A Self-narrative Inquiry Of A Chinese International Student With Academic Discomfort In U.A. M.S.A Program

China remains the top place of origin with the largest source of international students in the United States.However,study on Chinese international students identifies a lack of diverse narrative.Here we present a self-narrative inquiry from a Chinese student with academic discomfort in U.S.graduate program(M.S in Accounting).The theme,entitled “resistance and conflict”,was explored through context(stories)analysis directed by Lieblich(1998).Lewis A.Coser's social conflict theory serves as a tool of inquiry to address the issue of academic discomfort.Academic discomfort was concluded as three parts: stresses accumulation for conflicts avoidance,negative energy release when conflicts starts and resting influence after explosion,along with a feeling of resistance all the time.Four contributing factors were demonstrated: an understanding of contradiction between academic spirits chasing and conformity with academic regulation,limited tolerance of errors due to an absence of tacit knowledge,losses in past academic experience and an deep involvement with complete personality in academic connection.With positive functions of conflict,Chinese international students could turn stress into motivation and seeking for“alliance”(social supports)as solutions of academic discomfort.More tolerance of errors and coping strategies to alleviate stress were called for.We anticipate more diverse narratives and cases of academic adaptation of Chinese international students.