The Cultural Integration Experience of Chinese Immigrant Teachers in the United States: An Interpretive Phenomenological Analysis

Authors

Andrew W. Hustad, University of Nebraska-LincolnFollow

First Advisor

Aleidine J. Moeller

Committee Members

Jenelle Reeves, Theresa Catalano, Wayne Babchuk

Date of this Version

3-2015

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies

Under the supervision of Professor Aleidine J. Moeller

Lincoln, Nebraska, March 2015

Comments

Copyright 2015, Andrew W. Hustad. Used by permission

Abstract

The focus of this phenomenological study was the cultural integration experience of Chinese immigrant language teachers into US culture in general, and more specifically how they navigated a new educational culture upon entering the classroom. The need to conduct this study emerged from the researcher’s involvement with the multi-year Nebraska Chinese Acquisition Project FLAP grant. A key element of this grant focused on summer residential professional development institutes for teachers of Chinese in an effort to further develop and expand Chinese language programs in Nebraska public schools. Data collected by the researcher identified vast differences between the educational cultures of the teachers and the schools and how these differences affected the ability of the teachers to conduct effective classrooms. Divergent perceptions, expectations, goals, and understandings of relationships all contributed to the difficulties teachers encountered during the process of integrating into the language classroom. The phenomenological approach utilized in this study harnessed both transcendental and hermeneutic concepts, as well as the general approach outlined by interpretative phenomenological analysis. This study represents an important avenue for gaining insight into the essence of the integration experience and discusses potential ways in which the integration experiences of Chinese immigrant teachers can be facilitated.

Advisor: Aleidine J. Moeller