Abstract
The purpose of this study was to explore Chinese international college students’ lived experiences during the initial COVID-19 quarantine period in the United States. Using a descriptive phenomenological psychological method, data were gathered from 14 international students and visiting scholars from China using individual and focus group interviews. Four transformed meaning units that formed the structural base of the phenomenal experience were identified as Safety Concerns, The Salience of the English Language, Intersectionality of Policies and Complex Decision Making, and Unexpected Support and Benefits. Implications for policy making and support for international students’ learning in the U.S. higher education institutions and future research recommendations are included.
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