Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2012.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
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]