Cultural Heritage and Collective Resilience

Chinese International Doctoral Students’ Experiences in a U.S. EdD Program

Authors

DOI:

https://doi.org/10.5195/ie.2026.541

Keywords:

Chinese international students (CIS), doctoral education, student resilience, cultural heritage, collectivistic coping, faculty mentorship, cohort model, higher education support systems

Abstract

Supportive academic environments and mentor relationships are critical for helping historically underrepresented doctoral students, such as Chinese international students (CIS), to overcome barriers. CIS resilience during unprecedented times relates to cultural heritage, beliefs, and social and cultural supports. This qualitative single case study sought to gain insights into how 104 out of 1 CIS in an Ed.D. cohort at a Midwestern university navigated personal, social, and academic stressors during the global pandemic. Through a survey and semi-structured interviews, we explored the students’ support systems and how their cultural backgrounds influenced their approaches to resilience throughout their two-year doctoral journey in the host country. Findings indicate that CIS utilized collectivistic coping strategies, such as peer networks,  as well as cultural heritage and institutional supports, such as faculty mentorship and the cohort model. To enhance the experience of CIS, integrating cultural, social, and institutional resources, and proactive individual and collective coping strategies are critical.

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Published

2026-07-29

How to Cite

Slapac, A., Kim, S. R., & Coppersmith , S. A. (2026). Cultural Heritage and Collective Resilience: Chinese International Doctoral Students’ Experiences in a U.S. EdD Program. Impacting Education: Journal on Transforming Professional Practice, 11(3), 1–9. https://doi.org/10.5195/ie.2026.541

Issue

Vol. 11 No. 3 (2026): Regular Issue

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Research Manuscripts

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Copyright (c) 2026 Alina Slapac, So Rin Kim, Sarah A. Coppersmith

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