First Advisor

Christine Cress

Date of Publication

2009

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education

Department

Educational Leadership

Language

English

Subjects

Japanese students -- Education (Graduate) -- United States, Critical pedagogy -- Education (Graduate) -- United States, Intercultural communication -- Education (Graduate) -- United States, Multicultural education -- United States

DOI

10.15760/etd.3318

Physical Description

1 online resource (xvi, 299 leaves)

Abstract

International students have long been an important part of the U.S. higher education community, but generally they have received inadequate attention in the classroom. Also, American teaching and learning strategies have not taken full advantage of international diversity. The purpose of this narrative study was to qualitatively understand the experiences of Japanese graduate students in U.S. higher education classrooms. The study highlights the challenges that Japanese graduate students faced due to cultural differences, pedagogical differences, and language problems and provides a number of suggestions for faculty, domestic students, and institutions to help create a more welcoming environment for Japanese graduate students.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Comments

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Persistent Identifier

http://archives.pdx.edu/ds/psu/19024

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