Following China's open door policy in the late 70's and early 80's, there has been a significant increase in the number of Chinese students and scholars attending academic institutions in the U. S. As sojourners in a foreign culture, Chinese students inevitably experience difficulties in their daily life and academic endeavors. The purpose of the thesis is to examine what are the specific situations that are perceived by Chinese students as stressful, how , they cope with the situations, and whether there are correlations between the perceived stressors, coping strategies, and the academic, performance of the Chinese students.

The significant increase of Japanese students studying in the United States suggests an increase in interactions with Americans. However, it does not mean that Japanese are aware of intercultural communication. They may experience stress in their interactions and their acculturative process because of cultural differences. They also may try to cope with the stress in their own way. Their stress and coping strategies may affect their academic performance, which is the most important aspect in their student life. The purpose of this study is to examine whether there is any relationship among communication stressors, coping strategies, perceived academic self-efficacy, self-statement of grade point average (GPA), and biodemographic variables. The questionnaire was handed to 100 Japanese university students studying in Portland, Oregon and Vancouver, Washington.

Researching what I believe to be exclusionary practices in higher education against African Americans has compelled me to approach this subject, in part, historically. Although I realize that a historical chronology of any subject is often deceptive, as with any writer, I am tempted to interpret events to fit my reality. However, my interest goes far beyond the matter of setting a historical record straight. I am far more interested in investigating reasons why there seem to be structural barriers erected against African Americans in higher education. For many, the answer is simple. They say that it is racism, pure and simple. However, I propose to show that it is more than racism. I contend that higher education is the source and disseminator of the theoretical concept of race and consequently of racism. I contend that once a theoretical concept, such as "race," has been socially and educationally constructed, all questions henceforth can be designed and narrowed down to a perpetually tautological construct called knowledge. In this dissertation, 1 will refer, metaphorically, to the concept of "race" as being an incurably malignant pathological paradigm that has been nurtured in higher education and passed on as knowledge. Based on this pathological paradigm, I will explore how higher education has portrayed African Americans as an inferior paradigmatic archetype. / Graduation date: 1999

This study was an ethnographic case study of a Vietnamese unaccompanied minor in a post secondary setting. There were two guiding questions for the study: (1) How does the subject perceive language as it relates to educational experience? (2) What kinds of observable personality, cognitive, or affective factors have contributed to his language and educational experience, and in what way have they contributed? The subject for this study was selected because he had declared himself an unaccompanied minor and immigrated to the United States as a young adult. He was an ESL student who graduated from an American high school within two years of arrival. He was deemed successful by the academic community based on hours of completed course work and grade point average. The subject was extremely motivated to receive a four year degree, but was hampered by college requirements in classes which required high levels of English proficiency and competence. The theoretical base for this research was phenomenology. The subject, purposefully selected, was observed for six months in three different classroom settings: philosophy, physics, and English composition. Validity/replicability was obtained through triangulation of personal interviews and written questionnaires, interviews with faculty and other college personnel, and examination of artifacts such as school records, diaries, and journals. With the exception of school records, portions of artifacts are included in this thesis. The subject exhibited unusual abilities to comprehend complex written and oral material, relate information across disciplines, and adapt to instructional requirements and methodologies. Based on the results of this case study, three hypotheses were generated: 1) Listening skills and memory/recall, or auditory memory, appear to be essential to the subject's academic success. 2) General information about learning styles and strategies may be less useful than specific strategy application in academic situations for this subject. 3) Explicit, structured writing instruction may be more useful than process writing for this subject. / Graduation date: 1996

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This study presents a theory supporting single-gender, public institutions for women based on constitutional and legal history, educational theory, and feminist theory. Evidence from these areas suggest that single-gender, public institutions can be legally reviewed as constitutionally sound; that women can positively affect their situation in public life by learning the tools necessary to succeed in an educational environment without the added competition of men; and that once women experience leadership positions in college, they will understand how to gain access to channels of power. In order to reach the masses of women, this form of education must be offered as a choice in the public system of higher education so that all women, regardless of geographic or financial restrictions, can take advantage of a single-gender education. / Department of Secondary, Higher, and Foundations of Education

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2007. / Abstract. Includes bibliographical references (leaves 157-161).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2007. / Abstract. Includes bibliographical references (leaves 157-161).