Chinese international graduate students at Canadian universities: language barriers, cultural identities and perceived problems of engagement

Abstract

ABSTRACT This study investigates the socio-cultural experiences of Chinese international graduate students in a Canadian university. Specifically, this research explores the multiple challenges of their engagement in and out of the classroom as it relates to their language and culture. Qualitative data was collected by interviewing students and staff at the university. The findings show that Chinese international graduate students’ experiences as passive learners and reduced engagement were disadvantaged in Canadian university classrooms. This is because active engagement is preferred in the Western-dominant ideology of student engagement in Canadian graduate schools. Implications from this study suggest that faculty and staff should deconstruct the Western dominant ways of the understanding of student engagement by empowering inclusivity and diversity of multiple languages and cultural identities. The study also provides some practical suggestions for the Chinese international graduate student population to better engage in Canadian graduate institutions and for educators and practitioners to better support Chinese international students in Canadian post-secondary schools.