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Chinese overseas doctoral student narratives of intercultural adaptation

Ye, L. and Edwards, V. (2015) Chinese overseas doctoral student narratives of intercultural adaptation. Journal of Research in International Education, 14 (3). pp. 228-241. ISSN 1741-2943

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To link to this item DOI: 10.1177/1475240915614934


This study aims to explore how Chinese overseas doctoral students adjust to a different academic, social and cultural environment, using Giddens’ theoretical framework of self-identity (1991). The findings indicate the participants proactively used various coping strategies in meeting challenges, and adapting to new social environments. Continuity and stability of self-identity were achieved either culturally or academically through self-reflexivity, autonomy, creativity, authenticity, and reliance on an ontological identity. The result is to challenge the grand narrative of essentialised “problematic Chinese learners”.

Item Type:Article
Divisions:Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:45166
Uncontrolled Keywords:Chinese doctoral students; intercultural communication; identity; international education; self-reflexivity; study abroad


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