who Received
an MFA Degree in the United States
Author Koh, Jinyoung
Number of pages 189
Degree date 2019
School code 0055
ISBN 9781085588614
Advisor Jochum, Richard
Committee member Burton, Judith; Yorks, Lyle
University/institution Teachers College, Columbia University
Department Arts and Humanities
University location United States -- New York
Degree Ed.D.
Language English

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document 22 of 68
Navigating Growing Awareness and Shifting Identities: The

Experiences of Saudi International Women Who Studied in the
United States
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01-
01&volume=&issue=&spage=&au=Abothneen%2C+Noura+Aloush&isbn=9781085595629&jtitle=&btitle=&rft
Abstract
As the number of international students studying in the United States increases, it is important to analyze
how specific subsets of international students understand their experiences in order to ensure student
success in specific populations. Both female students and Saudi students have individually been given very
little attention in the academic literature. Because of these intersecting identities, this research sought to
understand the lived experience of Saudi international women studying in the United States. Two theories
guided this project, critical race feminism and transformative learning theory. Eight Saudi women were
interviewed who lived in the U.S. for at least two years and who completed a degree at a university in the
United States and were, at the time of the interviews, again living in Saudi Arabia. Three in-depth,
qualitative interviews based in phenomenology per participant were conducted in order to gain the
necessary depth for a phenomenological analysis. The research sought to answer the following questions:
1) What are the lived experiences of Saudi international women in U.S. colleges and universities?
a) What social, cultural, and academic challenges have they faced?
b) What do they perceive as positive social, cultural, and academic experiences?
2) How do the educational experiences and knowledge gained from being an international student in the
United States influence how they view themselves?
The data were analyzed using Brookfield’s seven tasks of transformative learning theory (i.e., challenging
ideologies, contesting hegemony, unmasking power, overcoming alienation, learning liberation, reclaiming
reason, and practicing democracy) to look at the participants’ international study experiences based on
gender and race. I found that the participants were able to analyze their international study experiences
clearly through the lens of sexism but had much more difficulty doing the same based on race. Several
themes beyond Brookfield’s framework were identified, namely ambassadorship, isolation, hijab,
patriarchy, empowerment, and identity shifting. Due to these themes in conjunction with Brookfield’s
framework, I identify implications for practice as well as suggestions for future research.
Details
Subject Adult education;

Gender studies
Classification 0516: Adult education

0733: Gender studies
Identifier / keyword Critical race feminism; Transformative learning theory;

Saudi women
Title Navigating Growing Awareness and Shifting Identities:

The Experiences of Saudi International Women Who
Studied in the United States
Author Abothneen, Noura Aloush
Number of pages 165
Degree date 2019
School code 0154
ISBN 9781085595629
Advisor Bettez, Silvia C.
Committee member Ali, Omar H.; He, Ye; Lashley, Carl
University/institution The University of North Carolina at Greensboro
Department School of Education: Educational Leadership and Cultural

Foundations
University location United States -- North Carolina
Degree Ph.D.
Language English

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document 23 of 68
Host-National Friendship, Social Support, and Cultural

Adaptation: Exploring Experiences of International Students
in the U.S
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National+Friendship%2C+Social+Support%2C+and+Cultural+Adaptation%3A+Exploring+Experiences+of+In
01-
01&volume=&issue=&spage=&au=Tran%2C+Chau+Minh+Bao&isbn=9781085586276&jtitle=&btitle=&rft_id
Abstract
International students decide to study abroad to seek achievements in personal growth, intercultural
development, education, and career attainment. Along with these fruitful benefits international students
face a range of challenges such as language differences, cultural barriers, social disconnectedness, racial
discrimination, and academic pressure. These obstacles may negatively impact their mental health, life
satisfaction, and academic performances during study abroad. Social support is one of the most effective
factors that helps international students overcome these struggles. However, social support, specifically
peer support requires access to and the development of relationships with peers. As such, this study
investigates the process that international students access and develop friendship with host students to
receive social support. The study also examines the way that international students perceive provisions of
assistance from their host peers. Finally, the roles of peer support in helping international students adapt
to host culture are explored. This study reveals several practical implications, discusses limitations, and
provides suggestions for future research.
Details
Subject Communication;
Educational sociology
Classification 0459: Communication

Identifier / keyword Cultural adaptation; Host-national friendship;
International students; Peer support; Social support;
Study abroad
Title Host-National Friendship, Social Support, and Cultural

Adaptation: Exploring Experiences of International
Students in the U.S
Author Tran, Chau Minh Bao
Number of pages 157
Degree date 2019
School code 1417
ISBN 9781085586276
Advisor Rodriquez, Stephanie Rollie
Committee member Friley, Brooke
University/institution Texas A&M University - Corpus Christi
Department Communication
Degree M.A.
Language English


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document 24 of 68
A Study on International Cultural Sensitivity: How to

Eliminate Barriers of Chinese International Students at DAAP
to Access Better Mental Healthcare
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01-
01&volume=&issue=&spage=&au=Li%2C+Longwei&isbn=9781085658881&jtitle=&btitle=&rft_id=info:eric/&
Abstract
Chinese international students face high rates of professional mental health (MH) concerns, but they
demonstrate less help-seeking behaviors, such as seeking professional counseling. The underutilization of
MH resources presents a challenge to colleges and universities.
This study is aimed at assessing the perceptions and the barriers of international Chinese graduate
students that prevent them from accessing professional MH services at UC. The goal of this study is to
create a toolkit that addresses cultural sensitivity to help these students easily conduct self-directed MH
care at an early stage.
This study uses qualitative research methods to allow participants to extensively express their experiences
and perceptions of professional MH services. About 10 in-depth interviews were conducted with graduate
Chinese international students at UC, that included but not limited to the College of Design, Architecture,
Art, and Planning (DAAP) students.
Three significant barriers preventing Chinese graduate students from accessing MH services are lack of
mental health resources, concerns of privacy protection, and language interpretation. Additionally, limited
knowledge of self-directed care, lack regular treatment time due to busy academic schedules and a
shortage of culturally appropriate services pose further difficulties.
Details

Mental health;
School counseling
0347: Mental health
0519: School counseling
Identifier / keyword Chinese international students; Mental health service;

Counseling service; Help-seeking behavior;
Mental health application design; Academic performance
Title A Study on International Cultural Sensitivity: How to

Eliminate Barriers of Chinese International Students at
DAAP to Access Better Mental Healthcare
Author Li, Longwei
Number of pages 94
Degree date 2019
School code 0045
ISBN 9781085658881
Committee member Vogel, Craig, MID; Michaud, Gerald, MA; Wu, Danny T.
Y., PhD
University/institution University of Cincinnati
Department Design, Architecture, Art and Planning: Design
University location United States -- Ohio
Degree M.Des.
Language English


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document 25 of 68
The Role of Cultural Identity in Language Learning for

International Students in the United States
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01-
01&volume=&issue=&spage=&au=Peng%2C+Anqi&isbn=9781085650106&jtitle=&btitle=&rft_id=info:eric/&
Abstract
As the number of international students in the United States increases, more and more researchers show
interest in discovering how international students adapt to the local society and what factors influence this
process. Cultural identity and language, as two important factors in adaptation, can not be ignored. The
purpose of this study was to examine the role of cultural identity in language learning (including
motivation for language learning, language preference, and self-perceived language proficiency) for
international students in the United States, using a quantitative approach. The results showed that ethnic
identification was negatively related to self-perceived English proficiency, but that this relation was
mediated by extrinsic motivation in learning English. American identification was positively associated with
extrinsic motivation in English language learning, which was inconsistent with the hypothesis. American
identification was also positively associated with using English in daily life. Further study should reexamine
these results with potential applied implications for creating programs which can facilitate the success and
wellbeing of international students.
Details
Subject Educational psychology
Classification 0525: Educational psychology
Identifier / keyword Cultural identity; International students;

Language learning; Motivation
Title The Role of Cultural Identity in Language Learning for

International Students in the United States
Author Peng, Anqi
Number of pages 58
Degree date 2019
School code 0099
ISBN 9781085650106
Advisor Patterson, Meagan M.
Committee member Hansen, David M.; Reynolds, Matthew R.
Department Psychology & Research in Education
Degree M.S.Ed.
Language English

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document 26 of 68
Exploring the Identity Negotiation of East Asian Graduate

Teaching Assistants: A Case Study of Academic Identity, Social
Identity and Teacher Identity
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01-
01&volume=&issue=&spage=&au=Gao%2C+Junfu&isbn=9781085567145&jtitle=&btitle=&rft_id=info:eric/&
Abstract
The Council of Graduate Schools received 749,000 graduate applications by international students in Fall
2018.Though the Open Doors (2018) reported international graduate students at the US institutions
decreased by 2.1% from last year, the number of students studying at the graduate level remains high. To
any graduate students, receiving funding from the institution studied is crucial for their academic study. It
is difficult to secure funding for international graduate students than their domestic counterparts. Many
international graduate students choose to teach their native languages in US institutions. This dissertation
of case studies explores the experience that three East Asian international Graduate Teaching Assistants
(GTAs) encountered at a Midwestern teaching and research institution in the US The study exposed the
perceptions, difficulties and challenges, and future career choices that constructed the learning, social and
teaching experiences of these three East Asian international GTAs. Data were collected through in-depth
individual semi-structured interviews, informal chats, and the analysis of relevant documents. Essential
themes were generated on academic identity, social identity and teacher identity of the participants; the
challenges in each identity category were discussed, and implications were provided for graduate
programs.
Details
Subject Teacher education;

Higher education;
Asian Americans;
Educational psychology
Classification 0530: Teacher education
Identifier / keyword Academic identity; East Asian;

Graduate teaching assistants; Identity negotiation;
Social identity; Teacher identity
Title Exploring the Identity Negotiation of East Asian Graduate

Teaching Assistants: A Case Study of Academic Identity,
Social Identity and Teacher Identity
Author Gao, Junfu
Number of pages 189
Degree date 2019
School code 0099
ISBN 9781085567145
Advisor Hallman, Heidi
Committee member Gonzalez-Bueno, Manuela; Markham, Paul L; Li, Yan;

Jorgensen, Karen
Department Curriculum and Teaching
Degree Ph.D.
Language English

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document 27 of 68
Lived Experiences of International Graduate Students of Color

and Their Cultural Capital: A Critical Perspective
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12-01&volume=119&issue=10&spage=36&au=Sheehan-
Millang%2C+Delin&isbn=&jtitle=Country+Guide+Ontario&btitle=&rft_id=info:eric/&rft_id=info:doi/
Abstract
This study explored the acculturative experiences of international graduate students of Color. Current
literature on international students’ acculturative experiences is predominantly limited to students’
perceived inadequacies (e.g., language skills) and challenges (e.g., “passive presence”). Although
knowledge about these students’ challenges is valuable for counselors to provide effective interventions, a
preoccupation with limitations and challenges of this community deprives counselors of an opportunity to
offer an empowering space to further strengthen international students’ cultural assets and coping
strategies (e.g., strong familial and ethnic community affiliation and personality traits of resilience) in the
face of adversities. Perhaps this preoccupation partially explains why the utilization rate of campus
counseling services for international students remains at a dismal 2% (Nilsson, Berkel, Flores, & Lucas,
2004; Yi, Lin, Jenny, & Kishimoto, 2003). The Eurocentric narrative of international students as culturally
impoverished perpetuates an impression of deficiency, consequently perhaps limiting what college
counselors address with their international student clients, especially those who come from People of Color
communities. Given that international students constitute almost 14% of total enrollment in graduate
schools in the U.S., this study focused on the experiences of international graduate students of Color
through interviews analyzed using Interpretive Phenomenological Analysis (Smith, 1996, 2007, 2009).
Yosso’s (2005) theory of Community Cultural Wealth challenges the dominant interpretation of cultural
capital and highlights the diversity of cultural assets found in minoritized communities. A fit between the
study findings and Yosso’s (2005) was also explored as a secondary research question. Eight participants
were interviewed. A total of nine super-ordinate themes were identified: Acceptance and Interactions with
the American Society, Higher Education in the US, Adverse Mental Health Experiences, Home Country and
Influences, Acculturation, Coping Strategies, Campus Counseling Services, Familial Cohesiveness and
Growth and Self-Development. Participants identified a variety of mental health stressors and cultural
capitals to overcome the former. Implications for counselors and university officials are also offered to
further aid a more positive and social-justice oriented support for international graduate students on
American college campuses.
Details
Subject Mental health;

Counseling psychology
Classification 0347: Mental health

0603: Counseling Psychology
Identifier / keyword Critical race theory; International students;

Minority mental health
Title Lived Experiences of International Graduate Students of

Color and Their Cultural Capital: A Critical Perspective
Author Anandavalli, S.
Number of pages 223
Degree date 2019
School code 0154
ISBN 9781085578219
Advisor Borders, L. DiAnne
Committee member Cashwell, Craig; Villaverde, Leila; Kim, Kyung
University/institution The University of North Carolina at Greensboro
Department School of Education: Counseling and Educational

Development
University location United States -- North Carolina
Degree Ph.D.
Language English

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document 28 of 68
International Students in The U.S.: Beliefs About ESL/EFL

Contexts and The Effect on Fluency
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01-
01&volume=&issue=&spage=&au=Alnefaie%2C+Mashael+Abdullah&isbn=9781085560573&jtitle=&btitle=&r
Abstract
The purpose of this study was to investigate international learners’ beliefs about the development of their
oral fluency in English and how their social relationships with native speakers and educational experiences
in Study Abroad programs contributed to their verbal production. While several studies discuss the
advantages of Study Abroad programs and the development of reading and writing fluency, only a few
have explored oral fluency in ESL/EFL classrooms. This research was designed to examine international
students’ beliefs about how their learning experiences in the U.S. affected their speaking ability. The aim
was to understand how interactions with native speakers promoted comprehensible input and allowed
ESL/EFL learners to produce comprehensible output. Bakhtin’s dialogism and the situated learning theory
of Lave and Wenger are complementary frameworks, discussed, which show the importance of
participation within communities. Data were collected using qualitative methods, including semi-structured
interviews and classroom observations. Findings revealed that the use of technology in formal and informal
settings developed ESL and EFL students’ oral skills. Furthermore, ESL learners’ social interaction with
native speakers promoted cultural competence that lead to their accurate usage of the target language.
Details
Subject Curriculum development;

Foreign language learning;
Foreign language instruction;
English as a second language--ESL
Classification 0455: Multicultural Education

0444: Foreign language education
0727: Curriculum development
Identifier / keyword International learners; Social relationships;

Study Abroad programs; Speaking ability;
Interaction with native speakers
Title International Students in The U.S.: Beliefs About ESL/EFL

Contexts and The Effect on Fluency
Author Alnefaie, Mashael Abdullah
Number of pages 228
Degree date 2019
School code 0209
ISBN 9781085560573
Advisor Pultorak, Edward; Byfield, Lavern
Committee member McIntyre, Christina; McIntyre, John; Lakshmanan, Usha
University/institution Southern Illinois University at Carbondale
Department Curriculum and Instruction
Degree Ph.D.
Language English


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document 29 of 68
Understanding the Transition Experience of Students

Transferring from a Latin American International Branch
Campus to Its Us Main Campus
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01-
01&volume=&issue=&spage=&au=Anyfanti%2C+Alexandra&isbn=9781085582124&jtitle=&btitle=&rft_id=in
Abstract
Students are in constant transition as they move from one academic institution to another, from one
academic level to another, from one major to another, or from college to the world of the work (Killam &
Degges-White, 2017). While all of those stages of transition have been the focus of numerous studies, the
increasing diversity of student mobility requires additional attention to cover non-traditional or
international transitions. With a growing attention on the internationalization of education and cross-
border education, International Branch Campuses (IBCs) have expanded in number and significance. The
transition of students that transfer from a Latin American IBC to its US main campus offers the opportunity
to draw attention to a unique group of students. This study used a sequential mixed methods research
design in order to explore the transition experience of the students that transfer from a Latin American
IBC to its US main campus upon completing their sophomore year. Most feedback about their experience
so far has been anecdotal, and there has not been an empirical study to reveal how these students—
mostly international--experience the transition and how they handle the changes. Schlossberg’s (1981)
Transition Theory provides a relevant theoretical framework to delineate the transition from the
international branch campus to the main campus, and to capture the developmental stages that the
transfer students experience. The results of this study can have practical implications for the
administrators in both locations. Understanding this transition experience from the vantage point of the
students can pave the way for informed changes, additional support mechanisms, and tailored resources.
Details
Subject Educational leadership;

Community college education
0275: Community college education
Identifier / keyword International branch campus; Mixed methods;

Schlossberg; Student transition; Transition theory
Title Understanding the Transition Experience of Students

Transferring from a Latin American International Branch
Campus to Its Us Main Campus
Author Anyfanti, Alexandra
Number of pages 262
Degree date 2019
School code 0071
ISBN 9781085582124
Advisor Schrader, Linda B.
Committee member Schwartz, Robert A.; Jakubowski, Elizabeth M.; Iatarola,

Patrice; Park, Toby
University/institution The Florida State University
Department Educational Leadership & Policy Studies
University location United States -- Florida
Degree Ed.D.
Language English


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document 30 of 68
Internalized Homophobia of LGB Emerging Adults: Identity

Complexities and Mental Health
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01-
01&volume=&issue=&spage=&au=Newbury%2C+Emily+Christine&isbn=9781085581981&jtitle=&btitle=&rft
Abstract
Meyer’s (2003) minority stress model explores the relationship between the social stress of sexual
minorities and mental health. Internalized homophobia is linked to feelings of shame, guilt, and
worthlessness, and contributes to the development of mental health problems (Ramirez-Valles, Molina, &
Dirkes, 2013). The present study examined the relationship between internalized homophobia and mental
health in young adults who identify as LGB. Participants (N =130) were recruited from universities in
Connecticut and Georgia, as well as from the Amazon Mechanical Turk website. It was hypothesized that
higher levels of internalized homophobia would be related to higher levels of self-reported anxiety,
depression, and substance use. Pearson correlation analyses revealed significant moderate positive
correlations between internalized homophobia and depression, r = .565, p < .001, anxiety, r = .493, p <
.001, and substance use, r = .360, p < .001. Three one-way ANOVAs were performed to examine
differences on depression, anxiety, and substance use, respectively, for levels of internalized homophobia.
No significant differences were observed, although significance levels were narrowly missed for depression
and substance use. The study revealed important multiple regression findings for sociodemographics with
(a) depression scores decreasing for higher social class and increasing for international students, (b)
anxiety scores increasing for lack of family support and international students’ status, and (c) substance
use scores decreasing for international students status and higher social class. The implications of LGB
issues for social class and international student status are discussed with regard to recommendations for
multicultural psychology. The complexities of internalized homophobia, its process, and its clinical
assessment with LGB clients are also discussed.
Details
Subject Clinical psychology
Classification 0622: Clinical psychology

Identifier / keyword LGB; Minority stress; Internalized homophobia;
Mental health; Assessment
Title Internalized Homophobia of LGB Emerging Adults:

Identity Complexities and Mental Health
Author Newbury, Emily Christine
Number of pages 95
Degree date 2019
School code 1216
Source DAI-B 81/2(E), Dissertation Abstracts International
ISBN 9781085581981
Committee member Roysircar, Gargi, EdD; Lee-Barber, Jill, PhD; Jackson,

Shannon, PsyD
University/institution Antioch University
Department Antioch New England: Clinical Psychology
University location United States -- Ohio
Degree Psy.D.
Language English
Document URL
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Bibliography

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document 31 of 68
Exploring Chinese International Degree-Seeking Students’

Perceptions about Their Acculturation in the United States
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Seeking+Students%E2%80%99+Perceptions+about+Their+Acculturation+in+the+United+States&issn=&da
01-
01&volume=&issue=&spage=&au=Korousov%C3%A1%2C+Tereza&isbn=9781085573832&jtitle=&btitle=&rf
Abstract
Studying abroad is attractive for increasing numbers of Chinese students. The United States belongs
among the favorite destinations for Chinese students seeking to obtain a university degree. In past years,
China was the number one country of origin of all foreign students enrolled in U.S. tertiary education
institutions. This study is aimed at exploring Chinese degree-seeking international students’ perceptions
about their acculturation in the United States. This qualitative study was conducted at a faith-based
private university in South Texas. Eight Chinese international students participated in this research in
order to share the perceptions and experiences linked to their acculturation in their host destination. The
data was collected through personal interviews and follow up interviews. The data analysis, following the
six steps of Interpretative Phenomenological Analysis recommended by Smith, Flowers, and Larkin (2009),
revealed findings that enrich the field of acculturation and international higher education literature. Four
themes emerged during the data analysis: Cultural Assessment and Learning; Language Acquisition and
Learning; Academic and Social Support; and Individual Development. The findings of this study will help
interested audiences to better understand and learn about Chinese international students’ acculturation
process in the United States. Based on the findings, recommendations for practice were set, such as
evaluation and development of prev-arrival orientation for Chinese international students, focus on more
multi-cultural approach to advising and teaching, and emphasis on peer programs that would help to
increase interactions among Chinese, international and domestic students. Further, it was concluded that
more research studies need to be conducted, including studies focusing on finding best practices for pre-
arrival orientation, teachers’ levels of cultural competence and their skills to effectively teach in multi-
cultural classroom, and methods to encourage domestic and international students to interact closer
together.
Details

International relations;
Communication

0459: Communication
Identifier / keyword Acculturation; Chinese student; Internationalization;

International student
Title Exploring Chinese International Degree-Seeking
Students’ Perceptions about Their Acculturation in the
United States
Author Korousová, Tereza
Number of pages 158
Degree date 2019
School code 1391
ISBN 9781085573832
Advisor Ozturgut, Osman
Committee member Agnese, Louis J.; Watkins, Patricia A.
University/institution University of the Incarnate Word
Degree Ph.D.
Language English

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document 32 of 68
Muslim International Students in the U.S.: A

Phenomenological Inquiry Into the Experience of Identities
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01-
01&volume=&issue=&spage=&au=Anderson%2C+Donna+L.&isbn=9781392276662&jtitle=&btitle=&rft_id=i
Abstract
The number of Muslim international students in the U.S. has grown considerably in recent years, however
these students face unique challenges related to their religious, racial/ethnic, and gender identities. By
better understanding how Muslim international students experience their identities on U.S. campuses,
university practitioners can better meet the unique needs of Muslim international students and assist them
in succeeding and graduating. The purpose of this qualitative phenomenological study was to better
understand how Muslim international students experience their identities at four-year universities in the
Midwestern U.S. using Kim's (2012) International Student Identity (ISI) model as a guiding framework.
Specifically, the study explored how Muslim international students experience their religious, ethnic/racial,
and gender identities prior to coming to the U.S. and as students in the Midwestern U.S. This
phenomenological study included semi-structured interviews with ten students who attended four-year
institutions in the Midwestern U.S.
Significant findings in this study emerged from six themes and included: (1) difficulties in practicing
Islamic prayer in the Midwestern U.S., (2) Islam as a flexible religion, (3) racial construct as a new and
troubling concept, (4) male/female interactions on campus and in the classroom, (5) perceptions of veiling
in the Midwestern U.S., (6) stereotypes of Muslim international students based upon their national identity,
(7) fear of practicing Islamic prayer due to stereotypes of Muslims, (8) coping with acts of discrimination,
and (9) impact of Trump administration rhetoric and policies. Emergent themes in this study were viewed
through Kim's (2012) International Student Identity model.
Details
Subject Social psychology;

Higher education
Classification 0451: Social psychology
Identifier / keyword Psychology; Education; Identity;

International student identity model;
International students; Muslim; Phenomenology; Trump
Title Muslim International Students in the U.S.: A

Phenomenological Inquiry Into the Experience of
Identities
Author Anderson, Donna L.
Number of pages 152
Degree date 2019
School code 0053
ISBN 9781392276662
Advisor Kuk, Linda
Committee member Archie, Tiffenia; Muñoz, Susana; Tungate, Susan
University/institution Colorado State University
Department Education (School of )
University location United States -- Colorado
Degree Ph.D.
Language English


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document 33 of 68
Are We Globalized? Transformative Education and

Internationalization Within NASPAA Programs
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01-
01&volume=&issue=&spage=&au=Cheng%2C+Li&isbn=9781392299098&jtitle=&btitle=&rft_id=info:eric/&rf
Abstract
In a globalized world, curriculum internationalization is gradually becoming important to higher education
institutions. The importance of teaching and learning with a global perspective has been addressed in
public service education. In particular, the purpose of having a global perspective in public service
education is to broaden the knowledge, open the mind, and guide the future actions of public service
students. Transformative learning theory has been developed over the past three decades to study the
transformation of people’s perspectives and actions through learning experiences. The primary goal of this
study is to understand the efforts that American public service programs are making to involve
international perspectives in their education and to consider these efforts through the transformative
learning framework. The secondary goal of this study is to develop suggestions on what public service
programs can do to prepare their graduates in today’s globalized public service field.
Details
Subject Educational evaluation;

Public administration;
Higher education
Classification 0443: Educational evaluation

0617: Public administration
Identifier / keyword Social sciences; Education;

Curriculum internationalization; Global perspectives;
NASPAA programs; Public service;
Representative bureaucracy; Transformative learning
Title Are We Globalized? Transformative Education and

Internationalization Within NASPAA Programs
Author Cheng, Li
Number of pages 161
Degree date 2019
School code 0257
ISBN 9781392299098
Advisor Mingus, Matthew
Committee member Hoffmann, Susan; Li, Dean Ming; Mingus, Matthew
University/institution Western Michigan University
Department Public Affairs and Administration
University location United States -- Michigan
Degree Ph.D.
Language English
Document URL
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document 34 of 68
OPEN ACCESS
Advanced Writing for Asian Graduates in Canada and the

United States: A Qualitative Case Study
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01-
01&volume=&issue=&spage=&au=Andrews%2C+Dawn+Julie&isbn=9781392265536&jtitle=&btitle=&rft_id=
Abstract
The problem explored is the issue of Asian international students who arrive in Canada and the United
States and are unprepared for Western advanced essay writing practices. The location used for research
was a globally focused graduate program in an American university situated in Vancouver, Canada. The
participants were males and females that have received their undergraduate degree in one of the multiple
Asian countries. The collection of data included semi-structured interviews, participant's first graduate
essay, researcher observations/memberchecking and comparison to other scholarly research all governed
by the case study method. Data coding and the constant comparative method were used to identify
themes that underlie advanced writing challenges based on the Asian international student's perspective
from their bachelor studies. The findings show participants’ prior experience and knowledge of advanced
writing practice before attending graduate school and participant's advice for future students. The findings
provide higher education leaders and faculty with information to consider when addressing the curriculum
challenges of advanced writing for international Asian students. Nine recommendations for future research
have the potential to move the conversation beyond the individual deficit model to include social change
within the milieu of the international student's graduate experience of higher education in Canada and the
United States.
Details
Subject Higher Education Administration;

Higher education
Classification
0446: Higher Education Administration
Identifier / keyword Education; Asian advanced writing;

Educational leadership; Higher learning;
International graduate student; Master curriculum;
Writing core competencies
Title Advanced Writing for Asian Graduates in Canada and the

United States: A Qualitative Case Study
Author Andrews, Dawn Julie
Number of pages 207
Degree date 2019
School code 0850
ISBN 9781392265536
Advisor Berg, Gary
Committee member Smith, Donna; Wang, Victor C.X.
University/institution University of Phoenix
Department School of Advanced Studies
University location United States -- Arizona
Degree Ed.D.
Language English


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document 35 of 68
Perceptions of International Students in Poland Regarding

Flipped Classrooms
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01-
01&volume=&issue=&spage=&au=Sarli%2C+Mustafa+Alper&isbn=9781392265666&jtitle=&btitle=&rft_id=i
Abstract
Many international higher education students do not study in their native languages. Unlike their peers
who would only worry about the content of the course, they also struggle with the difficulties of the
language of instruction. Flipped classrooms, providing students with the learning materials prior to the
class, may assist in alleviating the academic burden and the language challenge the international students
are experiencing. The purpose of this study was to gain insight into how flipped classrooms may help
international students with course engagement and their adaptation processes. The conceptual framework
was Keller’s personalized system of instruction. The research questions in this basic qualitative study
focused on understanding the experiences of international students with the flipped classroom. Semi-
structured interviews were conducted with 12 international higher education students currently studying at
a Polish university in a flipped classroom format. Data from the interviews were coded, and the following
themes emerged during the analysis: international experience, flipped versus traditional, flipped classroom
experience, and engagement in flipped classes. Results indicated a high approval rate of flipped
classrooms among international students, and the PowerPoint presentations were the most preferred
learning material during self-study. Hence, faculty members at Polish universities should consider the
flipped classroom model to improve the learning experience for international students. Polish universities
would benefit from an international student population and allowing them to overcome the initial language
barriers and being successful will allow Poland access to potential employees with a global perspective.
Details
Subject Educational technology
Classification 0710: Educational technology
Identifier / keyword
Education; Blended; Flipped; International; Keller;
Poland; University
Title Perceptions of International Students in Poland Regarding

Flipped Classrooms
Author Sarli, Mustafa Alper
Number of pages 142
Degree date 2019
School code 0543
ISBN 9781392265666
Advisor Bauder, Deborah
Committee member Hedegard, Danielle; Rasmussen, Christopher
University/institution Walden University
University location United States -- Minnesota
Degree Ph.D.
Language English
Document URL
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document 36 of 68
Understanding Chinese International Undergraduate Students'

Experiences at the University of Missouri–St. Louis
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01-
01&volume=&issue=&spage=&au=Wang%2C+Yujia&isbn=9781392267356&jtitle=&btitle=&rft_id=info:eric/&
Abstract
This study examines the challenges and stressors Chinese international undergraduate students face while
attending the University of Missouri–St. Louis (UMSL) in relation to their study abroad experience. Surveys
were initially used to gather information and to gauge students’ familiarity and use of university support
services available to help with specific challenges and stressors. Follow-up interviews were conducted to
collect additional in-depth data. As consistent with the literature review, the study found that UMSL
students confronted language barriers, academic challenges, and cultural differences when transitioning to
UMSL’s academic culture and social environment. Additionally, financial stresses were exacerbated by
issues related to filial piety and U.S. policy requirements for international students. This dissertation offers
background information on the contexts of UMSL’s Chinese international undergraduates, in order to help
the host institution better recruit and retain its Chinese international student population.
Details
Subject Asian American Studies;

Multicultural Education;
Higher education
Classification 0343: Asian American Studies

Identifier / keyword Social sciences; Education; Challenges and stressors;

Chinese international students; University support
Title Understanding Chinese International Undergraduate
Students' Experiences at the University of Missouri–St.
Louis
Author Wang, Yujia
Number of pages 86
Degree date 2019
School code 0481
ISBN 9781392267356
Advisor Westhoff, Laura M.
Committee member Ding, Cody; Kyle, Jr., William C.; Saul, E.Wendy
University/institution University of Missouri - Saint Louis
University location United States -- Missouri
Degree Ed.D.
Language English

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document 37 of 68
Food Security and Dietary Acculturation among College

Students at Iowa State University
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01-
01&volume=&issue=&spage=&au=Hiller%2C+Molly+B.&isbn=9781392263372&jtitle=&btitle=&rft_id=info:e
Abstract
The food security status of college students has a lasting impact during and after their college career. The
level of food security has an impact on their diet and their ability to perform in class, and ultimately
shapes their eating habits for the rest of their adult life. The Dietary Guidelines from 2010 suggest
consuming at least five servings of fruits and vegetables (FV) per day, at least 20 grams of fiber per day,
and less than 30% of total daily calories from fat. International college students coming to the United
States to study are experiencing the same dietary changes as domestic students; however, they are also
undergoing various degrees of acculturation and adjustment to a new host country.
The goals of this research are to 1) determine the food security status of students at Iowa State University
(ISU); 2) assess the dietary intakes of these students, specifically the total fat, fruit, vegetable, and fiber
intakes of students at ISU; 3) determine the relationships between food security and dietary acculturation
for international students; and 4) assess association with dietary acculturation and dietary intakes of
international students.
The online survey responses indicate that many students are food insecure and would like to receive
information on where to go and who to talk to if they are having trouble accessing food. The majority of
students are not meeting the recommended FV or fiber intakes and are consuming a diet high in fat.
International students, who are less acculturated, are not consuming as much fat as their acculturated
peers but the majority of international students are not eating enough FV or fiber.
Future research should include developing ways to decrease food insecurity on college campuses while
providing healthy food options. In addition, new programs should be developed to help students facing
problems with food security, increase overall food access, and enhance food assistance to students on
college campuses.
Details
Subject Nutrition
Classification 0570: Nutrition
Identifier / keyword Health and environmental sciences; College students;

Dietary acculturation; Dietary intake; Food security;
International students
Title Food Security and Dietary Acculturation among College

Students at Iowa State University
Author Hiller, Molly B.
Number of pages 104
Degree date 2019
School code 0097
Source MAI 58/06M(E), Masters Abstracts International
ISBN 9781392263372
Advisor Winham, Donna M.
Committee member Bruna, Katherine R.; Greder, Kimberly A.; Shelley, Mack
C.
University/institution Iowa State University
Department Food Science and Human Nutrition
University location United States -- Iowa
Degree M.S.
Language English

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document 38 of 68
The Effects of Shared L1 and Connected Speech Processes on

Mandarin Chinese International Teaching Assistants'
Perceptions of Native and Nonnative Undergraduate Student
Questions Asked in Science Labs
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01-
01&volume=&issue=&spage=&au=Kwak%2C+Jennica+Y.&isbn=9781392242766&jtitle=&btitle=&rft_id=info
Abstract
U.S. higher education attracts many international graduate students—particularly those from China today
where many of them become international teaching assistants (ITAs) in science, technology, engineering,
and math (STEM) fields, which not only benefits the students, but also our country as a whole. However,
unfortunately, the issue of the ITAs' English proficiency, or what is known as “the ITA problem,” still
lingers in many U.S. higher education classrooms as well.
In order to tackle this issue, many studies have looked at ways to improve the ITAs’ spoken English
competency where different types of ITA programs and university-required ITA training oral courses and
tests were mandated. Most of the time, the focus was on the ITAs’ oral fluency, pronunciation, and
methods of teaching in an American cultural classroom. However, unlike lecture classes, science lab
settings often require more instances of direct exchanges of communication like question-and-answering
rather than instructors simply lecturing in front of a class.
Unlike many studies that looked at how well native English students understand their international
instructors, the purpose of this study was to see the reverse, or how well Chinese ITAs understand their
students’ utterances and questions. This study investigated two key factors:1) the effects of a shared
Mandarin L1 (L1 being an individual’s first or native language) background between the ITA and student,
and 2) the presence or absence of connected speech processes on the teaching assistants’ assessment of
students’ intelligibility and comprehensibility (intelligibility being a measure of the accuracy of a listener’s
transcription of a speaker’s utterance, and comprehensibility being the listener’s rating of the ease or
difficulty in understanding a speaker’s utterance).
30 teaching assistants (15 Chinese Mandarin L1 and 15 native English L1 instructors) were each asked to
perform two tasks: first, to test for the teaching assistants’ perceptions of student intelligibility, they were
each asked to watch and listen to a unique set of 24 questions—12 asked by native speakers and 12 by
nonnative speakers—and orthographically transcribe exactly what they heard; second, to test for the
teaching assistants’ perceptions of student comprehensibility, each teaching assistant was asked to rate
how difficult it was to understand the question on a Likert scale of 1 to 7.
According to the research results, overall, a Mandarin shared L1 was significantly correlated to both the
Chinese international teaching assistants and native English L1 teaching assistants’ perceptions of student
intelligibility and comprehensibility. For both the ITAs and native English-speaking TAs (NSTAs), Mandarin
speakers were most difficult to understand. However, for the ITAs, while the results showed the most
errors made in the ITAs’ transcriptions for Mandarin speech compared to English L1 and other nonnative
English speakers’ speech, their comprehensibility ratings for Mandarin speakers were higher than other
nonnative English speakers. In others words, Chinese ITAs believed it was more challenging to understand
other nonnative English speakers, such as Korean L1, Hindi L1, and Arabic L1 speakers, than Mandarin L1
speakers who had a shared L1 with the ITAs. With regards to the influence of connected speech processes
on the teaching assistants’ perceptions of student intelligibility and comprehensibility, connected speech
processes were also statistically significant for both Chinese ITAs and NSTAs.
Details
Subject Linguistics;
English as a Second Language;
Language
Classification 0290: Linguistics

0679: Language
Identifier / keyword Language, literature and linguistics; Education;

Mandarin Chinese international teaching assistants;
Native and nonnative undergraduate student;
Questions asked in science labs;
Shared L1 and connected speech processes
Title The Effects of Shared L1 and Connected Speech

Processes on Mandarin Chinese International Teaching
Assistants' Perceptions of Native and Nonnative
Undergraduate Student Questions Asked in Science Labs
Author Kwak, Jennica Y.
Number of pages 155

Degree date 2019
School code 0017
ISBN 9781392242766
Advisor Reed, Marnie
Committee member Cook, Samuel; O’Connor, Catherine O’Connor
University/institution Boston University
Degree Ed.D.
Language English

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document 39 of 68
An Analysis of the Intercultural Competence of International

Enrollment Specialists in the United States
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01-
01&volume=&issue=&spage=&au=Ramos%2C+Karen+A.&isbn=9781392217054&jtitle=&btitle=&rft_id=info
Abstract
This study is to inform the international enrollment management profession of the cultural competency
skills of professionals in the field who actively recruit international student to study at institutions of higher
education in the United States. Grounded in theory by Bennett’s (1986) Developmental Model for
Intercultural Competency, I employed the Intercultural Development Inventory (IDI) developed by
Hammer (2012) to measure the intercultural competence of 75 international enrollment professionals in
the United States. The IDI places respondents on a continuum of five progressive worldview orientations
ranging from Denial to Adaptation on the Intercultural Development Continuum (IDC). After completing
the IDI, five individuals representative of each worldview orientation completed a follow-up qualitative
interview. The mean developmental score of the population was within Minimization. Between 80.1 and
95.3% of the sample overestimated their level of intercultural competence.
Details
Subject Higher Education Administration;

Higher education

Identifier / keyword Education; Admissions; Intercultural competence;

Intercultural development continuum;
Intercultural development inventory;
Intercultural sensitivity; International enrollment
Title An Analysis of the Intercultural Competence of

International Enrollment Specialists in the United States
Author Ramos, Karen A.
Number of pages 208
Degree date 2019
School code 1259
ISBN 9781392217054
Advisor Votruba, James
Committee member Huss, John; Weller, Jon
University/institution Northern Kentucky University
Department Education Leadership
University location United States -- Kentucky
Degree Ed.D.
Language English
Document URL
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document 40 of 68
The Effects of Service-learning on the Adjustment of

International Psychology Graduate Students in Psychology
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learning+on+the+Adjustment+of+International+Psychology+Graduate+Students+in+Psychology&issn=&dat
01-
01&volume=&issue=&spage=&au=Samson%2C+Kristal&isbn=9781392241493&jtitle=&btitle=&rft_id=info:e
Abstract
The existing literature has much to offer regarding the adjustment issues of international students. English
proficiency and social support appear to be the biggest factors affecting the social, academic, and cultural
adjustment of international students. Psychology graduate programs can exacerbate these challenges due
to strenuous workload, smaller class sizes, and greater social engagement and clinical application of
course material. Through service-learning activities, international students can interact with students or
volunteers with diverse interests, engage in and become more familiar with their community, participate in
cross-cultural interactions, and provide varied ways of learning and applying course material. The goal of
this research was to learn more about the effects of community engagement through community service
or service learning on social, cultural, and academic adjustment in international psychology graduate
students through qualitative analysis of participants’ experiences. Participants in this study were
international students currently enrolled in master’s or doctoral psychology programs, in on-ground
campuses in the United States who had participated in volunteer or community service work. Through
qualitative narrative semi-structured interviews, five themes were found across the participants’ interviews
in relation to their academic, social, cultural adjustment, and community service experiences. Participants
identified academic and social barriers to adjustment and ways in which volunteer participation assisted in
overcoming challenges. All participants indicated volunteer work was helpful to aspects of their adjustment
which suggests integration of volunteer work into graduate programs may be beneficial for international
students as well as increased engagement and support from peer mentors and instructors.
Details
Subject International Relations;

Clinical psychology;
Higher education
Classification 0601: International Relations

0622: Clinical psychology
Identifier / keyword Social sciences; Psychology; Education; Acculturation;

Graduate school; International graduate students;
International psychology; Service-learning
Title The Effects of Service-learning on the Adjustment of

International Psychology Graduate Students in
Psychology
Author Samson, Kristal
Number of pages 101
Degree date 2019
School code 0971
Source DAI-B 80/11(E), Dissertation Abstracts International
ISBN 9781392241493
Advisor Benson-Florez, Gregory
Committee member Machizawa, Sayaka
University/institution The Chicago School of Professional Psychology
Department Clinical Psychology: Neuropsychology Concentration
Degree Psy.D.
Language English

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Bibliography

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Dissertations Related To International Students Published in 2019, 120 Pages

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A Comparison of First-Year Undergraduate and Graduate

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A combination of ninety-five undergraduate (n = 40) and graduate (n = 55) first-year international

Subject Higher education;

Classification 0745: Higher education

Identifier / keyword Acculturative stress; College adjustment;

Title A Comparison of First-Year Undergraduate and Graduate

Author Oyeniyi, Odunola Funmilayo

Number of pages 145

Publication year 2019

Degree date 2019

School code 1417

Source DAI-A 81/3(E), Dissertation Abstracts International

Place of publication Ann Arbor

Country of publication United States

Advisor Smith, Robert L.; Watson, Joshua C.

University/institution Texas A&M University - Corpus Christi

Department Counselor Education Program

University location United States -- Texas

Source type Dissertations & Theses

Document type Dissertation/Thesis

Dissertation/thesis number 22583221

ProQuest document ID 2294062376

Document URL https://search-proquest-com.proxy-

Copyright Database copyright ProQuest LLC; ProQuest does not

Database ProQuest Dissertations & Theses Global

Reverse Acculturative Stress among Saudi Students Returning

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Subject Educational psychology

Identifier / keyword Acculturative stress; Reverse cultural shock; Saudi Arabia

Title Reverse Acculturative Stress among Saudi Students

Author Alkhalaf, Khulud

Number of pages 118

Publication year 2019

Degree date 2019

School code 0088

Source DAI-A 81/3(E), Dissertation Abstracts International

Place of publication Ann Arbor

Country of publication United States

Advisor Elbedour, Salman; Rodriguez, Cristobal

University/institution Howard University

University location United States -- District of Columbia

Source type Dissertations & Theses

Document type Dissertation/Thesis

Dissertation/thesis number 13902224

ProQuest document ID 2292188719

Copyright Database copyright ProQuest LLC; ProQuest does not

Database ProQuest Dissertations & Theses Global

Longitudinal and Cross-Country Measurement Invariance of

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Classification 0288: Educational tests & measurements

Identifier / keyword Home possessions scale;

Title Longitudinal and Cross-Country Measurement Invariance

Author Lee, Selene Sunmin

Number of pages 136

Publication year 2019

Degree date 2019

School code 0175

Source DAI-A 81/2(E), Dissertation Abstracts International

Place of publication Ann Arbor

Country of publication United States