ABSTRACT

Since the early 21st century the number of doctoral students leaving their own country to study abroad has risen significantly adding to swelling numbers of domestic students. The process of doctoral studies has been acknowledged as identity transformation, a process of “becoming” for domestic students and international students. What remains unclear is the extent the identity of “doctor” penetrates to core culturally embedded identities formed within the international students’ earlier lives. Is the identity of “doctor” like the graduation robe that is worn purposefully for ceremonies and later removed in daily life? Are there differences for male and female graduates in cultures such as Vietnam where there are clearly defined gender roles? The six case studies this article reports on contribute to recognizing the complexity of international students engaging with doctoral studies, and the specific nature of Vietnamese students cultural border crossing in Australian universities. In this article, we examine strategies the graduates used to empower themselves and shape their academic identities. We begin to see the importance of considering gender as well as culture in the experiences of international doctoral students.

摘要

自21世纪初以来，离开本国出国留学的博士生人数大大增加，这使国内学生人数不断增加。博士研究的过程被认为是身份转变，这对于国内学生和国际学生都是“成为”的过程。尚不清楚的是“医生”的身份渗透到国际学生早期生活中形成的核心的文化内在身份的程度。“医生”的身份是否像毕业袍那样专门为仪式而穿着，后来在日常生活中被删除？越南等文化中的性别角色有明确定义的男女毕业生是否存在差异？本文报道的六个案例研究有助于认识到国际学生从事博士学位研究的复杂性，以及越南学生在澳大利亚大学中跨文化跨文化的特殊性。在本文中，我们研究了毕业生用来增强自身能力和塑造他们的学历的策略。我们开始看到在国际博士生的经历中考虑性别和文化的重要性。以及澳大利亚大学中越南学生文化过境的特殊性质。在本文中，我们研究了毕业生用来增强自身能力和塑造他们的学历的策略。我们开始看到在国际博士生的经历中考虑性别和文化的重要性。以及澳大利亚大学中越南学生文化过境的特殊性质。在本文中，我们研究了毕业生用来增强自身能力和塑造他们的学历的策略。我们开始看到在国际博士生的经历中考虑性别和文化的重要性。