厚仁教育-2021年关于中国留学生被解雇及其后果的Wholeren白皮书（英）-22页_560kb

2021 WholeRen White Paper Summary on Chinese International Student Dismissal and Consequences

Core Content

The 2021 WholeRen White Paper provides an in-depth analysis of the reasons behind the academic dismissal of Chinese international students in the United States, using data from 9,620 cases collected between 2013 and 2021. A random sample of 800 cases from March 2020 to March 2021 is analyzed to reflect the latest trends in academic dismissal. The report highlights the impact of the COVID-19 pandemic on international students and emphasizes the need for better academic preparedness and understanding of U.S. educational systems.

Main Points and Key Information

Overview of Chinese Students in America

• The number of Chinese students studying abroad has continued to grow over the past decade.
• The United States remains the top destination for Chinese international students, with Chinese students making up 34.6% of all international students in 2020.
• In 2020, the total number of Chinese international students in the U.S. reached 372,532, with a slowed growth rate compared to previous years.
• Undergraduate students constitute the majority of Chinese international students in the U.S. (39.77%), followed by graduate students (36.80%) and OPT students (19.16%).
• Non-degree students (e.g., language and certificate programs) make up 4.27% of the total.

Research Intent

• The report aims to understand the root causes of academic dismissal among Chinese international students.
• It focuses on the transition challenges students face, such as lack of independence, cultural adaptation, and academic preparedness.
• The study highlights the consequences of dismissal, including academic probation, suspension, and expulsion, and the importance of timely support for students to recover academically.

Data Analysis on Dismissed Students

Data Collection

• Data is sourced from WholeRen Group's proprietary database.
• The database contains 9,620 cases of dismissed Chinese international students from 2013 to 2021.
• 8,839 cases had complete data and were used for analysis.
• A random sample of 800 cases from 2020–2021 was selected for detailed analysis.

Personal Data Analysis

Gender Distribution

• 55.3% of dismissed students were male, 44.7% were female.
• This aligns with historical trends, indicating a higher vulnerability of male students to academic dismissal.

Academic Level at Dismissal

• 79.3% of dismissed students were undergraduates, 16.8% were graduates, and 2.8% were doctoral students.
• 1.1% were high school or younger students.
• Freshmen had the lowest dismissal rate (13.5%), while sophomore to senior students had relatively similar rates (22.6%).
• First-year master’s students had a higher dismissal rate (9.6%) than second-year master’s students (7.2%).

School Rankings

• 41.1% of dismissed students came from the top 50 U.S. universities.
• 29.9% from 51–100 ranked schools, and 29.0% from schools ranked beyond 100.
• 71.0% of students were dismissed from highly ranked schools.

Location of Dismissals

• Dismissals were most frequent in California (Western Coast), Massachusetts, New York, and Pennsylvania (East Coast), and the Great Lakes region.
• These areas are economically developed, Chinese immigrant hubs, and popular educational destinations.
• Students in these regions often attend highly ranked universities.

Reasons for Dismissal

Academic Dishonesty

• The most common forms of academic dishonesty include cheating, plagiarism, receiving help from others, hiring someone to take exams, and incorrect citations.
• 77.8% of dismissed students were dismissed due to academic dishonesty, up from 36.2% in 2020.
• The pandemic led to a shift to online learning, which made it easier for students to engage in dishonest behavior due to lack of supervision and increased temptation.
• Unintentional academic dishonesty often results from misunderstanding U.S. academic integrity norms.

Poor Academic Performance

• 17.5% of students were dismissed due to poor academic performance (GPA below school requirements).
• American schools generally require GPA ≥ 2.0 for undergraduates and GPA ≥ 3.0 for graduates.
• During the pandemic, many schools adopted Pass/No Pass grading, which reduced the number of students dismissed for poor performance.
• However, low attendance and health issues (both physical and mental) also contributed to poor performance and subsequent dismissal.

Behavioral Misconduct

• 1.9% of students were dismissed due to behavioral issues such as bullying, fighting, underage drinking, DUI, marijuana use, and racial discrimination.
• Students involved in such misconduct may face judicial trials and repatriation in addition to academic dismissal.

Incomplete Understanding of Academic Policies

• 2.8% of students were dismissed due to not understanding academic policies, such as missing registration deadlines, not enrolling in required courses, or not taking enough credits.
• Orientation sessions are a key tool for educating students on academic rules, but many international students miss these sessions due to language barriers or inattention.

Conclusion

• Academic dishonesty and poor academic performance remain the primary reasons for Chinese international student dismissal.
• The pandemic significantly impacted the academic environment, leading to increased instances of dishonesty due to online learning conditions.
• Timely support can help students recover academically and reapply for admission.
• Understanding U.S. academic policies and academic integrity norms is crucial for international students to avoid dismissal.
• Legal work authorization is important to maintain I-20 status and avoid permanent academic records.
• Many universities are willing to offer a second chance to students who reflect on their mistakes and improve their performance.

References

• Institute of International Education. (2020). "All Places of Origin." Open Doors Report on International Educational Exchange.
• Ministry of Education of the People's Republic of China. (2020). "2019 Nian Du Chu Guo Liu Xue Ren Yuan Qing Kuang Tong Ji".
• UNESCO Institute for Statistics. (n.d.). "Global Flow of Tertiary-Level Students".

Appendix Highlights

• Academic dishonesty rose sharply due to online learning challenges.
• Cheating was the most common form of dishonesty (46.9% in 2020, 6.4% increase in 2021).
• Plagiarism accounted for 40.1% of dismissals in 2021, down slightly from 44.2% in 2020.
• Improper citation was a frequent cause of plagiarism.
• The report includes examples of dismissal cases and cases of academic recovery to illustrate the impact and potential for improvement.

Key Trends

• The shift to online learning has increased opportunities for academic dishonesty.
• Academic dishonesty is now the main cause of dismissal, surpassing poor academic performance.
• Undergraduate students are the most likely to be dismissed, especially those who struggle with independence and cultural adaptation.
• Highly ranked schools and major urban centers have seen the highest number of dismissals.
• Behavioral misconduct and policy misunderstandings are less common but still significant contributors to academic dismissal.