Abstract
This qualitative study explored the experiences of undergraduate Chinese international students and how those experiences related to their sense of belonging and perceived classroom performance. Individual interviews were conducted to obtain data for this study. Participants indicated experiences with sense of belonging in several ways, including (1) social support, (2) homesickness, (3) social isolation. These experiences contributed to belong through (1) student organizations and (2) cultural familiarity and integration. Participants also indicated connections with belonging and perceived classroom performance, including (1) educational background, (2) learning habits, (3) self-motivation, and (4) external factors. Recommendations for future research include monitoring the development of belonging over time, expanding the research to a larger and more diverse population, and utilizing quantitative instruments to determine level of belonging and how it impacts a measurable performance.
Date Capstone Completed
12-2020
Document Type
Thesis
Degree Name
Masters of Science in Leadership Education: Professional Leadership
Department
Leadership Education
Advisor
Theresa Waterbury
Recommended Citation
Bolstad, Kurt, "Examining Sense of Belonging and Academic Success for Undergraduate Chinese Students" (2020). Leadership Education Capstones. 43.
https://openriver.winona.edu/leadershipeducationcapstones/43
