Date of Award
Doctor of Education (EdD)
School of Education
This study applied a mixed-methods, social-justice approach to explore how Chinese international students interpret their success and/or challenges influenced by their Chinese forms of community cultural wealth in their academic learning at a predominately White Catholic university in the Midwest of the United States for over one year. I adopted a transformative paradigm to guide my study. Since the reviewed theoretical frameworks solely failed to form a profound comprehension of how Chineseness influenced Chinese international college students, I analyzed essential components of socio-cultural and critical race theories and created China as Method as the framework to guide my study.
This design featured a qualitative-prioritized explanatory sequential design, starting with a quantitative-dominated survey. Using snowball sampling, I recruited ten volunteers who participated in the first-phase data collection. I analyzed the collected data and further modified sub-research questions and interview protocols. In the second phase, I conducted one-on-one interviews with the same ten participants, followed by at least one-round member check with each participant. I analyzed both quantitative and qualitative data to capture how my participants navigated their Chineseness within a cross-cultural, linguistic, and educational context. Further, I summarized their understanding, observation, and justifications of U.S. faculty members’ (non-)compliance with culturally responsive practices. Integrating mixed-methods analysis, I provided insights to detail how this mixed-methods, social-justice design provided a more nuanced understanding of the role cultural variables influence cultural normalization and operation in students’ academic learning.
Finally, I located places where my research findings echoed prior studies. I reflected on and provided alternative explanations to contracting research findings. Based on those reflections, I presented my two critical findings. The first critical finding called for new directions to reframe culturally responsive teaching practices from a practitioner-friendly approach. The second one provided a multilayered approach to relook at Chinese international students’ utilization of their Chineseness and U.S. faculty members’ normalization of cultural differences. I discussed unexpected findings which challenged my prior assumptions. Based on the multilayered approach, I presented implications for Chinese international students to employ their Chineseness in their navigation within the U.S. higher education system, at individual, interpersonal, and intrapersonal levels. I generalized implications for faculty members in better accommodating CICSs and a broader range of culturally, linguistically, and ethnically diverse students with a practitioner-friendly culturally responsive framework, followed by department policy reform and institutional change.
Guo, Wenjin, "A Transformative Framework to Investigate the Influences of Chineseness on Chinese International Students’ Learning Experiences on U.S. College Campuses" (2022). Dissertations. 3996.
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