Defense Date
12-2-2025
Graduation Date
Spring 5-8-2026
Availability
Immediate Access
Submission Type
dissertation
Degree Name
EdD
Department
Educational Studies (General Education)
School
School of Education
Committee Chair
Tara Abbott
Committee Member
Rick McCown
Committee Member
Gibbs Kanyongo
Keywords
career transition, Chinese international students, educational leadership, immigration policy, non-STEM graduates, U.S. job market
Abstract
This qualitative phenomenological study explored the career challenges faced by Chinese international graduates from non-STEM fields as they transition from U.S. higher education to the job market. While prior research has largely focused on STEM graduates who benefit from favorable visa policies and high labor demand, limited attention has been given to non-STEM students navigating structural, cultural, and social barriers to employment. Guided by the intellectual capital framework—which encompasses human, cultural, and social capital—this study examined how Chinese non-STEM graduates experience and respond to these barriers within the intersecting contexts of immigration policy, labor market expectations, and cultural adaptation.
Five participants holding master’s or doctoral degrees in education-related disciplines were recruited through purposeful and snowball sampling. Data were collected via semi-structured interviews conducted in Mandarin and analyzed thematically following Braun and Clarke’s (2006) framework. The analysis revealed five key themes: (1) navigating visa constraints and immigration barriers; (2) bridging academic training with professional skill demands; (3) adapting to U.S. workplace culture and communication norms; (4) leveraging social networks and mentorship for employment opportunities; and (5) reconciling family expectations and personal values in career decision-making.
Findings indicated that visa limitations—particularly the disparity between STEM and non-STEM OPT durations—serve as a structural gatekeeper shaping employment outcomes. Participants employed various strategies to extend their stay or enhance employability, including pursuing further education, seeking visa-sponsoring employers, or expanding professional networks. The study also found that the accumulation of cultural and social capital, such as intercultural communication skills and supportive relationships, played a critical role in overcoming workplace and systemic barriers. However, these individual efforts often operated within institutional and policy environments that remained inequitable for non-STEM graduates.
The study contributes to the growing body of research on international student career development by highlighting the intersection of educational leadership, immigration policy, and equity in higher education. Recommendations include expanding institutional career services for non-STEM international students, enhancing cross-cultural mentorship programs, and advocating for more inclusive post-graduation visa policies. Ultimately, this study underscores the need for systemic reforms that recognize and support the diverse contributions of non-STEM international graduates to the U.S. academic and professional landscape.
Language
English
Recommended Citation
Li, D. (2026). NAVIGATING BARRIERS: THE CAREER CHALLENGES OF CHINESE NON-STEM GRADUATES IN THE U.S. JOB MARKET (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2429