2013 Fiscal Year Final Research Report
Academic Literacy Acquisition by Japanese Students in American Universities
| Project/Area Number |
21402043
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 海外学術 |
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| Research Field |
Sociology of education
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| Research Institution | Nihon University |
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Principal Investigator |
HOOD Michael 日本大学, 商学部, 准教授 (90349928)
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| Project Period (FY) |
2009-04-01 – 2014-03-31
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| Keywords | 社会学 / 言語学 / ナラティブ / ケーススタディ / スタディーソーシャルネットワーク |
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| Research Abstract |
Findings were significantly different for graduate and undergraduate students. Three dominant themes emerged for graduate students: Forms of Participation, Patterns of Interaction, and Leveraging Institutional Resources. However, all of themes intersected with contextual variables, including the quantity of literacy demands required by different majors, institutional support, and individual personality differences, and ability to leverage socio-academic support networks to make up for gaps in knowledge and ability. Academic success was related not to English proficiency, intelligence, or effort. For undergraduates, a different picture emerged. Most belonged to local Japanese student organizations, and very active. In addition, undergraduates chose classes that required less literacy demands early in their studies. They also negotiated the terms of assignments and participation with professors.
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