Chinese International Students In U.S. High Schools: Case Studies Of Academic And Social Challenges

The intent of this study is to investigate the academic and social challenges that Chinese international students are encountering during the acculturation process in the U.S. private high schools. A qualitative methodology and interpretative framework were utilized in a case study of three 9th grade Chinese students. Methods of data collection included observations and semi-structured interviews. The findings revealed a deficit in the support provided by the U.S. high school to the Chinese international students in order to overcome the students’ challenges imposed by language barriers. Additionally, the lack of understanding from the faculty and the domestic U.S. domestic students contributed to the challenges the Chinese international students faced. Limited English language proficiency negatively impacts the Chinese international students’ social life and their academic performance. On a social level, the Chinese international students in this study indicated a willingness to integrate with native speakers. However, the relationship between the Chinese international students and the native speakers proved severely impeded by the limited English language skills the Chinese international students possessed. Academically, Chinese international students find it difficult to achieve their goals because they are simultaneously learning the English language while attempting to grasp the content of their subject matter.