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Dissertation
Understanding the Role of Peer Mentors in Supporting Chinese Freshman Undergraduates' Acculturation: A Case Study
Doctor of Education (Ed.D.), Drexel University
Jun 2017
DOI:
https://doi.org/10.17918/etd-7498
Abstract
The assimilation process into American university life for many international students from China is often stress-filled due to vast differences in academic and socio-cultural backgrounds. With the double-digit growth in enrollment of international students from China in recent years, it is prudent for universities to determine the practices that support these students. Existing research suggests that social adaptation may be the most critical element for an international student's overall university success (Wang & Mallinckrodt, 2006). Additionally, in recent years, employing peer mentors as support for freshman college transitions has been a popular university strategy, since enlisting experienced upperclassmen as role models for new students has shown to produce improved academics, student satisfaction, and retention (Collings, Swanson, & Watkins, 2014; Hall & Jaugietis, 2010). However, little is known about how undergraduate Chinese-born students perceive and experience peer-mentored support while acculturating into an American university. This case study explores the impact of peer mentors on the acculturation of Chinese-born international students who participated in a supplemental developmental course during their freshman year. The BUSN T180 course provided peer-led and faculty-facilitated experiential activities during fall and winter terms, delivering additional opportunities for Chinese-born students to practice and explore key concepts while developing necessary student competencies. The following primary research question and sub-questions were explored: xi 1. How do Chinese-born undergraduate students perceive and experience peer-mentoring support while they acculturate into an American university? (a) How do Chinese-born undergraduate students describe the influences of their relationships with peer mentors? (b) How do peer mentors describe the influences of their relationships on Chinese-born undergraduate students? (c) How do Chinese-born undergraduate students describe the impact of peer mentors on their academic adaptation to their American universities? (d) How do Chinese-born undergraduate students describe the impact of peer mentors on their socio-cultural adaptation to their American universities? This research study was informed by student development, acculturation, and peer mentor theories. The researcher conducted 28 one-on-one interviews with Chinese-born students who participated in the BUSN T180 program during their freshman years, from 2013 through 2016. One-on-one and focus group interviews were also conducted with ten peer mentors who participated in the program from 2013 through 2016 to validate the student findings. Upon coding and analyzing data for emerging themes and recurring ideas, the following six themes related to how Chinese-born students perceived and experienced peer mentors emerged: 1) Instruction, 2) Valuable, 3) Foundational, 4) Friendly, 5) Influential, and 6) Responsive. The following results also emerged: 1) Most Chinese-born freshman undergraduate students valued the support they received from their formally assigned peer mentors. xii 2) Peer mentors' deliberate, specific instrumental guidance helped improve Chinese-born students' language proficiencies and guided their academic adaptations while mitigating acculturative stress. 3) Working closely with peer mentors, Chinese-born students were better able to orient to the university "system," navigate academic differences, and make meaningful college connections. Frequently, the skills and knowledge they acquired from their peer mentors served as a cornerstone for their successful college adaptations. 4) Working with successful, friendly, encouraging, and responsive peer mentors helped motivate engaged Chinese-born freshman students and provided them with a sense of ease while transitioning to their new academic environment. 5) Working in small groups led by peer mentors, students were provided a safe environment that enhanced learning and helped them develop meaningful language proficiencies. 6) Successful experiences and meaningful relationships with peer mentors provided students with a sense of academic and socio-cultural accomplishment, which helped boost their confidence. Recommendations for practical action are made for college administrators, student services personnel, advising staff, and college faculty from universities with significant Chinese-born student populations. The study concludes with recommendations for future research to include understanding how cross-cultural competencies can be expanded at diverse campuses, how attending high school in the United States supports academic acculturation for Chinese-born freshman college students, and the cross-cultural impact on peer mentors and student leaders who support international students.
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Details
- Title
- Understanding the Role of Peer Mentors in Supporting Chinese Freshman Undergraduates' Acculturation
- Creators
- Julia LaRosa - DU
- Contributors
- Rebecca A. Clothey (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiii, 149 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7498; 991014632823404721