Abstract
This study examined how Chinese international students perceive and experience family support, and the role family support plays in their college life and their adaptation to living in the United States. This study was grounded in an anti-deficit perspective and followed Smith and Osborn's (2015) interpretative phenomenological analysis (IPA) to center the voice of Chinese international students and to provide a rich, detailed account of their experiences. Semi-structured interviews were conducted with 11 participants and subsequently analyzed using Smith and Osborn's guidelines. This study contributes to the current literature with an in-depth understanding of the role family support plays in the adjustment experiences of Chinese international students. The results of the study help inform future research, practice, and policy related to best supporting Chinese international students' adjustment to living in and attending college in the United States.