Assisting the First-Year International Students’ Socio-cultural Adjustment, Through a Peer Mentoring Program, at One University in China

Abstract

This paper aimed at exploring how a mentoring program assists first-year international students’ adjustment to socio-cultural experiences, at one university in China. The study employed a qualitative approach that was informed by a case study design. The study involved 9 participants who were purposively selected, and data was collected through semi-structured interviews, and thematically analyzed. The study revealed that peer mentors assist first-year international students, to adjust to socio-cultural experiences in areas such as language and cultural adjustment. However, limited time, poor attendance during the group meetings, language barriers, and timetabling emerged as major challenges for the mentoring program at the university. Thus, it was suggested that clear program objectives and evaluation procedures, together with motivation, and recognition of the mentors’ roles called for improvement. The study concludes that the mentoring program at the university plays a key role in assisting first-year international students’ adjustment to socio-cultural experiences; nevertheless, it requires improvement in some areas.

Keywords: First-year International students, Socio-cultural adjustment, Mentoring program, China.

DOI: 10.7176/JEP/11-4-12

Publication date: February 29^th 2020