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ERIC Number: ED548993
Record Type: Non-Journal
Publication Date: 2012
Pages: 178
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4141-9
Doctoral Advising: A Grounded Theory Exploration of Female Mainland Chinese International Students
Kuttig, Miao Yan
ProQuest LLC, Ph.D. Dissertation, University of Rochester
The quality of the doctoral advising relationship is paramount in the success of doctoral education. This study explores female Mainland Chinese student's advising experience in their respective doctoral programs, including the factors that influence their experience, the challenges they encounter, and concerns they have in their programs. Using a grounded theory approach, twenty-eight in-depth qualitative interviews were conducted with 12 female Mainland Chinese doctoral students and 4 faculty and staff members. The interviews were guided by one overarching research question: What are the experiences that female Mainland Chinese international students' have when undertaking doctoral academic advising in the United States? Data was analyzed through a systematic process of coding, categorization and theoretical development to generate findings grounded in students' personal comments and experiences. Overall, the findings indicate that female Mainland Chinese doctoral student's advising experience to be both rewarding and productive. Most of female Mainland Chinese students spoke highly of their advisors, and their relationship was cordial and respectful yet professional. Though there is a hint of disappointment and concern in the matter of professional and career development. The findings indicate that while female Mainland Chinese doctoral students achieved success academically, their social integration presented to be problematic and disappointing. The findings identify multiple situational and student-specific factors that impact upon the likelihood of students engaging with American students and their advisors. It is confirmed that the large number of Mainland Chinese students on campus, the lack of efforts from the students and perceived lack of interest from the American students as important issues affecting social integration between these two groups of students. Furthermore, the study highlights that social integration is a two-way, interactive process that requires both Mainland Chinese and American students to be willing to work at the forming of a friendship. This study is necessary at a time where Mainland Chinese students obtained 10% of the doctoral degrees awarded in American in 2008 [Survey of Earned Doctorates (SED), 2007--2008]. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A