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The purpose of the study was to examine the relationships between types of health information tasks and the Internet information search processes of Chinese graduate students at the University of North Texas. the participants' Internet information search processes were examined by looking at the source used to start the search, language selection, use of online translation tools, and time spent. in a computer classroom, 45 Chinese graduate students searched the Internet and completed three health information search tasks: factual task, interpretative task, and exploratory task. Data of the Chinese graduate students’ health information search processes were gathered from Web browser history files, answer sheets, and questionnaires. Parametric and non-parametric statistical analyses were conducted to test the relationships between the types of tasks and variables identified in the search process. Results showed that task types only had a statistically significant impact on the time spent. for the three tasks, the majority of Chinese graduate students used search engines as major sources for the search starting point, utilized English as the primary language, and did not use online translation tools. the participants also reported difficulties in locating relevant answers and recommended ways to be assisted in the future when searching the Internet for health information. the study provided an understanding of Chinese graduate students' health information seeking behavior with an aim to enrich health information user studies. the results of this study contribute to the areas of academic library services, multilingual health information system design, and task-based health information searching.

At the heart of this study is a desire to unravel a puzzle of why I and other self-identified Chinese students share common experience of exclusion in the Canadian academy, despite our differences as individuals and as Chinese. Our experience of exclusion is made invisible by the stereotypical image of Asian students as the paragon of success within the academy. It is again made invisible by policy addressing inclusion in the academy that uses largely outcome measures to paint pictures of success, and keeps the less concrete parts of processes unpainted. There is a lack of attention to and an under-theorization of the less perceptible and less tangible processes of inclusion and exclusion. The central question of this study is: How do Chinese students’ experiences in higher education, as viewed through Bourdieu’s framework of culture, inform a nuanced understanding of inclusion and exclusion? I draw on Bourdieu’s framework along with its core concepts to analyse the narratives of sixteen self-identified Chinese students from six Ontario post-secondary institutions. Methodologically, I draw on a theme-based approach from Thematic Inquiry and a case-based approach from Narrative Inquiry to form a Bourdieusian methodological framework that stays true to the anti-dualistic epistemological foundation of Bourdieu’s theory. Captured in this study is a complex picture of inclusion and exclusion centred on a boundary that is so intangible and masked that it is largely imperceptible and hence unarticulated. The boundary is imperceptible because: 1) inclusion and exclusion is mediated through an unspoken system of meanings and values inscribed in disposition and practices; the boundary takes the form of a normalized way of being (disposition) and doing (practice) 2) inclusion and exclusion is unintentionally enacted; the boundary takes the form of unintentional domination and ‘voluntary’ exit (as if no external force is driving the exclusion) 3) inclusion and exclusion is diffused by the conversion of the boundary from an overt form to a neutralized or ‘normalized’ form such as social network. While the boundary is obscured, it is at the same time fluid and permeable when capital is strategically positioned and deployed. This study concludes by suggesting the need to take into consideration intangible and unintentional processes of inclusion and exclusion, and a two-way approach (again staying true to Bourdieu’s anti-dualistic framework) to broaden policy and research conversations about inclusion and exclusion. Only when invisible processes of inclusion and exclusion are brought to the fore can we begin to redress them. / Dissertation / Doctor of Philosophy (PhD)

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published_or_final_version / Education / Master / Master of Education

The problem of this study was to determine how Chinese students obtain news from home. The study was conducted in Dallas, Fort Worth, and Denton, with 182 respondents from six universities. The study determined that Chinese students obtained Chinese news from Chinese newspapers circulating in the United States. The longer Chinese students remained in the United States, the fewer letters they received from home and the fewer newspapers and clippings their family and friends sent them. The conclusion of the study was that Chinese students read Chinese newspapers because they wish to maintain ties with their hometown and culture. Students stated that Hong Kong local news was their primary item in reading Chinese newspapers.

This study examines interrelationships between Chinese students' associations with each other, with American friends, and their identification with American society. Fifty-three randomly-selected Chinese students at North Texas State University were interviewed in May, 1974. The resulting data was tested by Chi-square and Gamma tests. The finding are an follows In the United States, Chinese students are in a dynamic adjustment process. In their early stay, Chinese students with high scores of a affiliation with Americans have low scores of identification with American society. However, affiliation with other Chinese brings satisfaction and further identification. Therefore, Chinese students with high scores of affiliation with each other have high scores of identification with Americans.