NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ781658
Record Type: Journal
Publication Date: 2008-Jan
Pages: 24
Abstractor: Author
Reference Count: 71
ISSN: ISSN-0363-4523
The Role of Identity Gaps, Discrimination, and Acculturation in International Students' Educational Satisfaction in American Classrooms
Wadsworth, Brooke Chapman; Hecht, Michael L.; Jung, Eura
Communication Education, v57 n1 p64-87 Jan 2008
This study examined a model of international students' educational satisfaction in the U.S. Using Communication Theory of Identity as a framework, the authors proposed that personal-enacted identity gaps and personal-relational identity gaps contribute to international students' educational satisfaction. Furthermore, acculturation and perceived discrimination were hypothesized as contributing factors to those gaps. Survey data were collected from 218 international students. Acculturation and perceived discrimination were significantly related to educational satisfaction. The perceived personal-enacted identity gap was also related to educational satisfaction and mediated the relationships among acculturation, discrimination, and educational satisfaction. (Contains 3 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States