Doctoral Advising: A Grounded Theory Exploration of Female Mainland Chinese International ...

177 Pages·2012·0.47 MB·English

Doctoral Advising: A Grounded Theory Exploration of Female Mainland
Chinese International Students

By

Miao Yan Kuttig

Submitted in Partial Fulfillment

of the

Requirements for the Degree

Doctor of Philosophy

Supervised by

Professor Dena Phillips Swanson

Margaret Warner School of Education and Human Development

University of Rochester
Rochester, New York

2012
ii
Curriculum Vitae
The author was born in Dongguan, People’s Republic of China. She graduated from
University of Central Lancashire, UK in 1998 with a Bachelor of Art Degree. In
2006, she completed a Master of Arts Degree at Fairfield University, Connecticut. In
the fall of 2006 she began her doctoral studies in Human Developments at the
Margaret Warner School of Education and Human Developments of the University
of Rochester. She pursued her research on Mainland Chinese international students
under the direction of Professor Dena Swanson.
iii
Acknowledgements
I owe a debt of gratitude to many people for their contribution to my doctoral
studies, friends, family, and my fellow doctoral students, too many to name helped
my journey in various ways, but I would like to acknowledge a specific few. First, I
would like to thank my committee chair, Dr. Dena Swanson, and my committee
members, Dr. Greta Niu and Dr. Douglas Guiffrida, without whom my dissertation
and sanity would not be possible. Your realistic perspectives, encouragement and
readily available guidance grounded me during a time of frenzy. I thank you all for
your dedication to this dissertation and your kindness.
To Brenda Grosswirth for always watching out for me, and keeping my
spirits going in tough times. Brenda, words cannot express my gratitude to your
sincere support, encouragement, and kindness. You have made this doctoral journey
a pleasant one. I appreciate your assistance in times of sincere need.
To the 12 female Mainland Chinese doctoral students and 3 academic
advisors and 1 university staff, I would like to express my most sincere appreciation
for your willingness and openness to share with me your experiences and insights.
This study would not have happened without your inputs.
Lastly, to my parents, I admire your strength, commitment and dedication to
me during times of adversity. Without your selfless acts as parents, I would not have
pursued an undergraduate degree, much less a doctorate. Your values, work ethic
and belief have inspired me and given me the strength I needed to complete my
doctoral degree.
iv
Abstract
The quality of the doctoral advising relationship is paramount in the success
of doctoral education. This study explores female Mainland Chinese student’s
advising experience in their respective doctoral programs, including the factors that
influence their experience, the challenges they encounter, and concerns they have in
their programs. Using a grounded theory approach, twenty-eight in-depth qualitative
interviews were conducted with 12 female Mainland Chinese doctoral students and
4 faculty and staff members. The interviews were guided by one overarching
research question: What are the experiences that female Mainland Chinese
international students’ have when undertaking doctoral academic advising in the
United States?
Data was analyzed through a systematic process of coding, categorization
and theoretical development to generate findings grounded in students’ personal
comments and experiences. Overall, the findings indicate that female Mainland
Chinese doctoral student’s advising experience to be both rewarding and productive.
Most of female Mainland Chinese students spoke highly of their advisors, and their
relationship was cordial and respectful yet professional. Though there is a hint of
disappointment and concern in the matter of professional and career development.
The findings indicate that while female Mainland Chinese doctoral students
achieved success academically, their social integration presented to be problematic
and disappointing. The findings identify multiple situational and student-specific
factors that impact upon the likelihood of students engaging with American students
v
and their advisors. It is confirmed that the large number of Mainland Chinese
students on campus, the lack of efforts from the students and perceived lack of
interest from the American students as important issues affecting social integration
between these two groups of students. Furthermore, the study highlights that social
integration is a two-way, interactive process that requires both Mainland Chinese
and American students to be willing to work at the forming of a friendship. This
study is necessary at a time where Mainland Chinese students obtained 10% of the
doctoral degrees awarded in American in 2008 [Survey of Earned Doctorates (SED),
2007-2008].
vi
Table of Contents
List of Tables…………………………………………………………...………ix
Chapter 1: Introduction……………………………………….....…………........1
1.1 Introduction……………………………………………..…………...1
1.2 Statement of the Problem………………...…………………....….....1
1.3 Research Questions and Purpose………………...……………..........6
1.4 Regarding Methods……………………………………………..........7
1.5 Definition of Terms……………………………………………........10
1.6 Chapter Outline………………………………………………..........12
Chapter 2: Review of Literature ……........………………..................................14
2.1 Introduction…………………………………....………………........14
2.2 Mainland Chinese International Student’s Educational Experience..14
2.3 Doctoral Advising Experience………………………………...........19
2.3.1 Advisor Selection………………………....……….........20
2.3.2 Advising Relationship………………………………......22
2.3.3 Factors that Influence Student’s Advising Experience....28
2.3.4 Contentions in Advising Relationship…………….........30
2.4 Female International Graduate Students and Advisee Experience....34
2.5 Chapter Summary………………………........…….……….……....38
Chapter 3: Research Methodology………………………...…..…………….....40
3.1 Introduction…………………….........…………………………......40
3.2 Research Framework………………………………….………........40
vii
3.2.1 Strategies of Inquiry………………………..……….....…...42
3.2.2 Introduction to Grounded Theory…………………….….....43
3.2.3 Versions of Grounded Theory………………………...........45
3.3 Theoretical Framework--Symbolic Interactionism……………….........47
3.4 Research Procedures……………………………………...……............49
3.4.1 Selection of Data Site……………………………................49
3.4.2 Sampling Strategy………………………………....….........50
3.5 Data Collection…………………………………………...……....…....56
3.5.1 Choice of Interview as Method of Data Collection…..........56
3.5.2 Development of Interview Guide………………….…........57
3.5.3 Interview Process……………………………...……..........59
3.6 Data Analysis………………………………………………...…..........67
3.6.1 The Coding Process………………………………….........67
3.6.2 Memoing……………………………………………..........72
3.6.3 Research Reflexivity………………………………....…....74
3.6.4 Evaluating the Grounded Theory……………….................76
Chapter 4: Results ………………………………………………………..….........80
4.1 Introduction………………………………………………......….….....80
4.2 Doctoral advising: Insights from Mainland Chinese students………...80
4.2.1 Advising Expectations………………………………….....81
4.2.2 Advisor Choice………………………………………..…..84
4.2.3 Advising Relationship…………………………………….90
viii
4.2.4 Communication………………………………………..….94
4.2.5 Social Integration……………………………………..…..97
4.2.6 Advising Concerns……………………………………....102
4.3 Advisors’ Perception of Female Mainland Chinese Students…….....107
4.4 Chapter Summary……………………………………………............114
Chapter 5: Discussion ……………………………………………………...........116
5.1 Introduction…………………………………………………..............116
5.2 Discussion……………………………………………………......…..116
5.3 Implications of the Study Findings…………………………..…........131
5.4 Limitations of the Study……………………………………..….........136
5.5 Implications for Further Research…………………………..…..........139
5.6 Conclusions…………………………………………………....……..140
References…………………..………………………………………………........143
Appendix
Appendix A. Student Information Letter…………………......…...…....161
Appendix B. Faculty/Staff Member Information Letter………...….......162
Appendix C. Student First Interview Protocol………………….............163
Appendix D. Student Second Interview Protocol………………….........164
Appendix E Faculty/Staff Member Interview Protocol...........................165
Appendix F. Student Category Template………………………….........166
Appendix G. Faculty/Staff Members Category Template……….............167
Appendix H. Student Follow-up Interview Protocol…………….............168
ix
List of Tables

Table 1 Student participants’ information…………………….……….….53

Table 2 Faculty/staff participants’ information……………….……….….55

Table 3 Factors influencing student’s advising experience.......................117

Table 4 Factors hindering student’s social interaction…………………..121
1

CHAPTER 1: INTRODUCTION

1.1 Introduction
This chapter comprises two sections. The first section introduces the study
by presenting the justification for the study, research questions, the context with
which the study is located, the purpose of the research, and the motivations driving
it as well as outlining the definition of the terms and concepts that are to be studied.
Following this, the second section provides brief outlines of each chapter of the
dissertation.

1.2 Statement of the Problem
Mainland Chinese international students now play an important role when it
comes to their involvement and participation in higher education in the United States
since Mainland China and the U.S. normalized its diplomatic relation in 1978. The
number of Mainland Chinese students has increased from nearly zero at the
beginning of 1978 to 20,030 in the year of 1988. This figure doubled by 1993, and
tripled by 2003 (IIE 1981-2006). There was a 21 percent increase in 2009 compared
to the academic year of 2007-2008, according to the Open Door Report
[International Institution of Education, (IIE), 2009]. Currently, there are 98,235
Mainland Chinese students studying in the United States, which accounts for 14.6%
of the total number of international students (IIE, 2009). With such significant