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This dissertation consists of three chapters that answer an overarching question: "How do foreign-born instructors assimilate and acculturate into U.S. academia as an immigrant-receiving environment?" Across the three chapters, quantitative and qualitative data were collected and analyzed to study the situations of international instructors and understand their changes in behavioral patterns over time using different immigration theories. In the first chapter, using grading as a marker ofdoi:10.32469/10355/93239 fatcat:dbpa25pn7zaxpjin2xngot5vmi