机构代理人的支持以及美国STEM国际研究生对文化和机构适应性的看法。

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of International Students Pub Date : 2023-01-08 DOI:10.32674/jis.v13i4.4811
S. Myers, Carrie B. Myers, Catherine Johnson, S. Brazill
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引用次数: 0

摘要

这项定量研究旨在了解来自机构代理人的不同类型的支持与学生在各自机构的文化和结构归属感之间的联系。我们使用了来自美国国家科学基金会拨款的独一无二的初步调查数据,该数据包括美国12个研究机构的近1000名STEM领域的国际研究生。根据文化协同和相互适应的理论,我们提出了来自同行、教师、,导师对健康的看法很重要,但导师支持的文化方面将成为最重要的。基于回归结果,我们发现这三个因素在文化和结构匹配的感知中都发挥了积极的统计作用。然而,研究结果表明,同伴支持在促进更好地感知文化和制度归属感方面发挥了最大作用。
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Support from Institutional Agents and Perceptions of Cultural and Institutional Fit Among STEM International Graduate Students in the U.S.
This quantitative study aimed to understand the association between different types of support from institutional agents and students’ sense of belonging culturally and structurally at their respective institutions. We used one-of-a-kind primary survey data from a National Science Foundation grant that included nearly 1,000 international graduate students in STEM fields across 12 research institutions in the U.S. Drawing from the theories of cultural synergy and reciprocal adaptation, we proposed that support from all three institutional agents of peers, faculty, and mentors would be important for perceptions of fit but that the cultural aspects of mentor support would emerge as most important. Based on regression findings, we found that all three agents played a positive and statistical role in perceptions of cultural and structural fit. However, the results suggested that peer support played the largest role in promoting better perceptions of a sense of belonging culturally and institutionally.  
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来源期刊
Journal of International Students
Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
25.00%
发文量
85
审稿时长
30 weeks
期刊介绍: The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.
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