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2010 - MWERA Annual Meeting Pages: unavailable || Words: 2728 words || 
1. Zhou, Yuchun. "Understanding of International Graduate Students’ Academic Adaptation to a U.S. Graduate School" Paper presented at the annual meeting of the MWERA Annual Meeting, The Westin Great Southern Hotel, Columbus, Ohio, Oct 13, 2010 Online <PDF>. 2019-09-24 <>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: This study explored international graduate students’ academic adaptation to U.S. graduate education. Qualitative methodology was employed to investigate these students’ feelings and behavioral changes during their transition.

The findings show that these students’ behaviors and mental well-being are heavily influenced by three identified themes: academic relationships, adjustment strategies, and graduate experiences at school. These three themes represent impacts from different aspects: social interactions, individual acculturative strategies, and contextual impacts in a U.S. graduate school.

Based on the findings, practical suggestions for U.S. institutions were provided. This study not only helps U.S. institutions understand the underrepresented group of international graduate students’ academic adjustment processes, needs, and dissatisfaction, but also helps current international graduate become aware of their academic needs and expectations. Moreover, giving the increasing trend of international education in the world, this study may also contribute to the scholarly inquiry of international students’ cross-cultural acculturation in the larger society.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 747 words || 
2. Cozart, Deanna. "The model minority goes to graduate school: Emotional adjustment of immigrant Chinese graduate students" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2019-09-24 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to investigate the Chinese graduate student experience in the United States through the context of their emotional adjustment as a predictor of career aspirations. Emotional adjustment is a construct made up of social stress, anxiety, depression, sense of inadequacy, self-esteem, and self-reliance. Both emotional adjustment and career aspirations were compared to those of domestic, non-Chinese graduate students to gauge the extent to which the immigrant experience would differentiate Chinese from other graduate students.

Acculturation theory provides a framework for understanding the tension immigrants feel while navigating a new culture. According to Berry’s (1980) acculturation model, the friction between the culture of the country of origin and the dominant culture creates four paths for immigrants - (a) assimilate into the mainstream culture of the host country (assimilation), (b) acculturate into the lower, under class with severe economic disadvantages (marginalization), (c) acculturate into immigrant communities, allowing for preservation of home culture (encapsulation), or (d) successfully balance and maintain home culture and the new dominant culture (biculturalism). For this study, investigating the emotional adjustment and career goals of students helps us to approximate the acculturation path of Chinese graduate students.

In order to understand Chinese students’ emotional adjustment and career aspirations, a comparative correlational research design using a group-administered survey was utilized. The Emotional Systems Index of the Behavior Assessment System for Children, 2nd edition, (ESI; BASC-2; Reynolds & Kamphaus, 2004), measured emotional adjustment. Career aspirations were measured by an open-ended question included in the demographic questionnaire. Twenty-four Chinese students and 46 American students completed both surveys, for a total of 70 participants.

Descriptive statistics revealed an average emotional adjustment score of 47.5 for Chinese students and 45.9 for American students out of 100. Both of these scores were considered normal for the adult population, and an independent samples t-test did not reveal any statistically significant differences.

In terms of career aspirations, the responses were scored using prestige scores from the Socioeconomic Index (SEI; Nakao & Treas, 1992). Scores can range from 17.07 (shoe machine operator) to 97.16 (physician). Chinese students had a mean prestige score of 78.76, while American students had a mean score of 77.62. The most common response for all students was, professor, which has a score of 86.98. An independent samples t-test for these means did not reveal any statistically significant differences.

A regression analysis was also performed to determine the relationship between the ESI subscales (social stress, anxiety, depression, sense of inadequacy, self-esteem, and self-reliance) and career aspirations. Multiple regression analysis for Chinese and domestic students together and separately found a minimal relationship between emotional adjustment and career aspirations for this sample, but did show social stress as a statistically significant predictor of career aspirations for domestic students.

Statistically significant differences did not exist between these groups on either career aspirations or emotional adjustment; rather both groups displayed striking similarities given their divergent backgrounds and cultures. Further, because we know that Chinese students can face extensive academic pressure that is only compounded by the immigration experience (Alba, Rumbaut, & Martoz, 2005; Yan & Berliner, 2009), it is surprising the conclusions of this study did not demonstrate differences between them and American students. The lack of difference is also interesting given a majority of Chinese students in this study (66.7%, n = 16) had been in the United States less than one year. Acculturation studies have revealed the first year is often the most difficult for immigrants adjusting to a new country and culture (Lo, 2010; Tong, 2010). The challenges associated with the immigrant experience would subsequently lead to the conclusion that members of this group would have shown heightened emotional issues simply given the nature of their current life stage and limited time in the U.S.

Therefore, because students in this study did not demonstrate statistically significant emotional and career differences, it seems that Chinese students in this study are successfully assimilating into the graduate school community. While the sample may not be representative of all Chinese students studying in the U.S., it does seem that many outreach programs (Office of International Education, International Student Life Office, Chinese Student Union, Association of Chinese Professionals, etc.) for international students are working well at this university, providing acculturation paths into immigrant communities with other international students and dominant graduate school culture. The select groups of Chinese and American students in this study were more alike than different on the factors examined, and for graduate students, educational similarities appear to outweigh cultural differences.

2013 - Pacific Sociological Association Annual Meeting Words: 152 words || 
3. Restad, Cristina. "Beyond the Program Year: McNair Graduates’ Understanding of How Program Participation Impacts Their Experiences in Graduate School" Paper presented at the annual meeting of the Pacific Sociological Association Annual Meeting, Nugget Casino, Reno/Sparks, Nevada, Mar 21, 2013 <Not Available>. 2019-09-24 <>
Publication Type: Undergraduate Roundtable Presentation
Review Method: Peer Reviewed
Abstract: The Ronald E. McNair Scholars Program’s goal is to introduce first-generation, low-income, under-represented group college students to effective strategies for succeeding in graduate programs. One way to explore program effectiveness is to ask the McNair graduates themselves. This interview study will explore McNair graduates understandings of issues they face in adjusting to graduate school and how McNair participation prepared them for addressing these issues. Typically McNair program evaluations emphasize the collection and analysis of quantitative data – e.g. academic performance and degree attainment; however, little qualitative research has been conducted on graduate’s perceptions of the impact of program participation on graduate school adjustment and success. Using Bourdieu’s concept of cultural capital, along with Sociology-based ideas of role-as-resource and role mastery, this study will explore students’ perceptions of the McNair program’s effectiveness in regards to helping them understand the “graduate student” role and to use that role to succeed in graduate school.

2012 - ISME World Conference and Commission Seminars Pages: unavailable || Words: 2706 words || 
4. Prosser, Elisabeth. "The Twentieth-Century Music: A Didactical Approach for Graduate and Post-Graduate Studies by José Penalva (Brazil)" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, Thessaloniki Concert Hall, Thessaloniki, Greece, Jul 15, 2012 Online <PDF>. 2019-09-24 <>
Publication Type: Accepted as Poster
Review Method: Peer Reviewed
Abstract: This article discusses the teaching practice of Penalva, a Composition and Twentieth-Century’s Music History professor. It emphasizes its paradigmatic and instrumental value for instrument players, singers, composers and education researchers. It aims to document his legacy, expose his textbooks on twentieth-century’s music history, and examine his methodological teaching procedures, demonstrating their effectiveness and setting parameters for new teachers. This work is based on interviews, on researches by Dottori (2011), Fregoneze (1992) and Prosser (2000; 2006). In addition, the composer's didactical works on the subject are present as well as unpublished documents, explaining his vision, methods and strategies. José Penalva (1924-2002), priest, conductor, musicologist and writer, was one of the most important Brazilian twentieth-century composers. Author of significant works, using atonal language and free harmony, he was professor at graduate and postgraduate levels at the local university (Embap/UNESPAR). He also taught summer courses.
Among his vast intellectual production about music, we highlighted several textbooks he wrote for these courses between 1985 and 1996: an almost real-time systematization of the changes in Western Vanguard and Post-Vanguard concert music. In his classes, the textbook, critical comments and explanations came alongside with watching/listening of the respective scores and recordings (still rare in the country at that time), opening the horizons of understanding of his students. This systematization, although performed as musical changes happened, proved itself latter to be correct. His textbooks show methodological consistency, content rigor, and historical accuracy. His death in 2002 deprived the musical community of this great master, but his contribution remains in his writings. The example he set brings with it the breadth of his vision, the complexity of the issues addressed with clarity and ease, the most numerous examples of current music he presented, boldness, a world vision always ahead of the other’s, teaching consistence and ease when moving through various works and styles (Seraphim, 2003). He went ahead and conduced us to see further and to understand the genesis and the reasons for the most significant events in recent music history. His writings are certainly worth to be studied and used as textbooks in professional musical training, since they offer a didactical approach to twentieth-century’s music history and continue revealing the new. His example as professor is still an inspiration and of great help to other teachers.

2015 - American Society of Criminology – 71st Annual Meeting Words: 200 words || 
5. Laan, Jacob. and Hurst, James. "Medicate to Graduate: Prescription Stimulant Misuse by College Graduate Students" Paper presented at the annual meeting of the American Society of Criminology – 71st Annual Meeting, Washington Hilton, Washington, DC, Nov 17, 2015 <Not Available>. 2019-09-24 <>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: The use of prescription stimulants (e.g., Adderall, Ritalin, Vyvanse, Concerta), for reasons other than those medically prescribed, on college campuses has increased in recent years (Arria and Dupont 2010; Wilens et al. 2008; McCabe et al. 2005; Babcock and Byrne 2000). Research has indicated that prescription stimulants misuse is associated with the increased use of alcohol and other licit and illicit substances, drug abuse, and self-reported delinquency and arrest (Ford 2008; Kaloyanides et al. 2007). The majority of research on the misuse of prescription stimulants among college students has failed to differentiate between undergraduate and graduate students. As performance-based motivations are among the most commonly cited reasons given for this behavior by undergraduates, graduate students who have higher workloads and are exposed to greater levels of academic stress may be at greater risk (Webb et al. 2013; Bossaer et al. 2013; Ford and Schroeder 2009; Arria et al. 2008). This study utilizes a mixed methodology to analyze surveys and interviews administered to students at the University of Arkansas at Little Rock. Findings from this study will inform administrators and policymakers as to the prevalence of this issue and the detection and prevention strategies that may be necessary to address it.

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