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
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
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)
STARS Citation
Tsai, Ming-Che, "An Account Of How Chinese Graduate Students In The United States View The Full Span Of Their Educational Experiences: A Grounded" (2009). Electronic Theses and Dissertations. 3872.
https://stars.library.ucf.edu/etd/3872