Date of Graduation

7-2024

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

International and Multicultural Education

Program

International & Multicultural Education EdD

First Advisor

Melissa Ann Canlas

Second Advisor

David Donahue

Third Advisor

Monisha Bajaj

Abstract

Female Chinese international students face discrimination and stereotypes in Western academia based on race and gender, yet they possess unique “Women Strength” characterized by agency, resilience, and self-advocacy. This study explores how these students navigate cultural differences and develop their strengths while studying in the U.S. Drawing upon “Women Strength” as a theoretical framework, including Community Cultural Wealth, Critical Feminist Theory- Chinese feminism, decolonial feminism, and transnational feminism, transformative agency, resilience theory, and self-advocacy theory, this research employs a qualitative approach, including Photovoice and autoethnography. Three research questions guide the study: 1) What cultural differences do female Chinese international students experience in the U.S. related to race and gender? 2) How do they navigate these cultural differences? 3) How do they develop agency, resilience, and self-advocacy, or “Women Strength,” in response to these challenges? Findings reveal participants’ cognitive awareness of cultural differences and their strategies for coping and finding purpose and joy in their U.S. experience. While social support plays a significant role in their lives, notably absent is support from universities, highlighting a need for institutional acknowledgment and tailored support. Recommendations include university stakeholders recognizing the unique needs of these students and fostering a supportive and inclusive environment. Additionally, students are encouraged to recognize their own strengths and seek peer support, while future research should continue exploring the experiences of female Chinese international students and other marginalized groups. This study contributes to a nuanced understanding of the challenges and strengths of female Chinese international students and informs interventions and policies to better support them in their academic journey.

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