• Login
    View Item 
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of TUScholarShareCommunitiesDateAuthorsTitlesSubjectsGenresThis CollectionDateAuthorsTitlesSubjectsGenres

    My Account

    LoginRegister

    Help

    AboutPeoplePoliciesHelp for DepositorsData DepositFAQs

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Learning to Participate: A Case Study of Three Female Japanese Graduate Students in U.S. Universities

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    TETDEDXHood_temple_0225E_12318.pdf
    Size:
    1.433Mb
    Format:
    PDF
    Download
    Genre
    Thesis/Dissertation
    Date
    2015
    Author
    Hood, Michael Bradley
    Advisor
    Casanave, Christine Pearson, 1944-
    Committee member
    Beglar, David J.
    Simon-Maeda, Andrea, 1951-
    Churchill, Eton, 1964-
    Fujioka, Mayumi
    Department
    Language Arts
    Subject
    English as A Second Language
    Sociolinguistics
    Case Study
    Communities of Practice
    Narrative
    Participation
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3021
    
    Metadata
    Show full item record
    DOI
    http://dx.doi.org/10.34944/dspace/3003
    Abstract
    In this longitudinal, qualitative, multiple-case study, I investigated the following questions: What is it like for a Japanese student who has little experience in countries where English is spoken as an L1 to seek a graduate degree at a U.S. institution of higher education? What linguistic, cultural, and institutional obstacles do they face? How do they overcome them? How does the experience change them? By documenting and analyzing the lived experience of three Japanese women seeking advanced degrees in U.S. universities over a period of at least two years, I shed light on the academic and social factors that played a role in their ultimate success or failure. Drawing on the theories of communities of practice (Wenger, 1998) and legitimate peripheral participation (Lave & Wenger, 1991), supplemented by activity theory (Engeström, 1999) I focus on the participants’ journeys from the periphery of their new academic communities toward fuller participation within them, with an eye for the way power relationships affect their progress. Using narrative inquiry as a research strategy, I tell my participants’ stories, describing and interpreting their experiences, as they (and I) understood them. The data comprise bi-annual interviews conducted on the participants’ respective campuses, my own observation journals from those visits, additional interviews in Japan, monthly Skype interviews, participants’ journals, course materials, department handbooks and policy statements, and other institutional materials. Findings are grouped into two broad categories: forms of participation and patterns of interaction. The main obstacles to participation included difficulty engaging with instructors and classmates in class, ineffective advising, dysfunction at the departmental level, and trouble managing reading and writing requirements. Patterns of interaction reveal how the participants overcame those obstacles, including forming and leveraging strong socio-academic networks to fill gaps in their own knowledge and to draw emotional support, finding alternative sources of insider support in the absence of effective advising, and developing strategies to cope with literacy demands. The findings suggest that inequities of power in the classroom and in the department can hinder academic socialization and make success less likely. However, these inequities can at times be overcome by agency and creativity.
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    Collections
    Theses and Dissertations

    entitlement

     
    DSpace software (copyright © 2002 - 2023)  DuraSpace
    Temple University Libraries | 1900 N. 13th Street | Philadelphia, PA 19122
    (215) 204-8212 | scholarshare@temple.edu
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.