Improving Sociocultural Adaptation of First-Year Chinese International Undergraduate Students: Peer Mentorship and Intercultural Engagement
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| Title: | Improving Sociocultural Adaptation of First-Year Chinese International Undergraduate Students: Peer Mentorship and Intercultural Engagement |
|---|---|
| Language: | English |
| Authors: | Lan Ma (ORCID |
| Source: | Journal of International Students. 2026 16(4):55-80. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Adjustment (to Environment), Sociocultural Patterns, College Freshmen, Foreign Students, Peer Relationship, Mentors, Intercultural Communication, Private Colleges, Research Universities, Foreign Countries, Undergraduate Students, Pilot Projects, Student Experience, Student Attitudes, Intercultural Programs |
| Geographic Terms: | China, United States |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This action research explored ways to enhance the sociocultural adaptation of first-year Chinese international undergraduates at a private research university in the midwestern U.S. through peer mentorship and intercultural engagement. Cycle 1 of the study identified social and cultural challenges, such as forming intercultural relationships, leading to a heavy reliance on conational networks for adjustment and adaptation. In response, Cycle 2 introduced a four-part pilot program: the Chinese Student Mentorship Program, the Academic Peer Mentorship Program, the International Ambassadors Program, and the Residential Community Engagement Program. Using the Revised Sociocultural Adaptation Scale (SCAS-R), a post-program survey, and semistructured interviews, the study revealed improved SCAS-R scores and confirmed the effectiveness of peer mentorship and residential engagement in supporting daily life, academic transitions, and social connections. The study provided empirical evidence that diverse social networks enhance sociocultural adaptation and identified effective solutions for Chinese international students that may benefit peers from other international backgrounds. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502343 |
| Database: | ERIC |
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