Understanding Chinese students in a Global Context

Nowadays, more and more Chinese students choose to study in American higher education institutions. According to Open Doors, the number of Chinese students enrolled at American colleges jumped 23% between 2010 and 2011, to 194,029, which is 25% of the total number of international students enrolled at American colleges. Along with that increase various challenges arise. The need to address global-centered settings becomes more and more urgent in American higher education. American universities set up curriculum and co-curriculum based on the assumption that every student has some certain knowledge or skills, which are usually lacking in the case of international students. Future research need to be done on how to help institutions become global-centered instead of American-centered. Few research studies addressed this question based on the cultural dimension of Chinese students as a group. This study followed that line to explore what Chinese students think their greatest struggles are in American higher education; why Chinese students act differently than other college students; and what constitutes success for a Chinese student? Utilizing a qualitative approach, this research focused on Chinese students enrolled in the University of Dayton to understand Chinese students based on their own expectation, personal consideration, academic consideration and cultural consideration. This poster provides a better understanding of Chinese students by connecting with their cultural background and recognizing the major challenges that Chinese students face. Presenting goals and challenges to local and foreign students, the poster may assist administrators who currently work with Chinese students and provide insights to faculty members to create a global centered curriculum.https://ecommons.udayton.edu/stander_posters/1372/thumbnail.jp