Abstract
In recent years, there has been an increase in Chinese international students attending American universities. Chinese international students in American higher education represent the largest group of international students from a single country. However, research and media reports have documented that Chinese students in America are now facing a variety of difficulties in their education in America. In this regard, this study aims to track Chinese international student progress and further identify supports that may increase their academic success at American universities and colleges. Informed by the voices and experiences of participants, the findings from the study demonstrate that the Chinese international students who are currently attending American higher education are facing difficulties in language proficiency, emotional issues, and American pedagogy. Based on the findings, the author has provided recommendations to increase Chinese international students’ academic success in American institutions of higher education.
Highlights
Chinese students have been coming to the United States since Nixon’s visit to China in increasing numbers (Chu 2004)
The two-phase study first gathered the perspectives of Chinese international students attending an American institution of higher education and asked principal of Chinese international high schools who prepare students explicitly for international higher educations to explain how the difficulties identified through the student interviews have been or could be addressed
Findings from this study, as well as past research, suggest the need for additional studies to track Chinese international student progress and further identify supports that may increase their academic success at American universities and colleges
Summary
Chinese students have been coming to the United States since Nixon’s visit to China in increasing numbers (Chu 2004). Seven years after President Nixon visited China and three decades after the founding of the People’s Republic, the United States and the People’s Republic of China announced diplomatic relations on January 1, 1979 (Chu 2004). From 2000 to 2012, there has been an increase in Chinese international students attending American universities (Ruiz 2014). That trend is consistent with the booming Chinese economy, which allows more and more Chinese families to save enough money to send their children to America for an education (Ruiz 2014). In 2013, international students contributed approximately $21.8 billion in tuition and $12.8 billion in other expenditures to the American economy (Ruiz 2013).
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