This study used the marginal man theory to try to understand the work experiences of a group of Chinese immigrant professors at American institutions of higher education. Marginal man theory describes an individual with dual, perhaps not resolvable identities in two cultures. Five male professors at a Midwestern university participated in the study which gathered data through ethnographic interviews with the faculty, all males in their forties and none with tenure. Analysis revealed four cultural themes with regard to marginality: (1) conservative environment; (2) clash of two instructional study subcultures; (3) aloofness in human relationships; and (4) linguistic marginality. The analysis also found that the participants were generally satisfied with their jobs. Many seemed to have developed a "comparative edge," an ability to weigh the pros and cons of their two cultures gained through their dual knowledge and experiences. This comparative edge derived from their willingness to embrace both cultures and try to combine the best of both. For instance, differences in Chinese and American pedagogical methods caused these professors to draw on the strengths of both methodologies and see the impact of cultural clash clearly. Degree of marginality appeared to be related to both configuration of organizational structure, acceptance of diversity in organizational culture, and length of time an individual had been in their position. (Contains 14 references.) (JB)