Classroom Exclusion: Perceptions of Undergraduate Chinese International Students Studying in the U.S.
Author
Valdez, GabrielaIssue Date
2015Keywords
classroom exclusioncritical pedagogy
internationalization
international students
pedagogy
Language, Reading & Culture
Chinese students
Advisor
Ruiz, RichardCommittee Chair
Ruiz, Richard
Metadata
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The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
This qualitative dissertation explores the classroom experiences of international undergraduate students in the U.S. with a specific focus on perceptions of undergraduate Chinese international students. The study starts with a literature review of the field of study where I identify classroom practices that, instead of promoting integration of international students into classroom activities, facilitated exclusion and segregation of these students. Subsequently, I explore different classroom practices perceived by 15 Chinese international undergraduate students to be effective and those perceived to be ineffective. At the same time, perceived identity of these Chinese international students in a U.S. classroom setting and how these affect their experiences and sense of membership are also explored. The study concludes with a series of recommendations under a proposed critical pedagogy of internationalization that address some of the challenges identified in this dissertation and develop students' identities, critical thinking skills with a comparative perspective, intercultural communication, cultural competence, and social justice.Type
textElectronic Dissertation
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Graduate CollegeLanguage, Reading & Culture