Date of Award

2-1-2025

Publication Type

Dissertation

Degree Name

Ph.D.

Department

Education

Keywords

acculturation; acculturative stress; Canadian higher education; Confucian principles; cultural adaptation; Vietnamese international students

Supervisor

Zuochen Zhang

Rights

info:eu-repo/semantics/openAccess

Abstract

This study employed an explanatory sequential mixed-methods design to investigate the acculturation experiences of Vietnamese International Students (VISs) in Canada. The research aimed to explore various factors influencing VISs’ acculturation process, including acculturative stress levels, sources of acculturative stress, and their coping mechanisms in a new social, cultural, and educational environment. Data were collected through 118 online surveys and 24 individual interviews with VISs currently attending Ontario institutions. Findings reveal that VISs undergo a successful, meaningful, yet moderately challenging acculturation process, primarily determined by their individual characteristics such as a growth mindset (a belief that “nothing cannot be handled”), personality traits (a strong sense of optimism), expectations (clear and open), and aspirations (desire for personal and profession changes and development). While factors from the host country (e.g., educational system, social norms) affect the acculturation process, they do not significantly impact VISs’ overall experiences. The study highlights the interplay between traditional Vietnamese cultural values and the modern mindsets adopted by VISs, which significantly shapes their acculturation strategies. While VISs’ acculturation process aligns with Berry’s (1997) model of acculturation and Endler and Parker’s (1990) three-factor coping model, it emphasizes the crucial role of students’ internal strengths in determining acculturation success. Beyond Confucian principles significantly shaping VISs’ attitudes and behaviors, the study calls for a new theoretical and conceptual framework that integrates both traditional and modern aspects of Vietnamese culture to fully examine VISs’ cross-cultural transitions, suggesting the development and application of theories reflecting international students’ distinctive cultures rather than adopting Western-centric models to examine international students’ experiences. This research makes significant theoretical and practical contribution to the field of international student research by developing a four-dimensional framework that captures the multifaceted nature of international student experiences across different levels of analysis - from individual agency to systemic influences. This framework offers practical utility for researchers, educators, and institutional leaders to analyze international student experiences, identify areas of intervention, and develop more effective support strategies. This research, therefore, illuminates the complexity between individual characteristics, cultural background, and host country factors in shaping international students’ experiences. It underscores the need for culturally sensitive approaches in supporting diverse international student populations and offers insights for educational institutions and policymakers in fostering inclusive global learning environments.

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