Conflict Resolution Skills of Chinese Students in the U.S.

An Interpretative Phenomenological Research Study




Chinese International Students, Conflict Resolution Skills, Qualitative Study


The number of Chinese international students in the U.S. has dramatically been increasing for the past two decades, while little is known how these Chinese students handle campus conflicts in the U.S. With the interpretative phenomenological research methodology, 10 Chinese students at three different universities in the U.S. were invited and gave their experiences and strategies in resolving campus disputes. Five superdinate themes were created based on the experiences of research participants. The findings strongly indicated that conflict management strategies and styles of Chinese students were significantly shaped by Chinese culture, and they were less likely to express their needs and negative feelings. According to findings, this study suggests that more attention and resources of student help centers should be allocated to Chinese international students in the U.S. for improving their learning experiences.

Author Biographies

Zhiwei Wang, Shenzhen Polytechnic

Zhiwei Wang, Ph.D, is an assistant professor in the Department of Communication in the College of Communication at Shenzhen Polytechnic, China. His major research interests include Cross-culture Studies, Mediation, International Student Management, Media and Conflict, and Student Services. He can be reached via email at

Qijun Zhu, St. Thomas University

Qijun Zhu, is a graduate student in the College of Business at St. Thomas University. She can be reached via email at

Dong Ke, University College London

Ke Dong is a graduate student in the Institute of Education at University College London. He can be reached via email at


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How to Cite

Wang, Z., Zhu, Q., & Ke, D. (2022). Conflict Resolution Skills of Chinese Students in the U.S.: An Interpretative Phenomenological Research Study. Journal of International Students, 12(4).



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