(A) study on the intercultural adaptation of Chinese graduate students in Korea

장뢰생 Graduate School, Yonsei University 2014 국내박사

This study aims to verify the intercultural adaptation status and to find out the variables which significantly affect Chinese graduate students’ intercultural adaptation. It supposes that sociocultural, psychological, and academic adaptation consist of the variable of intercultural adaptation. This study also assumes that Chinese graduate students’ intercultural adaptation would be associated with the language proficiency, stress coping ways, social support, institutional support, and students’ individual background characteristics.On the base of these assumptions, a predicative research model was developed and a self-reported online survey was conducted. Total of 498 Chinese graduate students participated in this survey and 440 of them were selected and analyzed finally. T-test, analysis of variance (ANOVA) and multiple regression analysis were employed to find out the variables significantly affect Chinese graduate students’ intercultural adaptation.Major findings are as follows:First, Chinese graduate students’ intercultural adaptation status was higher than the average level, but the respective status of intercultural adaptation including ‘sociocultural adaptation’, ‘psychological adaptation’ and ‘academic adaptation’ were different. ‘Sociocultural adaptation’ was found generally higher than ‘academic adaptation’ and ‘psychological adaptation’ for most of Chinese graduate students; ‘psychological adaptation’ was reported lowest among these three dimensions.Second, significant group differences of intercultural adaptation were found on Chinese graduate students’ individual background variables. ‘Language usually use in study and daily life’ and ‘financial support’ was found as influential variables which made group differences in Chinese graduate students’ intercultural adaptation among all variables,. There were significant group differences on sociocultural adaptation between students who mainly use Korean and those use English. Those students who received financial supports showed higher adaptation status than which haven’t on psychological adaptation and academic adaptation.Third, Chinese graduate students’ intercultural adaptation status was found being associated with various kinds of variables, e.g., language proficiency, social support, stress coping ways, length of residence in Korea, aid received from universities and so on. Sociocultural adaptation had associations with language proficiency, family support, and friends’ support, and support from significant others, stress coping, and administrative support on campus. Among the total variance of sociocultural adaptation, 58.8% could be explained by the language proficiency, stress-coping, social support, institutional supports and individual background characteristics. Next, friends’ support, emotional coping, academic support on campus, and language proficiency were found to be associated with psychological adaptation. For the total variance of psychological adaptation, 44.2% could be explained by the emotional coping, friends’ support, academic support and service on campus, and language proficiency. Lastly, task-oriented coping, emotional coping, language proficiency, academic support and service in universities had associations with academic adaptation. Among the total variance of the academic adaptation, 56.6% could be explained by the emotional coping, task-oriented coping, language proficiency, academic support and service on campus.On the basis of these main findings mentioned above, some implications and recommendations were put forward for government, institutions, and international students from different aspects. This study strongly emphasis the importance of language proficiency, scholarship, students’ support or aid services, intercultural understanding programs, international students’ retaining policies also need to be improved. It may provide insights to explain and predict ways for promoting international students’ intercultural adaptation, and to improve the policies to assure the higher education quality and sustainable development.

An Exploration of Graduate Student Mental Health: Faculty Advisors, Mental Health, and Social Media

Krause-Klein, Liesl Anne Purdue University ProQuest Dissertations & Theses 2022 해외박사(DDOD)

Graduate students are a critical part of academia and the academic environment. However, literature suggests that graduate students, as a community, are also experiencing concerns with mental well-being. Increasingly stressful life situations and academic rigor as well as a culture of celebrating overwork and the stress of academia, have been linked as contributors toward mental distress and a general decline in well-being for graduate students. One of the biggest factors in determining the success and well-being of graduate students is their faculty adviser. A supportive adviser that is well matched to a student's interests and working style can likely lead to the graduate students being more likely to graduate, to have increased scholarly output, and to find a job after graduation. It stands, then, that faculty advisers may also have an effect on the mental well-being of their students. However, there is currently a lack of information about how students match with the mentoring and management styles of their advisors as well as how they may find surrogate support systems, such as social media, to persevere during their graduate program or what support gaps they might fill with online communities. Therefore this study explored the needs of graduate students, how graduate students may turn to online communities as an means of support, and how faculty advisors can be better matched with graduate students to help guide them toward success in graduate school. The resulting knowledge from this study can provide insights for developing enhanced methods for 1) matching students and advisors based on management and mentoring styles, 2) understanding the evolution of graduate students needs over time, and 3) establishing more thoughtful admission metrics/processes for graduate schools. In addition, an investigation into social media platforms can help us better understand how graduate students use social media for support during their studies as well as identify some common graduate student challenges and helpful strategies to mitigate these challenges. Ultimately, establishing this knowledge can be one step toward generating a more supportive and collaborative academic community which can in turn support the well-being of graduate studentsAccording to the results of this study, the data suggests that graduate students are experiencing stress resulting from differences in the styles of management and mentoring between them and their faculty advisors. This stress can be linked to the pressures placed upon them related to scholarly output without clearly defined objectives for them. Student participants also indicated that they doubted the quality of their graduate work and had the feeling they were not moving forward. Some common challenges described by students via social media posts were linked to the limited guidance and/or mentorship received. In regard to turning to social media for support, it seems as though graduate students tend to use social media platforms to either share negative experiences that they faced or milestones achieved within their graduate programs. The findings suggest that the graduate students may use social media without expecting or receiving feedback on how to handle any challenges posted. In addition, graduate student survey participants also indicated that their advisors used primarily a "coaching" style, indicating a low level of advisor involvement, with a high level of student involvement.

Challenges of Graduate Studies and Mental Health of International Students in South Korea

Neugebauer, Justyna 고려대학교 대학원 2023 국내석사

It has been found that the mental health of international graduate students, who are Global Korea Scholarship awardees , is poor. The results of this study suggest that the 190 participating students experienced higher-than-normal levels of depression and anxiety. Depression and anxiety were more prevalent in women. In particular, graduate students have experienced the greatest difficulties with coursework, followed by administrative work, due to language and cultural differences and discrepancies in the education system between their native country and Korea. Relatively, they do not feel that the relationship with the advisor is challenging. Unlike undergraduate education, graduate school education has many rules and customs that have not been standardized, and it involves many complex tasks, such as thesis writing. Consequently, international graduate students experience various difficulties with coursework standards in Korea. The workload becomes stressful and harms their mental health. In order for international students to successfully adapt to a Korean academic environment and obtain a degree, universities must provide mentors to international students, provide information and counselling services in multiple languages, provide international students with classes that will help them understand Korean culture, and offer multicultural education modules for Korean students. Diversity education should be implemented, and an environment in which the two groups of students can interact intimately should be prepared. In addition, since advisors guide international students in the field, active efforts should be made to motivate them to do so sincerely and effectively, reward them for their efforts, and provide them with opportunities to absorb and practise effective mentorship. 한국 정부의 장학금을 받고 국내 대학원에서 수학하는 외국인 유학생들의 정신 건강은 좋지 않은 것으로 밝혀졌다. 국내 대학원에서 수학하는 190명의 외국인 유학생들의 우울감과 불안감을 조사한 결과 이들은 보통 수준 이상의 우울감과 불안감을 느끼는 것으로 밝혀졌다. 그리고 여학생들이 남학생들보다 우울감과 불안감이 높은 것으로 나타났다. 특히, 대학원생들은 교과과정(coursework)과 관련해서 특별히 어려움을 겪고, 행정업무에서도 언어와 문화차이, 모국과 한국의 교육체계의 차이로 인해 어려움을 겪는다. 상대적으로 지도교수와의 관계는 특별히 어렵다고 느끼지 않는다. 대학원 교육은 학부 교육과 달리 표준화되어 있지 않고, 명문화되어 있지 않은 많은 규칙과 관습이 있고, 특히 논문 작성과 같이 어려운 과제가 있어서 외국인 대학원 유학생들이 교과과정에서 힘들어 한다. 이것이 스트레스가 되어 정신건강을 낮추는 부정적 효과를 갖는다. 외국인 유학생들이 한국 대학에서 성공적으로 적응하고 학위를 취득하기 위해서는 대학교가 외국인 유학생들에게 멘토를 제공하고, 다국어로 정보제공과 상담 서비스를 제공하고, 외국인 유학생에게는 한국문화 이해교육을, 내국인 학생에게는 문화다양성 교육을 시행하고, 두 집단의 학생들이 친밀하게 교류할 수 있는 환경을 마련해야 한다. 아울러 지도교수는 현장에서 외국인 유학생을 지도하는 역할을 하기 때문에 성실하고 효과적으로 외국인 유학생을 지도하도록 동기부여를 하고, 그들의 노력에 대한 보상을 하고, 효과적인 멘토십을 학습하고 훈련하는 기회를 제공하는 적극적인 노력을 해야 한다.

The Illusion of Power: Graduate Student Senates

Ayestas Hernandez, Jessy C ProQuest Dissertations & Theses University of Kans 2022 해외박사(DDOD)

The purpose of this multiple case study was to explore graduate student senates in higher education institutions to have a better understanding of their history, role, functions, power, influence, and effectiveness in addressing the needs of graduate students. The theoretical framework for this study draws on concepts from political science and public administration for the analysis of the data. Multiple sources of data were collected from three research institutions within a division I athletic conference. The major findings of the study were that graduate student senates (1) remain dependent on the overarching student government for funding and influence; (2) play important advocacy roles for their constituents, but seemingly have relatively little power at their institution; (3) require a shift in the culture of the institution to be empowered; (4) need to consider that a one-year term is not enough for their presidents and vice-presidents, as they have a steep learning curve; and (5) are immersed in a vicious cycle, where lack of representation leads to ineffective communication, which in turn leads to a lack of representation. Based on these findings, I suggest that graduate student senates be advised by the Graduate College; incoming officers be trained by outgoing officers in the graduate student senate; a three-year model for the presidency be implemented; institutional leadership create spaces for graduate students to participate in shared governance of the institution; and that each higher education institution establishes a university governance office to support faculty, staff, and student governments. Future research could focus on how higher education institutions view graduate students and their role in shared governance; the relation between the robustness/power of the Graduate College and the need for graduate student senates; the impact of student fee management on the levels of power and influence for graduate student senates; a comparison of graduate student senates and other forms of graduate governance; among others.

Examining Mental Illness Biases among Psychology, Social Work, and Mental Health Counseling Graduate Students

Trigani, Benjamin J ProQuest Dissertations & Theses William James Coll 2020 해외박사(DDOD)

In the United States, individuals with mental illnesses are subjected to significant social stigma as a consequence of prevalent and intractable biases about mental health conditions. Mental health stigma is associated with many challenges including educational, occupational, financial and interpersonal problems due to discriminatory and marginalizing experiences. In the mental health field, there is limited examination of the presence of mental health biases among psychology, social work, and mental health counseling graduate students. Given their provision of mental health services to individuals with mental health conditions, graduate students’ unexamined negative biases and attitudes may have a profoundly negative impact on the care they provide to vulnerable patients. Therefore, the current study examined implicit and explicit mental health biases and/or attitudes among graduate students in the mental health field. It was hypothesized that (1) individuals in a doctoral training program would have lower levels of implicit negative mental health biases/attitudes when compared to individuals in a masters training program; (2) individuals with more exposure to mental illness, whether professional or personal, will have lower negative explicit biases/attitudes towards mental illness compared individuals with less exposure; and (3) graduate students’ negative implicit attitudes about mental illnesses be associated with negative explicit attitudes about mental illnesses. Study results demonstrated that individuals in doctoral level programs had lower levels of negative implicit attitudes compared to individuals in masters’ level programs. In addition, students who had more exposure to mental illness, either personally or professionally had less negative explicit mental health biases. Finally, there was a direct relationship between implicit and explicit attitudes; individuals who had lower negative explicit attitudes had lower negative implicit attitudes towards mental illness. Degree being pursued did not serve as a moderator for this relationship. The current study highlights that, in general, mental health graduate students do not appear to hold high levels of negative implicit or explicit biases about mental illness and individuals who suffer from mental health conditions. Furthermore, although graduate students in the current study did not manifest concerning levels of negative mental health biases, the study results demonstrated a slight association, which suggest a belief that mentally ill individuals are more dangerous than physically ill individuals. Therefore, mental health graduate programs should continue to increase students’ awareness of these issues and their potential impact on the ways they practice, as well as provide a safe space for students to explore their own attitudes and find ways to challenge negative beliefs. Finally, while graduate students appear more compassionate and respectful of individuals with mental illness, societal attitudes remain problematic. Therefore, mental health graduate students and professionals may play a significant role in to reducing wide-spread social stigma directed towards mental health illnesses by educating the public and advocating politically and socially for individuals with mental health conditions.

Translingual Socialization in the Disciplines: A Case Study of Mediation and Disposition Shaping the Academic Literacy Practices of International Graduate Students

Rabbi, Shakil Sarforaz ProQuest Dissertations & Theses The Pennsylvania S 2017 해외박사(DDOD)

Graduate student socialization is an important part of a university’s mission. Research on how writing shapes this process is needed. This study contributes to knowledge of academic literacy practices socializing students in their disciplines through a social practice perspective. Specifically I focus on aspects of the social in this study of academic literacies and international graduate student socialization by looking at literacy mediators and translingual dispositions. How are the academic genres and literacy practices of international graduate students being shaped by social elements in the socialization process? How are their literacy practices mediating and being mediated by interactions and mentorship in this process? How are students’ translingual dispositions to communication shaping their literacy practices? What, in fact, are students learning – e.g. strategies, outcomes, and genre knowledge – through these literacy practices? This dissertation answers these questions using a naturalistic ethnographic study of literacy mediators and translingual dispositions shaping the literacy practices of article writing, conferences presentations, and grant writing of two international graduate students. It demonstrates that academic writing competence is a function of a network of mediators and mentors, and therefore graduate students’ academic literacies ought to be recognized as “network activities.” It also highlights the affordances of a holistic socialization process that draws from the translingual dispositions students bring with them. I show that participation in non-academic activities empowers the international graduate students to negotiate between their own attitudes to literacies and disciplinary specialization. It simultaneously acculturates them to a broader US social context and elicits continued investment into socialization activities, developing both general and academic English literacy and language competencies. Consequently, I argue for explicitly incorporating out of classroom writing support into graduate education programs, and developing a graduate curriculum that encourages collaborative and functional approaches to academic communication. .

The Experiences of Black and Latinx Graduate Students in STEM: A Critical Race Perspective

Campos, Nancy State University of New York at Buffalo ProQuest D 2020 해외박사(DDOD)

Students of color pursuing STEM undergraduate degrees show higher aspirations to continue on to graduate school, but are less likely to do so than their counterparts. As students move on from undergraduate to graduate education, racial disparities become more pronounced with less students of color found at both the master’s and Ph.D. levels. Previous work focuses on the perceived deficits of students, rather than on the systemic racism embedded in STEM that leads to the exclusion of Black, Indigenous and people of color (BIPOC). To get a better understanding of how racism affects the experiences and pathways of students of color in STEM, I conducted in-depth interviews and a focus group with 31 Black and Latinx students in STEM master’s and Ph.D. programs. Using critical race theory, socialization theory, and an anti-deficit framework, findings showed that: 1. Black and Latinx students benefit greatly from support programs geared to STEM students of color because they provide alternative ways for students to access the resources, opportunities and networks that help students build strong science identities and affirm their social identities leading them to enroll in graduate school; 2. Stereotype threat is exacerbated by Black and Latinx students’ experiences with racist and sexist microaggressions in graduate school from faculty and peers, and students respond by resisting assimilation into the dominant STEM culture and creating counter-narratives to negative stereotypes while continuing to affirm their racial and ethnic identities; 3. The ideology of universalism in STEM promotes colorblindness that erases the experiences of Black and Latinx students and creates tension in departments, leaving students with a lack of peer support and a heavier reliance on faculty for successful socialization into the STEM academic community. Overall, this research study adds to the conversation on STEM education and diversity in STEM, and offers a different perspective that refocuses attention on structural changes that benefit aspiring scientists and engineers from historically underrepresented backgrounds.

Chinese Graduate Students' English Learning Strategies : 중국 학생들의 영어 학습 전략

이일수 배재대학교 대학원 2013 국내석사

As learning strategies are considered to be one of the most important factors influencing second or foreign language learning, it has drawn second language researchers’ attention. Researchers have identified that successful second language learners employ a list of language learning strategies. If this is the case, it can be assumed that less successful learners may benefit from applying strategies employed by successful learners in their own learning. Given this assumption, this study explores the types and frequency of English learning strategies employed by Chinese graduate students. The data were collected by a modified version of Oxford’s (1990) Strategy Inventory for Language Learning (SILL) for ESL/EFL students. The revised SILL consists of 43 questions. The participants were 184 Chinese graduate students studying a university in China. The results revealed that although the Chinese graduate students used all six types of language learning strategies, the overall frequency of strategy use was medium (M=3.12). It was also found that the Chinese graduate students used compensation strategies most frequently, with a mean score of 3.36, and memory strategies least frequently, with a mean score of 2.90. The ranking in the frequency of use of strategies was as follows: (1) compensation strategies (3.36), (2) meta-cognitive strategies (3.24), (3) social strategies (3.19), (4) cognitive strategies (3.09), (5) affective strategies (2.91), and (6) memory strategies (2.90). These results provide both Chinese graduate students and their English teachers with some useful information that can facilitate their language learning and teaching. To become more successful language learners, learners should use language learning strategies more frequently. Teachers also should teach language learners how to use language learning strategies that successful language learners employ, but they did not use, and encourage them to employ the effective strategies frequently. Key Words: Language Learning Strategies, Chinese Graduate Students, Strategy Inventory for Language Learning (SILL), Second/ Foreign Language Learning

The Graduate Student Experience: The Parents' Perspective

Marquez, Amanda ProQuest Dissertations & Theses Alliant Internatio 2021 해외박사(DDOD)

This study sought to determine and explore differences in the experience of psychology graduate student-parents and non-parents with an emphasis on the graduate student-parent perspective. A total of five hypotheses were examined among the psychology graduate student participants. The first four hypotheses aimed at determining if there was a difference in the overall graduate student experience as measured by program climate, stress, perceived social support and resilience among non-parent and parent graduate students. The fifth hypothesis aimed to explore the potential relationship of variables of the graduate student experience with parenting satisfaction of those graduate student-parent participants. Overall, results indicated that there was no statistical difference in the graduate student experience between parent and non-parent graduate students. In examining the relationships between all variables of the graduate student experience amongst the graduate student participants of this study, the results indicated that better graduate program climate was associated with lower stress levels, more reports of perceived social support and higher reports of resilience. Additionally, higher levels of stress were associated with less perceived social support and less reported resilience; however, higher reports of resilience was associated with higher reports of perceived social support. Lastly, in regard to the relationship of parenting satisfaction and graduate student experience results indicated that among graduate student-parents parenting satisfaction was associated with better graduate program climate, higher reports of resilience and lower reports of stress.

한국 대학원의 아프리카 국제 학생들의 생활 경험 탐구

킹슬리 한국교원대학교 대학원 2023 국내석사

Since there is a growing interest in the internalization of higher education in many universities worldwide, it is imperative to understand how students live through this experience in their pursuit of education. Among the many students travelling from different parts of the world to South Korea for graduate education, African students form the minority. This qualitative study explores African international students lived experiences in graduate education in South Korea in a phenomenological manner. Twelve participants were purposively sampled from different universities, at diverse higher education levels, and in other parts of the African continent. The participants described their thematic experiences in relation to distinct lived worlds, including their space, time, self, relations, and technology. Also, the findings indicate that international students contribute immensely to graduate education through the diversity of perspectives they bring to academic learning, research, and multicultural exposure. Nonetheless, students face transitional challenges in their academics and social life. The challenge of learning and using the Korean language within the limited duration of studies can limit the full realization of one's experience as an international graduate student. The perspectives identified in this study could guide university faculty members, the student affairs department, language learning centres, Korean students, and alumni bodies in supporting international students.