The majority within the minority: Exploring Chinese international students’ college experience and satisfaction in U.S. higher education

Abstract

Abstract: In this case study, we examine the college experiences of Chinese international undergraduate students at a large public university in the Midwest (MU), comparing them to domestic and non-Chinese international students. Using survey data, we explore differences in student satisfaction, sense of belonging, faculty interactions, and academic adjustment. Our findings reveal that Chinese international students report significantly lower satisfaction levels, particularly in academics, and face greater challenges adjusting to academic requirements, professors’ teaching styles, and interactions with U.S. classmates. While they form strong peer networks within their ethnic community, we suggest that these networks may limit their engagement with faculty and the broader campus environment. Given that faculty interaction and a sense of belonging are key predictors of student satisfaction, we recommend that universities implement targeted initiatives to foster inclusive academic environments, enhance faculty-student interactions, and support Chinese students’ adjustment to U.S. academic expectations.