Thousands of Chinese women from the People's Republic of China (PRC, or commonly known as Mainland China) come to the united states hoping to be re-united with their husbands and to support them in finishing their education. They all face similar kinds of experiences on arrival. They mayor may not have had some contact with Western culture, but most of them grew up in a culture different from the West. Willingly or not, they left their families, friends, and careers to take up this odyssey in a completely strange land. The joy of reuniting with their husbands is often clouded by uncertainties and a sense of loss. In the area of counseling and student personnel services, there is little research on the adjustment experiences of these sojourner Mainland Chinese women who accompany their spouses to the united states. As a result, the higher education community is often taken by surprise when families or couples experience such situations as marital discord and domestic violence where remedial actions are expected of them. They also do not know how to plan effective programs for spouses of Mainland Chinese students. The purpose of this study was to examine the sojourner adjustment experiences of Mainland Chinese women in the United states from their own perspective, and to explore the factors that affect their adjustment. This study identified adjustment to new settings, documented processes of adjustment, and examined the means used processes of to deal with adjustment. A longitudinal design was used with both quantitative and qualitative research methodologies. In-depth individual interviews, phone interviews, questionnaires, daily activity record forms, and participant observations were used to collect data over a 9 month period. Eleven women were studied in depth. The study showed that most Mainland Chinese women do not choose to come here in the first place. After their arrival, they have great language difficulties which limit their daily activities and hinder their choice of career and/or further education. As a result, they experience an identity crisis. Language ability, attitude toward coming to the united states, and life events are the most significant factors that affect their adjustment to life in the united states. There is a lack of coordination in the programs offered by the university and the community in which this study was conducted. Most of these programs do not meet the needs of these Chinese women. Due to cultural differences and the lack of knowledge of Western professional counseling, they do not turn to professional counselors for help. Instead, they mainly rely, upon other Chinese students in the community. If major problems occur, they turn to the administrative staff or faculty of the university, counterparts of their work unit leaders in China. A systems approach aiming at different facets of their problems in various levels seems to be the key in helping these Chinese women. / Ed. D.

The nature of the adjustment process for international students, upon initial enrollment in American colleges and universities, has not been adequately described by researchers. The most accepted model used to describe the adjustment process is the U-Curve model (Lysgaard, 1955; Oberg, 1960) even though research has not shown much empirical support of this model. Juffer's (1983) Culture Shock Adaptation Inventory II (CSAI II) was used to examine the adjustment process of first-semester Virginia Tech graduate students from the People's Republic of China and India. A pre-test, post-test design was used to examine differences among Chinese and Indian graduate students. Four subscale dimensions and total dimension measuring between culture shock and cultural adjustment were analyzed. There were no significant differences between Chinese and Indian graduate students in the pre-test scores and the change scores. There were significant differences in the Control of Emotions and Physical Well-Being dimensions in the post-test scores. The results of the remaining dimensions for the post-test scores were not significant. These results revealed that, at the onset, graduate students from China and India are at similar adjustment levels. However, after approximately three months, Chinese students may exhibit more problems with their emotions and their physical well-being. Overall, however, it seems that the examination of individual rather than group differences may be the best way to more effectively understand the adjustment process of international students. / Master of Arts

This dissertation includes three essays that examine the economics of internationalstudents from three different perspectives in various contexts. The first essay examined the economic (monetary) return of international students who pursue prestigious graduate degrees in the United States. I studied the impact of attending graduate programs at prestigious U.S. institutions on graduates’ earnings for international students in the U.S. labor market. Using a combination of identification strategies including the propensity score matching (PSM) strategy as well as Oster’s (2017) selection on an unobservable approach, I found that international students who have attended graduate programs at more prestigious institutions in the United States have an earning premium of between 19% and 27%, compared with those who attended non-Tier 1 institutions in the United States. In the second essay, co-authors with X. Y. Ye and S. H. Yang, I investigated the graduateschool choice of a specific group of international students coming from one of the largest international student-sending countries, China (my home country). I provided new evidence on the factors influencing Chinese students’ graduate school choices internationally. I also constructed counterfactual policy simulations by examining what would have happened under different potential scenarios in both China and destination countries. The simulation results showed that the changes in Chinese college quality and family income are likely to affect the number of Chinese students studying abroad but not their distribution patterns among destination countries. In the meanwhile, factors including scholarship opportunities, work visa policies, and recruitment efforts in the destination countries would substantially shift Chinese students’ choice of destination country and, therefore, the specific graduate school location. The third essay examined whether the enrollment of international students at the graduatelevel impacts the domestic graduate student enrollment in the United States. Using data from the Integrated Postsecondary Education Data System (IPEDS) from 1998 to 2017 and fixed effects modelling to account for time and institutional trends, I found the enrollment of foreign graduate students crowds in domestic graduate student enrollment rather than displaces it. On average, for every 10% increase of international graduate students, the number of domestic graduate students increases from 1% at non-research universities to approximately 2% at research universities domestic graduate students. The magnitude of impact at research universities reduces as additional state-year and institutional type-year controls are added. Taken together, the dissertation contributes to the nuanced understanding of the return to studying abroad in the United States for international students, the behind-the-scenes factors that motivate and drive up such behaviors, and finally the impact that international students bring to the U.S. community when it comes to learning opportunities. The implications and ongoing discussions about international students will help further the collaboration agenda between the United States and the rest of the world in higher education.

Chung Leung Luk. / Running title: Ethnic perceptions. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 33-39).

by Wong Yun Ping. / Questionnaries in English and Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 69-82). / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.iv / LIST OF APPENDICES --- p.v / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / Chapter CHAPTER II - --- METHOD --- p.22 / Chapter CHAPTER III - --- RESULTS --- p.26 / Chapter CHAPTER IV - --- DISCUSSION --- p.52 / REFERENCE --- p.69 / APPENDICE --- p.83

published_or_final_version / Language Studies / Master / Master of Arts

「僑生回國升學」是中華民國建國至今一貫進行的政策，也是政府遷台後獲致成效的一項政策性工作。僑生政策之實施，使清寒的華人子女亦有機會獲得高等教育的機會，其意義尤值重視。臺灣與海外各國實質關係之中，馬來西亞華人社會與臺灣的關係最為密切。五十多年來，來台僑生數量以馬來西亞地區居全球之冠，渠等返回僑居地後多數成為馬來西亞社會各界之菁英，成為當地華人在政經文教上的有力資源；也是臺灣現今在當地最大的友我力量。因此，馬來西亞的華文教育殊為僑生政策中最為成功的一個例子。本研究聚焦於探討馬來西亞華文教育發展史中，臺灣在其中扮演的角色，以及所發揮的歷史影響。臺灣的華僑教育在相關研究中，多著重於政府政策的制定與形成，較少關注其影響或支援的對象──華僑華人所居國的華文教育；而馬來西亞國內的華文教育在研究上則面對主客觀環境限制之下，又多著重在華文教育在本土與當地政府之間的抗爭關係。這使得臺灣和馬來西亞華文教育之間在華僑或華文教育上的互動關係，鮮少被論述之。因此，本論文企圖補充臺灣在馬來西亞華文教育的關鍵聯繫（Vital Link）──僑生政策，期以填補雙方的歷史。 / “Overseas Chinese Students back to their homeland for studies” is the persistent policy carried out by the Taiwan authority, this is also a successful policy since the KMT government shifted to Taiwan. The implementation of this policy is to create opportunity for the underprivileged Chinese students pursuing their higher education, the significance is regarded. Among all the relationships with foreign nationalities, Malaysia Chinese society and Taiwan is intimately related. For the past fifty years, of all the numbers of overseas Chinese students, Malaysia ranked the first. After returning to their residing country, becoming the elites from all sectors and, also becoming the most powerful resources in the local Chinese community. Which implies that, they strengthen the friendship with Taiwan as well. Hence, the Malaysia Chinese education under this policy is the most successful example. This research mainly pinpoints on the role play and historical influence of Taiwan on the developing history of Malaysia Chinese education. The related study mainly emphasizes on the formulation of government policy and formation, sparsely concerns its impact or support of the residing local Chinese education. Under the subjective and objective environmental restrictions, the study focuses on the confrontation between the local Chinese education and local government. It is rarely been discussed the interaction in the overseas Chinese education between Malaysia and Taiwan. Therefore, this paper attempts to add the history of Taiwan‘s “overseas students policy” as a Vital Link for Malaysia Chinese education.

旅居者在進入新文化社會時，往往面臨著跨文化適應的議題。而社群媒體的出現與滲透，也改變著旅居者流動於原文化與主文化之間的樣貌。本研究透過深度訪談探究背負著特殊脈絡的馬來西亞僑生，在進入台灣社會過程中所歷經的文化衝擊與跨文化適應歷程，並以新傳播科技臉書社群平台的角度切入，分析線上管道對馬來西亞僑生的疑慮消除及雙邊文化連結的影響，試圖描繪出臉書在旅台馬來西亞僑生跨文化適應經驗中所扮演的功能與角色。 研究發現，多數馬來西亞僑生在來台前透過人際與媒體管道的接觸而對台灣有著美好的印象，因此進入台灣社會即面臨著種種的文化衝擊，其中包含：生活、語言溝通、學業、人際關係、意識型態與價值觀等五個方面的適應問題。其跨文化適應歷程呈現壓力－調適－成長的螺旋上升模式。在旅居新文化社會台灣的初期，由於擁有較劇烈的衝擊，因此會在臉書採取主動、被動與互動的疑慮消除策略兼用的方式適應台灣，有助於初期龐大壓力的調解；而隨著時間的積累，雖然他們仍會面臨新議題事件的碰撞，但由於日常人際網絡日趨穩固以及跨文化經驗的提升，因此轉向被動策略的臉書使用。 整體來說，臉書為馬來西亞僑生在台灣的跨文化生活所提供的助益包括：資訊獲取與整合、情感支持、維繫關係與發展關係。在旅居初期如同橋樑一般，提供馬來西亞僑生在台灣社會中凝聚與跨越雙邊文化網絡的管道，讓流動於不同脈絡的他們，可以同時發揮不同連結人際網絡的潛力，將衝突化為成長的奠基，從而達到更好的跨文化適應階段，並在成長過後，更加自如地運用臉書作為生活的調味料，點綴其旅居生涯，成為更深層的跨文化能動者。 / Sojourners often come across the issue of cultural adaptation when they step into a new social environment. However, the presence of social media and its penetration change the way sojourners shift between host and ethnic culture. This study is about the cultural adaptation of Overseas Malaysian Chinese students in Taiwan’s social environment, through the social media platform, Facebook. This research analyzes in which way Facebook affects uncertainty reduction and bilateral culture context of the students, therefore demonstrating the functions and the role of Facebook in the cross-cultural adaptation of Overseas Malaysian Chinese students in Taiwan. The study is done through in-depth interviews with the students. This research shows that before most Overseas Malaysian Chinese students arrive, they have a remarkable impression of Taiwan. All these made up through social and media exposure of the country. It is also the reason they encounter culture shock upon their arrival, adaptation problems include living, communication, academic, social relationships, personal ideology and values. The stress – adaptation – growth model shows a rising spiral pattern during the period of adaptation. Due to severe culture shock during the early stage of the sojourners’ arrival, they tend to actively, passively and interactively utilize uncertainty reduction strategies to adapt Taiwan, it is effective to accommodate the high level of stress faced by them. In time, although they would still bump into new issues, they could passively make use of Facebook because they have stronger social networks and more cross-cultural experiences. To conclude, the benefits of Facebook toward Overseas Malaysian Chinese students in Taiwan include, gathering and compiling information, emotional support, sustaining and developing relationships. In the early stage, Facebook acts as a connecting bridge, providing a channel that bonds and breaches bilateral culture contexts, at the same time unleashing the potential their social relations among different ties. Eventually this will improve the cross-cultural adaptation process as conflicts are transformed into a foundation for growth. Subsequently after the growth, they are more casually utilizing Facebook being a condiment in their lives, to enhance the living in the country, as well as being an experienced cross-cultural agent.

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В работе анализируются причины возникновения и основные особенности коммуникативного подхода, обобщаются проблемы в развитии коммуникативной компетенции китайских студентов и различные методы интенсивного обучения иностранному языку. Описываются ход и результаты опытно–поисковой работы по формированию коммуникативной компетенции при интенсивном обучении русскому языку как иностранному китайских студентов. Посредством опытно-поисковой работы доказана эффективность методики интенсивного обучения по формированию коммуникативной компетенции на уроках РКИ. / The paper analyzes the causes and main features of the communicative approach, summarizes the problems in the development of communicative competence of Chinese students and various methods of intensive teaching of a foreign language. The course and results of experimental and search work on the formation of communicative competence in the intensive teaching of Russian as a foreign language to Chinese students are described. Through the experimental search for work, the effectiveness of the methodology of intensive training in the formation of communicative competence in the lessons of Russian as a foreign language has been proven.