As the number of international students studying in the United States continues to grow, it is important that educators and administrators at postsecondary institutions understand the diverse educational backgrounds of these students, which has the potential to influence their chances for academic success. Nowhere is this truer than at the graduate-level, where international students now earn more than one-quarter of all doctoral research degrees. Through the lens of academic integrity, this study explores the undergraduate educational experiences of incoming Indian graduate students in engineering and computing disciplines at one southeastern research university, and compares the academic preparedness of these students to the expectations of the graduate faculty. This project demonstrates that the nature of undergraduate education at Indian institutions does not adequately prepare incoming graduate students for the expectations present at US institutions, specifically regarding academic writing and cheating. However, this lack of cultural capital does not appear to disadvantage the student population over the course of their academic careers, as the graduate faculty working with these students spend a significant amount of time and energy helping them socialize into Western educational practices.
|Commitee:||Berman, Elise, Mickelson, Roslyn|
|School:||The University of North Carolina at Charlotte|
|School Location:||United States -- North Carolina|
|Source:||MAI 57/05M(E), Masters Abstracts International|
|Subjects:||Cultural anthropology, Ethnic studies, Science education, Higher education|
|Keywords:||Academic integrity, Cultural capital, Graduate education, International students|
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