Theses and Dissertations

Date of Award

2017

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Mary Clisbee

Committee Member

James Pann

Committee Member

Kimberly Durham

Keywords

Chinese international student, cultural learning style, teaching style, cross-cultural academic adaptation, intercultural competence, cultural sensitivity, cultural responsive teaching

Abstract

As Chinese international students on American university campuses continue to rise, the importance of these institutions to accommodate the students in adapting to a different academic culture has become more critical. On a public, coeducational research university located in the Pacific Northwest, a concurrent triangulated mixed method research design was implemented to investigate cultural factors with preferred learning and teaching styles of Chinese international students along with what corroborative descriptions these students provide as effective learning experiences in American college classrooms. The study brought attention to Chinese international students’ differing cultural values from the previous literature understanding, it supported previous findings of a preferences for visual learning, it showed power distance plays a role in global and intuitive learning, and lastly, the study revealed that passive or active learning for Chinese international students could be a “both and and” scenario. This applied dissertation was intended to provide better understanding for both students and faculty of the current cultural academic needs and expectations within the university for these students and possible recommendations for more cultural responsive education.

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