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Bing Gao Dissertation2.08 MB
Embargoed Access, Embargo ends: 06/26/2027
Dissertation
Exploring the acculturation of international graduate students: a qualitative case study
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2025
DOI: 10.25820/etd.007978
Abstract
This qualitative case study investigates international graduate students’ acculturation inthe U.S., drawing on Núñez’s (2014) multilevel model of intersectionality as the theoretical framework. Fourteen international graduate students at a Midwestern university in the U.S. completed a Qualtrics survey and participated in two rounds of interviews. Using Núñez’s social categories, students were grouped based on their nation of origin, language, cultural background, and acculturation approach. The experiential domain of the model guided the analysis of how students in different groups described their acculturation experiences, including distinct acculturative stressors they encountered in academic and daily life and the various coping strategies they employed. In addition, seven university staff members were interviewed about their perceptions of international graduate students’ acculturation and the services they provided. Observations of two orientation sessions organized by the University were also conducted. These data were analyzed using the organizational, intersubjective, and experiential domains of Núñez’s model to examine how institutional resources and staff support influenced students’ acculturation, revealing both effective practices and structural gaps. This study adapted Núñez’s model to show that students’ reflections on using services revealed not only the value of available services but also structural issues in how they were organized and implemented. Meanwhile, students’ articulation of their needs enabled staff to offer more tailored and responsive support, moving beyond support solely informed by staff perspectives. These findings emphasize the importance of reciprocal understanding in developing effective support systems. This study contributes to the growing body of knowledge on international graduate student acculturation and offers implications for practitioners, educators, and researchers aiming to enhance support for international students.
Details
- Title: Subtitle
- Exploring the acculturation of international graduate students: a qualitative case study
- Creators
- Bing Gao
- Contributors
- Pamela Wesely (Advisor)Lia Plakans (Committee Member)David Johnson (Committee Member)Jodi Linley (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Teaching and Learning (Literacy, Culture, and Language Education)
- Date degree season
- Spring 2025
- DOI
- 10.25820/etd.007978
- Publisher
- University of Iowa
- Number of pages
- xi, 200 pages
- Copyright
- Copyright © 2025 Bing Gao
- Language
- English
- Date submitted
- 04/26/2025
- Description illustrations
- illustrations, tables
- Description bibliographic
- Includes bibliographical references (pages 138-178).
- Public Abstract (ETD)
- This study examines international graduate students’ cross-cultural adaptation in the U.S., using Núñez’s (2014) multilevel model of intersectionality as the theoretical framework. It explores how students described their adaptation experiences, including the challenges they faced and strategies they adopted. The study also investigates the roles of the University and its staff in influencing students’ adaptation. Fourteen international graduate students and seven staff members from a Midwestern U.S. university participated. Data were collected through student responses to a Qualtrics survey, interviews with both students and staff members, and observations of two orientation sessions for international graduate students. Guided by Núñez’s model, the analysis showed that students, grouped by nation of origin, language, cultural background, and acculturation approach, experienced various language-related and non-language challenges in both academic and daily life. They addressed these challenges with distinct strategies. This study also adapted Núñez’s model by demonstrating the reciprocal relationship between institutional and staff support and students’ adaptation. For example, while institutional services and staff support contributed to students’ adaptation, students’ reflections on their limited engagement with some services revealed structural issues in how they were organized and implemented. Moreover, staff members not only provided support based on their perspectives but also offered more tailored support by identifying and responding to students’ needs. The study offers practical implications for universities, faculty, and staff working to support international students’ cross-cultural adaptation, and helps prospective international students better prepare for their transition to graduate study in the U.S.
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984831230502771
Metrics
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