Chinese International Students in the U.S. Higher Education: Underserved & Marginalized
Saved in:
| Title: | Chinese International Students in the U.S. Higher Education: Underserved & Marginalized |
|---|---|
| Language: | English |
| Authors: | Hongyan Wang, Cheng Chang, Ying Li |
| Source: | International Education Studies. 2025 18(1):56-66. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Foreign Students, College Students, Student Experience, Barriers, Well Being, Student Needs, English (Second Language), Language Proficiency, Cultural Differences, Racism, Mental Health, Educational Practices |
| Geographic Terms: | United States, China |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | Chinese international students have consistently constituted the largest international student body in the United States (U.S.) higher education for decades. Due to their prominence in U.S. higher education institutions, it is imperative to closely examine their lived experiences. Existing empirical research demonstrates that plenty of Chinese international students are underserved, coping with issues such as culture shock, linguistic barriers, educational disparities, racial discrimination, and mental health concerns. This systematic literature review aims to: 1) Explore whether Chinese international students face challenges in the U.S. higher education; 2) Categorize the challenges (if present) encountered by Chinese international students in the U.S. higher education; 3) Provide recommendations to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to better support the well-being of Chinese international students in the U.S. higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462079 |
| Database: | ERIC |
| Abstract: | Chinese international students have consistently constituted the largest international student body in the United States (U.S.) higher education for decades. Due to their prominence in U.S. higher education institutions, it is imperative to closely examine their lived experiences. Existing empirical research demonstrates that plenty of Chinese international students are underserved, coping with issues such as culture shock, linguistic barriers, educational disparities, racial discrimination, and mental health concerns. This systematic literature review aims to: 1) Explore whether Chinese international students face challenges in the U.S. higher education; 2) Categorize the challenges (if present) encountered by Chinese international students in the U.S. higher education; 3) Provide recommendations to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to better support the well-being of Chinese international students in the U.S. higher education. |
|---|---|
| ISSN: | 1913-9020 1913-9039 |
