Overcoming academic challenges: The experiences of mainland Chinese graduate students at an American university

This work is an in-depth exploration of the cultural differences underlying seven academic challenges that 12 international graduate students from the People's Republic of China experienced while attending an American university, as well as the strategies they used to overcome these difficulties. Previous to this study, little in-depth research had been completed concerning the cultural underpinnings that are the basis for the academic struggles of international graduate students nor had research focused on the perspectives of the students themselves. This study captured the students' descriptions and insights in detail.; Using qualitative research methods, multiple and in-depth interviews were conducted. The study participants were at the master's or doctoral level in their graduate studies and were majoring in the physical sciences or social sciences at an American research university in the Midwest. The research participants identified 7 academic challenges that they faced as international students: (a) improving one's spoken English, (b) speaking up in class, (c) asking questions in class, (d) engaging in critical discussion, (e) writing research-based papers, (f) relating to one's advisor, and (g) adjusting to a new academic environment.; Participants in the study spoke in-depth about facing and conquering the cultural and psychological issues associated with functioning in the American academic environment---a setting that greatly contrasted with their experiences in Chinese universities. In addition, they commented about techniques, grounded in thinking and behaviors, that tended to be attributed to Chinese and American cultures, respectively, which they used to overcome the academic differences they encountered.; All research participants were affected by the academic challenges of adjusting to a new academic environment and writing research-based papers. Participants spoke at length about the behavioral changes that were necessary to shift from a collectivist to a more individualistic way of thinking and the psychological processes involved. The results of this study suggest that to make the academic and cultural transitions less difficult, there need to be changes in behavior---willingness and ability---from the American side to provide opportunities to examine these issues early, and for Chinese students to actively participate in these opportunities. Recommendations are given to facilitate this process.