A Narrative Inquiry on Chinese International Doctoral Students’ Perspectives on Developing Critical Thinking in the U.S.

Guided by transformative learning theory and Perry's scheme of intellectual and ethical development, this dissertation study examines Chinese international doctoral students' critical thinking development process in the US. The two research questions that guided this study are: (1) How do Chinese international doctoral students understand and conceptualize critical thinking? and (2) How have Chinese international doctoral students developed critical thinking during their doctoral studies in the U.S.? Narrative method design is applied to the study, which interviews eight participants. Using narrative thematic analysis of data, four key themes emerged from the study: a) awareness of critical thinking in Western versus Chinese context, b) sufficient understanding of critical thinking, c) transformation versus amplification, and d) developing critical thinking relying on self and others. Through participants' narratives, this study enriches our understanding of Chinese international doctoral students' journey towards elevated critical thinking. The study sheds light on how critical thinking develops in Western and Chinese contexts, influenced by cultural factors, education, and personal agency. The study has provided valuable insights into different ways of comprehending and advancing critical thinking. As a result, the study enhances our understanding of the journey of Chinese international doctoral students toward elevated critical thinking, by providing valuable insights into educational theory and international adult learning experiences. These findings have implications for educational practices, highlighting the need for personalized support systems and culturally sensitive approaches. It emphasizes the importance of creating an environment that fosters independent inquiry and sophisticated epistemological beliefs. The research makes a significant contribution to the literature on critical thinking, cross-cultural education, and transformative learning.