"自我塑造"

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2024-04-21 DOI:10.32674/jis.v14i3.6036

Ting Huang, Shadeed Khan

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引用次数: 0

摘要

有关留学生融入西方校园的研究往往发现，与男生相比，女生在适应新文化方面可能会遇到更多困难（Contreras-Aguirre & Gonzalez，2017；Manese 等人，1988；Mallinckrodt & Leong，1992）。很少有研究者深入研究中国女留学生能提供什么。本研究采用现象学研究框架，以批判性和解释性视角进行详细访谈，探讨了一群中国女留学生在美国学习期间如何进行自我塑造。在中国女留学生的故事中，我们发现了三大主题：她们的 "自我塑造 "帮助她们（1）更好地驾驭美国的制度；（2）巧妙地融入新的美国社会；（3）适应性地创造更真实的个人身份。本研究的最后讨论了本研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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“Self-Fashioning”

Research on international students' integration into Western campuses tends to find that female international students may experience more difficulty in adjusting to new cultures than their male counterparts (Contreras-Aguirre & Gonzalez, 2017; Manese et al., 1988; Mallinckrodt & Leong, 1992). Few researchers have delved into what female Chinese international students have to offer. Using a phenomenological study frame and a critical and interpretative lens to conduct detailed interviews, this study explored how a group of Chinese female international students self-fashioned during these experiences navigating the U.S. study. Three major themes emerged in our female Chinese international students’ stories: their “self-fashioning” helps them (1) sophistically navigate the U.S. system better, (2) tactically fit into the new U.S. society, and (3) adaptively create more genuine personal identities. Implications were discussed at the end of this study.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.