Lost or found : experiences of first-year Chinese international students who are on academic probation after their first semester

In recent years, the number of Chinese international undergraduate students sharply increased in higher education institutions in the U.S. Meanwhile, this student population experiences challenges in their transition in U.S. colleges, and academic probation is one challenge that Chinese international undergraduate students have. Being on academic probation has negative impacts on students' persistence and retention rates and 4,5,6-year graduation rates, and the increasing number and percentage of Chinese international students also bring challenges to U.S. higher education institutions. To explore the reasons for being on academic probation of Chinese international undergraduate students, this research studied the experiences of the first-year Chinese international undergraduate students who are on academic probation after their first semester in a Research I public university. This mix-method study collected data of students' educational records, survey, and interview, in order to explore the trends among first-year Chinese international undergraduate students who are on academic probation after their first semester, the correlations between their TOEFL, SAT, ACT scores and first semester GPAs, their academic performance in each course they enrolled in their first semester, and how those students perceived and made sense of being on academic probation. The data analysis demonstrated that the most reasons for being on academic probation after their first semester are in socio-emotional engagement, not in academic proficiency. The top 2 main reasons for being on academic probation identified by interviewees are not taking their study seriously and not studying (hard). Different from many studies about (Chinese) international students, the language barrier was not identified as one top reason for being on academic probation by survey respondents and interviewees. The main finding of this study is the goal of participants was to get an admission letter from a U.S. college. Participants actually only prepared for the study abroad tests, such as TOEFL, SAT, and ACT, and did not prepare for knowledge, skills, and abilities that are essential to survive and thrive in the academic learning at U.S. colleges. This study also found being on academic probation is actually an issue caused by the study abroad craze that driven by policy and capital, and it needs the effort and input from Chinese international students, Chinese parents, and U.S. higher education institutions in order to solve this problem. Therefore, this study provided recommendations to Chinese international students and Chinese parents, as well as faculty, staff, and administrators in U.S. colleges at the individual level, institutional level, and policy level, in order to support the academic learning and transition of Chinese international undergraduate students.