Academic Acculturation of International Doctoral Students in the U.S.: A Qualitative Inquiry

Abstract

The aim of this phenomenological inquiry is to explore the academic acculturation experiences of international kinesiology professionals during their doctoral programs in higher education institutions in the U.S. Purposive sampling technique was used which include six study participants. The data collected from a demographic questionnaire and a focused interview. Using acculturation theory as a conceptual framework, the subjects' academic acculturation as former international PhD students were described. There are three subthemes: (1) graduate program and requirements, (2) the academic environment of graduate program, and (3) professional development for a career in kinesiology. Findings are discussed in light of academic acculturation with a focus on assimilation (proactive adaptation in a new environment), and integration (flexibly to embrace the life experiences, learning experiences, and current experiences of the students in a new context). Particularly, findings examine how international kinesiology professionals perceived their doctoral degree experiences and sustained academic acculturation, pertaining to research and professional development at their programs. Exploring the academic acculturation of international PhD students is crucial for diversity awareness in higher education in the U.S. Often described as a minority with a narrower status, these international students undergoing academic acculturation should be assisted with aligning to their contextual frames, in terms of degree level and its characteristics in their field of study.