Scholarly Work - Education

Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/2974

Browse

Now showing 1 - 3 of 3

Brave New World: Transformational Teaching for a Web-Based Multicultural Education Course in the Age of COVID-19
(Palgrave Macmillan, 2022-01) Brazill, Shihua C.; Munday, Pat
Multicultural education has become embedded in higher education as the student population has become more diverse. This chapter examines how to apply brave space and transformational teaching in a web-based multicultural education course. In order for brave space to be effective, it is vital to establish a shared vision for the course by applying transformational teaching practices. This chapter draws on perspectives from faculty and students’ experiences during the COVID-19 pandemic.
Chinese international doctoral students’ cross-cultural socialization: Leveraging strengths and multiple identities
(Informing Science Institute, 2022-02) Brazill, Shihua C.
Aim/Purpose The purpose of this study is to use narrative inquiry to discover and understand how Chinese students leverage their strengths and multiple identities in socializing to American higher education and their profession. Chinese students engage with American academic culture while embracing their multiple identities. I will explore the cultural strengths they use to socialize and develop their personal, social, cultural, and professional identities in their doctoral educational experience. Background Chinese international doctoral students encounter a unique socialization experience during their doctoral studies because they lack meaningful cross-cultural support. Likewise, it is problematic that Chinese students are often viewed as a homogeneous group and much prior research has emphasized the traditional deficit perspective in explaining how Chinese students must adjust and assimilate to the university environment. Methodology This qualitative research uses narrative inquiry to study Chinese international doctoral students’ socialization experiences while retaining their authentic voices. Narrative inquiry allows for a more nuanced understanding of the experiences of Chinese students compared to the perceptions imposed by other stakeholders. The narrative methodology provides diverse ways to understand Chinese student interactions within American culture, place, and context. This study applies the three-dimensional approach to retell participants’ stories. The three-dimensional approach is more holistic and provides a broad lens to learn about the interactions, past, present, and future experiences of individuals through time and space. Contribution This research shifts the narrative from the deficit view to a strength-based perspective as to how Chinese international doctoral students can rely on their cultural values and multiple identities as strengths to succeed academically, socially, and emotionally. Findings Findings related to the literature in two important ways. First, findings support how the six cultural strengths of Yosso’s community cultural wealth apply to Chinese international doctoral students. Chinese students’ stories align with these strengths and through these strengths, they explore and develop their personal, social, cultural, and professional identity. Second, Chinese students’ stories as a counternarrative challenged and contradicted the essentialist view and misconception that Chinese students are a homogenous group personally, socially, culturally, or academically. Recommendations for Practitioners The findings from this study offer insight for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their multiple identities. Recommendation for Researchers Chinese students and other diverse learners may benefit from peer and faculty mentors in different ways. Therefore, understanding the unique cross-cultural socialization needs and strength-based perspective will help tailor social activities and inclusive learning environments. Impact on Society The current political, economic, and social relationships between the U.S. and China make it vital for American institutions to consider Chinese international doctoral students’ cross-cultural socialization journey. Future Research Though it is hoped that this study is transferable, specific issues of how it can be generalized to other Chinese international doctoral students in other areas of the U.S. are beyond the scope of this study. Future research might explore how Chinese International doctoral students’ socialization experiences differ depending on where they study in the U.S.
Narrative inquiry into Chinese international doctoral students’ journey: A strength-based perspective
(2021-05) Brazill, Shihua C.
Aim/Purpose This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?