Identifying Key Influencers of Professional Identity Development of Asian International STEM Graduate Students in the United States

Park, John Jongho; Chuang, Yu Chuan; Hald, Eric S.

doi:10.1007/s40299-018-0373-6

Cited by 14 publications

(37 citation statements)

References 22 publications

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“…The shared inside/outside space, connectedness, and inter-dependence in China may become the causes that when these Chinese students commence their PhD abroad, they need to learn how to deal with the loneliness, how to be independent in research, but importantly, they also need to learn how to break the sociocultural and other borders to reach for outside connections and resources. This finding supports Park, Chuang, and Hald's (2018) research that identify academic socialisation as the most crucial factor that may constrain the development of professional identity for Asian STEM doctoral students in the USA.…”

Section: 独在异乡为异客，每逢佳节倍思亲。遥知兄弟登高处，遍插茱萸少一人。supporting

confidence: 88%

“…However, international doctoral students may have specific factors that could either positively facilitate or negatively constrain their identity development. Park, Chuang, and Hald (2018) identified four impact factors with Asian STEM doctoral students in an American research university: previous education and work experience, STEM disciplinary skills and knowledge acquisition, English language proficiency, and socialisation with peers and supervisors. Among the four influencers, academic socialisation was identified as the most crucial factor for Asian students, and the language proficiency only applies to international students.…”

Section: Challenges That Constrainmentioning

confidence: 99%

“…It involves a high attrition rate and the perseverance of transnational doctoral students in conducting research (Lovitts, 2001;Le & Gardner, 2010;McAlpine & Amundsen, 2009;Ye & Edwards, 2015Zhou, 2014Zhou, , 2015. International doctoral students also need to face the challenges of linguistic proficiency (Cortazzi & Jin, 2013;Meng, Zhu & Cao, 2017), scholarly writing competence Li, 2006aLi, , 2006b, and establishing professional identity in a novel research context McAlpine, Jazvac-Marteck, & Hopwood, 2009;Park et al, 2018). How students exercise agency in navigating through the transnational doctoral study attracted some attention (Levecque et al, 2017;Soong, Tran & Hiep, 2015), but of greater concern in research has been the psychological well-being of international doctoral students due to the high demand of doctoral research in STEM fields (Han et al, 2013;Li, Wang, & Xiao, 2014).…”

Section: Conceptualisations and Limitationsmentioning

confidence: 99%

See 2 more Smart Citations

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Yang

MacCallum

2021

Journal of Studies in International Education

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In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual’s research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual’s multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences.

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Section: 独在异乡为异客，每逢佳节倍思亲。遥知兄弟登高处，遍插茱萸少一人。supporting

confidence: 88%

Section: Challenges That Constrainmentioning

confidence: 99%

Section: Conceptualisations and Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Yang

MacCallum

2021

Journal of Studies in International Education

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“…External personal commitments outside of study, such as parental responsibility, further restricted international students' availability to engage with their learning, and subsequently affected their PID (Park et al, 2018).…”

Section: Phase 5: Translating the Studies Into One Anothermentioning

confidence: 99%

“…Inadequate English proficiency lowered international students' level of self-confidence and prevented them from actively participating in classroom discussion. As a result, the students were unable to build their social or professional networks in the host country (Park et al, 2018). Western or English privilege were identified by international students (Zacharias, 2010), and some international students reported experiences of discrimination due to linguistic or cultural backgrounds (Cho, 2013).…”

Section: Phase 5: Translating the Studies Into One Anothermentioning

confidence: 99%

Constructing a conceptual framework for professional identity development in international social work students: A meta-ethnographic review

Yao

2020

Qualitative Social Work

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There has been a significant increase of international students in Australian social work education over the past decade. Issues around international students’ language skills, cultural capital or competence, special needs and field education experiences have been explored in social work literature. However, the literature to date has a tendency to focus on international students’ deficits, or the strategies implemented to address the identified deficits. Professional identity, a critical aspect of social work education, remains an under-researched topic in international students. Professional identity development in social work is often considered a complex process which is influenced by interacting internal or external factors. For example, personal or cultural identities can contribute to professional identity development in social work students in general, while discrimination or institutional oppression is found to negatively affect professional identity development in social work students. Intersectionality sees a person’s identity as fluid and multifold, and offers a useful framework for understanding identity issues in international students. Applying the concept of intersectionality, this meta-ethnography reviews six qualitative studies, guided by the seven phrases established by Noblit and Hare. The findings show professional identity development in international students can be influenced by interacting personal, linguistic, professional, academic, cultural and social factors. An intersecting model incorporating the six identified key themes was developed to provide a conceptual framework for professional identity development in international social work students.

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An Investigation of University Students and Professionals’ Professional STEM Identity Status

et al. 2020

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Identifying Key Influencers of Professional Identity Development of Asian International STEM Graduate Students in the United States

Cited by 14 publications

References 22 publications

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Constructing a conceptual framework for professional identity development in international social work students: A meta-ethnographic review

An Investigation of University Students and Professionals’ Professional STEM Identity Status

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