Exploring the role of social integration in persistence of Chinese students at American community colleges

Abstract

This study used Interpretative Phenomenological Analysis to explore the effect of Chinese students' social integration to persistence at American community colleges. Tinto's theory of integration was utilized as the framework to guide the research process. Data were collected through semi-structured interviews and researcher memos. Participants included six students, two faculty members and two staff from a community college in southern California. Findings from this study supported previous research results demonstrating that Chinese students have encountered a variety of challenges on social integration. This study also found that the social integration of Chinese students who studied at community college campuses was academically-oriented. The form of their social integration was often constructed in the context of study groups, classroom projects, orientation activities, and conversations with faculty members. Data from this study also found that Chinese students' social integration had a positive impact on their academic life, contributing to more classroom engagement, better relationships with faculty and American students, higher grades, and more confidence and self-awareness. However, this study did not find a strong effect of academically-oriented social integration on student persistence. The participants argued that their persistence was primarily driven by Chinese culture and values, family influence and personal motivation, and financial situation. Recommendations included providing culturally relevant training for faculty and staff, providing resources to support Chinese students' social integration, and developing more academically-oriented activities and program to entice Chinese students. Key words: Chinese students' social integration, persistence, Tinto's Theory of Integration, international education