Keywords

grounded theory, cultural differences, international students

Abstract

Many teachers of international students in the United States are challenged to address cultural differences in a classroom. International students often experience psychological, physical and cultural stress when they study abroad, due mainly to unfamiliar environments and a diverse culture. The question this study asks is: Are there any strategies that can be used to benefit these students? This grounded theory study will examine a purposefully-selected group of subjects from China and Taiwan who are currently studying at a large metropolitan university in the Southeastern United States. After data collection and analysis procedure, I hoped there are some things valued for international student who just arrived at the new environment and provides the reference to those students and college with the similar situation as UCF all over the world.

Notes

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Graduation Date

2009

Advisor

Sivo, Stephen

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0002680

URL

http://purl.fcla.edu/fcla/etd/CFE0002680

Language

English

Release Date

September 2009

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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