Advisor

Christine Cress

Date of Award

2009

Document Type

Dissertation

Degree Name

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

Department

Educational Leadership

Physical Description

1 online resource (xvi, 299 leaves)

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

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.

Description

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL

Persistent Identifier

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

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