A NARRATIVE STUDY OF LIVED EXPERIENCES INDONESIA INTERNATIONAL STUDENTS AND THEIR CHILDREN

2017 ◽  
Author(s):  
Friska Ria Sitorus ◽  
◽  
Wolter Parlindungan Silalahi ◽  
Keyword(s):  
International Students ◽  
Lived Experiences ◽  
Narrative Study

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

Songs of their lives: A narrative study of three older Korean immigrants in Los Angeles

2018 ◽  
Vol 40 (2) ◽  
pp. 157-175
Author(s):  
Eun Cho
Keyword(s):  
Los Angeles ◽  
Lived Experiences ◽  
The United States ◽  
Korean Immigrants ◽  
Emotional Communication ◽  
Narrative Study ◽  
Older Immigrants ◽  
The Past ◽  
Older Korean Immigrants ◽  
Temporal Moments

Conceptualized as a narrative inquiry, this study explored how music permeates the lives of older Korean immigrants in the United States. By closely examining three individuals’ lived experiences through the narratives they told, the study aimed to illuminate the complexity, depth, and uniqueness of meanings embedded in the musical lives of older immigrants. Narrative data revealed that while all interviewees had lived in the same time periods and went through many similar life events, each individual used different “colors and shapes” to “paint” their musical lives. Yet, some common themes also appeared from the narrative data: songs in the lives of the older immigrants portrayed their personhood, including who they are, where they come from, and what they like/dislike. Also, as a means of emotional communication, songs were intrinsically related to temporal moments at particular circumstances in the past, often paired with affective reactions. Finally, songs helped make sense of the socio-historical contexts in which the older immigrants have lived.

scholarly journals Teacher’s Working Condition and Hybrid Teaching Environment – A Narrative Case Study

2021 ◽  
Vol 9 (6) ◽  
pp. 160-175
Author(s):  
Neha Anand ◽  
Abbey Bachmann
Keyword(s):  
Lived Experiences ◽  
Research Question ◽  
Relevant Literature ◽  
The United States ◽  
Everyday Functioning ◽  
Veteran Teacher ◽  
Online Teachers ◽  
Narrative Study ◽  
Hybrid Teaching ◽  
Virtual Platform

Since the onset of the COVID-19 pandemic, the entire system of education around the world is living each day under rapid experimentation to grapple with unforeseen challenges. The event of the COVID-19 pandemic has not only impacted a student’s track of learning but also disrupted the everyday functioning of schools. In the case of the United States, since the beginning of March 2020, when schools were pushed into remote learning options, most teachers had minimal training and resources to teach online. Teachers faced technological challenges and suffered a severe lack of pedagogical knowledge to engage students in an online platform. The overnight switch of face-to-face to remote teaching has added to existing teacher workloads, including accommodating student learning and engagement on the virtual platform. The narrative study considers the experiences of Ally, a veteran teacher, who experienced doubts about her sense of confidence as a teacher with the overnight change of instructional formats. Qualitative analysis was conducted from two interviews, 12 written reflections, and observation notes. Following a review of relevant literature, we report the narrative account of this teacher’s lived experiences. Next, we present suggestions and implications for research and practice while addressing the following research question: What were the lived experiences of a veteran teacher while pursuing a hybrid teaching instruction format, in both the traditional and online delivery format?

scholarly journals International Students in First-Year Writing

2019 ◽  
Vol 9 (3) ◽  
pp. 929-932
Author(s):  
Anthony Schmidt
Keyword(s):  
International Students ◽  
Lived Experiences ◽  
First Year ◽  
First Year Writing ◽  
American University

International Students in First-Year Writing: A Journey Through Socio-Academic Space describes the lived experiences of ten international students enrolled in a first-year writing (FYW) course at an American university. 

scholarly journals Vietnamese International Students' Experiences in a New Zealand University: A Narrative Study

2021 ◽  
Author(s):  
◽  
Ha Thuong Vu
Keyword(s):  
New Zealand ◽  
International Students ◽  
Teaching And Learning ◽  
Positioning Theory ◽  
Academic Environment ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Narrative Study ◽  
Directed Learning ◽  
Field Notes

<p>This narrative study explored the adjustment experiences of six Vietnamese international students at Victoria University of Wellington, New Zealand. Data for the study were based on two sources; in-depth interviewing and the researcher's field notes. Each of participants was interviewed twice on their adjustment experiences in New Zealand. Thematic analysis was applied to their stories and positioning theory provided a theoretical lens to further analyze and interpret the participants' stories.  The findings of the study indicated that the participants experienced many new and different things. Most experienced a stressful academic environment during their first few weeks but they felt better as time passed. The most common challenges they faced related to language issues. Difficulties came from differences between cultures with a mismatch between the participants' previous learning experiences and teaching and learning in the new environment. The participants felt stressed by the amount of self-directed learning expected. These challenges brought benefits such as becoming independent and self- regulated learners. After one trimester one participant had happily adapted and thought of a future life in New Zealand. Three participants had gradually adapted and come to enjoy their new life Two of the six students were clear that they did not belong in New Zealand and wanted to finish their degree and then go back to Vietnam.  The study concluded that the participants had diverse difficulties studying and living in New Zealand, mostly related to the different academic environment, language and culture. The participants used various coping strategies to deal with their challenges in the new environment and the main source of their support was from friends and families.</p>

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