Description
Book SynopsisThis book explores the processes of self-understanding that take place in a group of Chinese women studying in universities in the United States. In the past few decades, there has been an increasing number of Chinese women attending U.S. universities, yet their psychological experiences within American culture have not been a focus of study by researchers in higher education. Those who crossed geographic, cultural, and psychological borders to study in the U.S. described their change as a basic psychological process called ''reweaving a fragmented self.'' This book contributes to the educator''s understanding of the diversity of international women''s student experiences, expectations, and desires.
Trade ReviewCrossing Borders: International Women Students in American Higher Education is a compelling example of qualitative research that illuminates a concept, transitions in the sense of self, and describes the experiences of a particular group. . . . While the voices of the interviewed women are compelling and interesting in their own right, the theoretical contribution of this book is in its argument that a critical and local interpretation of cultures and self is an important conceptual framework. . . . In addition to the theoretical contribution and illustration of meaningful cultural differences, Qin offers advice for both American hosts and Chinese students, bringing her conclusions to a practical level. For that reason, I recommend this book for people who work with international students. * PsycCRITIQUES, January 2010 *
Qin's study of Chinese women studying in universities in the United States is incredibly timely…. Crossing Borders makes an important contribution…. Qui has provided a springboard for continued dialogue and research. * Journal Of International Women's Studies *
By reading this book, university faculty who work with Chinese women international students will have a rare insight into these students' subjective experiences and gain a deeper understanding of their needs…. This book will likely inspire interest in further research in this area, and it is a timely contribution to the growing focus on examining the intersectionality of multiple identities. * Psychology of Women Quarterly *
Table of ContentsPart 1 Part I: Introduction Part 2 Background and Significance Part 3 Theoretical Grounding Part 4 The Inquiry Part 5 Part II: A Critical Review of Traditional Models of Self Development Part 6 Self in Western Pyschology Part 7 Self in Chinese Psychology Part 8 Self in Anthropology and Cultural Psychology Part 9 Self in Phenomenology, Symbolic Interaction and Sociocultural Theories Part 10 Self in Cultural Feminist Theories Part 11 Voices from Critical Feminist Theories Part 12 Deconstructing Self from Postmodern Feminist Theorists Part 13 Toward a Critical and Local Interpretation of Culture and Self Part 14 Chinese Students in the United States Part 15 Overview Part 16 Part III: Grounded Theory Approach Part 17 Methodology Part 18 Theoretical and Epistemological Underpinings Part 19 Participants and Sampling Part 20 Interview Part 21 Data Analysis Part 22 Identifying Processes and Phases Part 23 Validity Issues Part 24 Part IV: Reweaving a Fragmented Self in Cross-Cultural Contexts Part 25 Major Process: Reweaving a Fragmented Web of Self Part 26 Being Women Students in One's Homeland: Weaving Self Part 27 Becoming International Women Graduates in a New Land: Fragmenting Self Part 28 Reweaving Self Part 29 Summary of Processes and Variations Part 30 Part V:Theoretical Implications Part 31 Weaving Self in Socio-Cultural Contexts Part 32 Fragmenting Self by Deconstructing Ways of Being in Cultural Contexts Part 33 Reweaving Multiple Selves through Critical Cultural Elements Part 34 Implications for Theory Building Part 35 Implications to American Higher Education Part 36 Assisting International Women Students in U.S. Universities Part 37 Specific Suggestions to Faculty and Administrators in U.S. Universities Part 38 Advice to Prospective International Women Students Part 39 Implications to Help International Women Students in American Higher Education Part 40 Conclusion
