Exploring the Interrelation of Family, Society, and Cultural Influence on International Chinese and Indian STEM Doctoral Students in the U.S.

Abstract

This phenomenological study explores how familial, social, and cultural factors influence the academic choices, experiences, and career decision-making of Chinese and Indian STEM doctoral students in the U.S. Through semi-structured interviews with three Chinese and three Indian international students, thematic analysis identified five themes and ten subthemes. According to the findings, Indian students reported a strong impact from familial and societal expectations to pursue academic and career paths in engineering and medicine. In contrast, Chinese students were less likely to be influenced by their family in choosing specific fields of study. Moreover, the acculturation experience of studying abroad played an important role in shaping their identity, particularly through the transition from seeing themselves as students to researchers, and the desire to be financially self-sufficient. Additionally, students’ post-graduation plans were impacted by social policies and family backgrounds, such as China’s one-child policy, work-life balance, employment opportunities, and parents’ work backgrounds.