scholarly journals Socialization in the Neoliberal Academy of STEM Scholars: A Case Study of Negotiating Dispositions in an International Graduate Student in Entomology

Humanities ◽  
2017 ◽  
Vol 6 (2) ◽  
pp. 39 ◽  
Author(s):  
◽  
Keyword(s):  
Graduate Student ◽  
International Graduate ◽  
International Graduate Student

scholarly journals Speaking in Tongues: Can International Graduate Students Read International Graduate Admissions Materials?

2017 ◽  
Vol 6 (3) ◽  
pp. 99 ◽  
Author(s):  
Zachary W. Taylor
Keyword(s):  
Reading Comprehension ◽  
Graduate Students ◽  
Graduate Student ◽  
The United States ◽  
Future Research ◽  
International Graduate Students ◽  
Reading Levels ◽  
Speaking In Tongues ◽  
International Graduate ◽  
International Graduate Student

A recent Educational Testing Services report (2016) found that international graduate students with a TOEFL score of 80—the minimum average TOEFL score for graduate admission in the United States—usually possess reading subscores of 20, equating to a 12th-grade reading comprehension level. However, one public flagship university’s international graduate student admissions instructions are written at a 17th-grade reading comprehension level, or, a 27-30 band on the reading section of the TOEFL. This study seeks to answer the question, “Do U.S. graduate programs compose admissions materials at unreadable levels compared to these programs’ minimum reading comprehension levels for international graduate student admission?” Findings reveal average public flagship international graduate student admissions materials are written above 15th-grade reading comprehension levels, with select flagships composing these materials at 19th grade reading levels. Implications for practitioners and policymakers, as well as areas of future research, are addressed.

scholarly journals The Not-So-Easy Road of Overseas Study: Life like an Outsider

2015 ◽  
Vol 5 (4) ◽  
pp. 541-544
Author(s):  
Yolanda Palmer
Keyword(s):  
Community Of Practice ◽  
Graduate Student ◽  
Student Experience ◽  
Social Challenges ◽  
Post Secondary ◽  
International Graduate ◽  
Post Secondary Institution ◽  
International Graduate Student ◽  
New Community ◽  
Study Overseas

Contemplating my graduate student experience overseas, I constantly viewed myself as an isolate, one who did not belong in the new community of practice. I encountered numerous lingua-cultural, academic and social challenges which led to my lack of community and belonging. This paper is a reflection of my experiences as an international graduate student in a Canadian university. Through this reflection, I explore some of my most potent experiences and how these influenced me as I sojourned through the not-so-easy road of study overseas. This paper also describes the processes I used that enabled me to successfully maneuver and negotiate my journey on the not-so easy-road of studying in a post-secondary institution overseas.

scholarly journals LEARNING THE “LANGUAGE” OF MOTHERHOOD AS INTERNATIONAL GRADUATE STUDENTS

2020 ◽  
Vol 5 (2) ◽  
pp. 309-344
Author(s):  
Kuo Zhang
Keyword(s):  
International Students ◽  
Graduate Student ◽  
Ethnographic Study ◽  
Graduate Studies ◽  
Poetic Inquiry ◽  
Student Mothers ◽  
International Graduate ◽  
Embodied Language ◽  
International Graduate Student ◽  
The U.S

As international students seek degrees in U.S. institutions of higher education, their role as students is forefronted and recognizable by faculty and peers. However, what often remains invisible are international students' social and personal experiences during academic study abroad. Although there is a great deal of feminist research on academic identity and motherhood, almost nothing has been written regarding the experiences of international women who become mothers while pursuing graduate studies in the U.S. This poetic ethnographic study focuses on the lived experiences of eleven international graduate student first-time mothers from Chinese mainland and Taiwan who became new mothers during their programs of study in the U.S., especially how they kept learning their ongoing, dynamic, multifaceted, and embodied “language” of motherhood through various kinds of social interactions, and among divergent practices, beliefs, and cultures. This article explores how poetic inquiry can contribute to the understanding of international graduate student mothers’ experiences as a social, cultural, and educational phenomenon. This article also discusses the issues of ethics and self-reflexivity of conducting poetic inquiry research.

Reflections of an international graduate student in a North American Communication Department

2019 ◽  
Vol 41 (3) ◽  
pp. 397-406 ◽  
Author(s):  
Nii Kotei Nikoi
Keyword(s):  
Graduate Student ◽  
North American ◽  
Communication Theory ◽  
The South ◽  
American University ◽  
International Graduate ◽  
International Graduate Student

This essay examines various aspects of my intellectual experience as an international graduate student studying in a North American university grappling with questions of postcolonial life in Africa. Specifically, I examine the intellectual tensions of dealing with the underdeveloped questions of colonialism in communication theory. The article draws on work calling for the de-Westernization and decolonization of communication theory. While the call for decentering ‘academic Eurocentrism’ is important, it is pertinent not to erect another epistemic fundamentalism in its place. Overall, the article calls attention to epistemic plurality and why communication scholarship needs to seriously consider what Comaroff and Comaroff (2012) call ‘Theory from the South’.

Embrace the Uncontrolled Nature of Poetry Writing: A Poetic Ethnographic Study on International Graduate Student Mothers’ Intercultural Discourses

2020 ◽  
pp. 107780042092069
Author(s):  
Kuo Zhang
Keyword(s):  
Lived Experience ◽  
Graduate Student ◽  
Ethnographic Study ◽  
Early Years ◽  
Arts Based Research ◽  
Poetic Inquiry ◽  
Student Mothers ◽  
International Graduate ◽  
Poetry Writing ◽  
International Graduate Student

Through presenting a series of poetry findings from a larger poetic ethnographic study on the lived experience of 11 international graduate student first-time mothers’ learning of the “language” of motherhood during their journey of pregnancy, birth, and early years of motherhood, this article reflects on the uncontrolled nature of poetry writing in an ethnographic study and discusses the long-lasting concerns on the quality, qualification, and criteria for evaluation associated with poetic inquiry and arts-based research in general. I aim to provide methodological insights for the use and evaluation of poetic inquiry, as well as other forms of arts-based research in academia.

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