Buffering or Perpetuating: The Perceived Role of Academic Institutions in Chinese International Doctoral Students' Double Pandemics Experiences in the United States

This study adopted a systemic perspective to examine the perceived role of academic institutions in responding to Chinese international doctoral students (CIDS) double pandemic experiences. A hermeneutic phenomenological approach was utilized to guide the research process. The results showed the interlocking relations regarding how individual academic experiences interacted with the social-political-institutional environment during this time of crisis. The discussions highlight the systemic influences on CIDS' experiences. The theoretical and practical implications were included in order to inform systemic interventions.