A Bourdieusian Analysis of the Sociocultural Capital of Chinese International Graduate Students in the United States

Abstract

For the last decade, Chinese international graduate students (CIGS) have represented the largest portion of international graduate students in the United States. Previous research studies on language barriers and cultural differences have revealed that CIGS experience difficulties in adapting to the American educational system (Zhang-Wu, 2018). Few researchers have critically examined the experiences of CIGS on a more organizational level. In this qualitative study, we analyzed interviews with CIGS utilizing a Bourdieusian (1986a) framework to identify the social and cultural capital (SCC) that CIGS possessed. We argue that SCC concepts can help theoretically and critically examine the experiences of international students as a minority student group in the United States. The results from our in-depth semistructured interviews imply that CIGS are excluded from access to and possession of the SCC necessary to adapt to academic, cultural, and social life in the United States.

Unidirectional or inclusive international education? An analysis of discourses from U.S. international student services office websites.

“…English proficiency also significantly affects international students’ academic adjustment (Kim, 2011). International students face academic adjustment challenges from different teaching and learning cultures (Irizarry & Marlowe, 2010), anxiety in class participation and presentation (Kim, 2011), and unpreparedness of culturally responsive pedagogy from American educators and universities (Wang & Freed, 2019). Social support from families, peers, and faculty is a major contributor to lowering stress levels of international students (Andre De Araujo, 2011).…”

“…However, rather than the environmental factors, international students themselves seem to be over-blamed for adjustment problems (Zhang & Goodson, 2011). Some researchers argue that many faculty members or host universities are not ready for the cultural differences brought by international students and for providing enough advisory services to them, which add difficulties to their adjustment process (Wang & Freed, 2019; Zhu, 2016). Perceived discrimination or prejudice from the host environment adds to the challenges on sociocultural adjustment of international students (Lee & Rice, 2007).…”

Concerns for International Graduate Students in Political Science

“…International graduate students in the U.S. can encounter cultural shocks. The focus is often on international students adapting to the U.S. (Wang and Freed 2021). Nevertheless, there is need for adaptation on both sides.…”

“…Discrepancies in teaching style across different cultures can create difficulties for international graduate students who are teaching assistants or instructors of record. For instance, research (Wang 2021) shows that international students more familiar with lecture-based and less participatory forms of education can lead to challenges in the American education system that is more focused on interaction. Additionally, entering a classroom of undergraduate students can be nerveracking, but it can also be a fantastic opportunity for personal and professional growth.…”

Transnational Habitus as a Configuration of Dispositions: Chinese International Students Navigating Online Information

“…They are non-native speakers of English and come from an online information environment that is distinct from the open internet in the United States (Freedom House, 2022). This research focuses on graduate-level students because Chinese graduate students generally possess more established Chinese worldviews, values, and habits of mind than their undergraduate counterparts (Wang & Freed, 2021). The two specific questions that guided this study were: (1) How do Chinese international graduate students describe their literacy practices for seeking various online information in the United States?…”