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The academic adaptation of mainland Chinese doctoral students in education at McGill University /

This study investigated the academic adaptation of five Mainland Chinese doctoral students in the Faculty of Education at McGill University, Quebec, Canada. Using individual interviewing as the primary research method, the study revealed 12 major challenge areas, i.e., English as a second language, financial difficulties, outsider feelings, worries about career paths, course work, research network, TA/RA experiences, differences between doctoral and master's studies, isolation, pace of the PhD, motherhood and doctoral study, and adjusting research directions. Through comparing the findings with the literature and the data from secondary sources, this study concluded that the academic adaptation of Mainland Chinese doctoral students in Canada is a process in which cross-cultural adaptation intertwines with disciplinary socialization. The study contributes to literature by (1) documenting an under-researched group---PhD students in education from Mainland China in Canada; and (2) looking at academic adaptation through two lenses: cross-cultural adaptation and disciplinary socialization.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.101877
Date January 2007
CreatorsChen, Shuhua, 1977-
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of Curriculum and Instruction.)
Rights© Shuhua Chen, 2007
Relationalephsysno: 002670095, proquestno: AAIMR38446, Theses scanned by UMI/ProQuest.

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