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"Baptism by Fire": A Case Study of C...

Anderson, Kristopher L.

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"Baptism by Fire": A Case Study of Chinese International Students in an American Catholic Secondary School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Baptism by Fire": A Case Study of Chinese International Students in an American Catholic Secondary School./
Author:	Anderson, Kristopher L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	216 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13903077
ISBN:	9781085590839

"Baptism by Fire": A Case Study of Chinese International Students in an American Catholic Secondary School.
Anderson, Kristopher L.

"Baptism by Fire": A Case Study of Chinese International Students in an American Catholic Secondary School. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 216 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ed.D.)--Loyola Marymount University, 2019.

This item must not be sold to any third party vendors.

This qualitative case study was to understand the experiences of Chinese international students attending an American Catholic secondary co-educational day school. Data collection included semi-structured interviews of five current students, interviews of three current school administrators, a faculty questionnaire, and an analysis of relevant school and diocesan documents. Data analysis included examples from student and administrator interviews, faculty questionnaires, and document analysis to describe the experiences of Chinese international students attending an American Catholic secondary school. The researcher analyzed the data through these frames: (a) academic adjustment; (b) cultural adjustment; (c) social adjustment; and (d) support resources. Each frame of analysis was viewed through the lenses of the conceptual framework: (i) Cross-cultural identity and (ii) Catholic Social Teaching. The differences between Chinese and American culture and education provide challenges for both Chinese international students and the American Catholic secondary school they attend. These challenges included differences in Chinese and American assignments and assessments, English language proficiency, student/teacher interactions, involvement in school culture, feelings of acceptance, and necessary resources for Chinese international students and the teachers assigned to their instruction. Recommendations for additional support include enhanced orientation, academic support, and relevant school staffing improvements.

ISBN: 9781085590839Subjects--Topical Terms:

2122779
Secondary education.

"Baptism by Fire": A Case Study of Chinese International Students in an American Catholic Secondary School.
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245 1 0 $a "Baptism by Fire": A Case Study of Chinese International Students in an American Catholic Secondary School.
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500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Bickett, Jill.
502 $a Thesis (Ed.D.)--Loyola Marymount University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative case study was to understand the experiences of Chinese international students attending an American Catholic secondary co-educational day school. Data collection included semi-structured interviews of five current students, interviews of three current school administrators, a faculty questionnaire, and an analysis of relevant school and diocesan documents. Data analysis included examples from student and administrator interviews, faculty questionnaires, and document analysis to describe the experiences of Chinese international students attending an American Catholic secondary school. The researcher analyzed the data through these frames: (a) academic adjustment; (b) cultural adjustment; (c) social adjustment; and (d) support resources. Each frame of analysis was viewed through the lenses of the conceptual framework: (i) Cross-cultural identity and (ii) Catholic Social Teaching. The differences between Chinese and American culture and education provide challenges for both Chinese international students and the American Catholic secondary school they attend. These challenges included differences in Chinese and American assignments and assessments, English language proficiency, student/teacher interactions, involvement in school culture, feelings of acceptance, and necessary resources for Chinese international students and the teachers assigned to their instruction. Recommendations for additional support include enhanced orientation, academic support, and relevant school staffing improvements.
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