Thrust into learning and thinking critically: East Asian doctoral students' experience, meaning, and process of engaging in critical thinking at U.S. universities.

摘要

Internationalization is an emerging trend in education as more international students come to the United States to pursue their education. However, given the growing cultural diversity in university classrooms, educators are concerned about Asian students' lack of critical thinking. This phenomenological case study sought to understand how Confucius-influenced East Asian international students learn to incorporate critical thinking processes into their doctoral studies and how cultural differences influence their understanding and practice of these processes. Twenty East Asian doctoral students were interviewed for this study.;The findings revealed that participants described their perceptions of critical thinking in various ways and their experience of implementing critical thinking fell into three categories: struggle, progress, and enjoyment. Participants also faced several difficulties when they practiced critical thinking. Finally, participants thought they could negotiate the differences and challenges of implementing critical thinking by obtaining certain knowledge, skills and attitudes. The major conclusions were: (a) East Asian students are able to embrace the concepts of critical thinking; (b) East Asian students' difficulties in implementing critical thinking are due to differences in language and learning orientation, (c) Cultural educational style differences do not influence East Asian students' capacity to think critically; and (d) East Asian students negotiate the challenges of critical thinking both independently and socially.;Several implications were offered: (a) Educators need to be more explicit about critical thinking as one skill they expect from students; (b) Educators need to design course materials carefully with reference to East Asian students' language ability; (c) Educators should become more aware of cross-cultural differences in communication styles and preferences; and (d) University administrators and staff should take responsibility for developing intercultural plans for international students. Future studies should examine whether the behavioral norms of critical thinking are the only indicators of one's critical thinking abilities, and how important it is to design appropriate critical thinking instruction for a multicultural classroom. Future research should also follow up with international students who return to their home countries upon completing their studies to investigate their re-adjustment and any changes in their critical and independent thinking processes.