Department of Health, Physical Education and Exercise Science, School of Education, Norfolk State University, Norfolk, VA 23504, USA.
Int J Environ Res Public Health. 2022 Dec 1;19(23):16089. doi: 10.3390/ijerph192316089.
The aim of this phenomenological inquiry is to explore the academic acculturation experiences of international kinesiology professionals during their doctoral programs in higher education institutions in the U.S. Purposive sampling technique was used which include six study participants. The data collected from a demographic questionnaire and a focused interview. Using acculturation theory as a conceptual framework, the subjects' academic acculturation as former international PhD students were described. There are three subthemes: (1) graduate program and requirements, (2) the academic environment of graduate program, and (3) professional development for a career in kinesiology. Findings are discussed in light of academic acculturation with a focus on assimilation (proactive adaptation in a new environment), and integration (flexibly to embrace the life experiences, learning experiences, and current experiences of the students in a new context). Particularly, findings examine how international kinesiology professionals perceived their doctoral degree experiences and sustained academic acculturation, pertaining to research and professional development at their programs. Exploring the academic acculturation of international PhD students is crucial for diversity awareness in higher education in the U.S. Often described as a minority with a narrower status, these international students undergoing academic acculturation should be assisted with aligning to their contextual frames, in terms of degree level and its characteristics in their field of study.
本现象学研究旨在探讨国际运动机能学专业人士在美高等教育机构攻读博士学位时的学术文化适应经历。采用目的性抽样技术，选取了 6 名研究参与者。通过人口统计学问卷和焦点访谈收集数据。以文化适应理论为概念框架，描述了受试者作为前国际博士生的学术文化适应情况。有三个子主题：（1）研究生课程和要求，（2）研究生课程的学术环境，（3）运动机能学职业发展。研究结果根据同化（在新环境中积极适应）和融合（灵活地接受学生在新环境中的生活经历、学习经历和当前经历）的学术文化适应进行了讨论。特别是，研究结果考察了国际运动机能学专业人士如何看待他们的博士学位经历和持续的学术文化适应，以及他们在课程中的研究和专业发展。探索国际博士生的学术文化适应对于美国高等教育中的多样性意识至关重要。这些经历学术文化适应的国际学生通常被描述为少数群体，地位较低，他们应该在学位水平及其在所学领域的特点方面，通过调整到他们的语境框架来获得帮助。
