Published data reveal positive associations between history of ART conception and each of four imprinting disorders. Reasons for these associations warrant further investigation.

No abstract

With neo-nationalism spreading in both China and the US as well as the evolving COVID-19 pandemic, Chinese international undergraduate students are perceived as in-between: racialized in their host country and labeled as out-group members in their home country. In both contexts, their voices are constantly marginalized and silenced. Drawing upon the concept of self-formation, this article uses an ethical paradigm to emphasize students’ self-determining agency and capability in the process of personal transformation. Based on online observation and semistructured Zoom interviews, this study demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. More importantly, they actively exercise independent autonomy to facilitate plural identities, albeit under social circumstances beyond their control. Instead of being caught in the middle as framed by dominant discourses, this study shows that Chinese students’ decisions about study abroad, choices about social adaptation, and career ambition are deliberate and conscious, confronting ever-changing social, cultural, political, and economic conditions.

Due to uneven and hierarchical global context, the United States has been the world’s number one “Educational Hub” (Knight, 2011), leading the internationalization of higher education in multiple forms, the top priority of which lies in international student recruitment and enrollment. However, the COVID-19 pandemic has thoroughly disrupted the traditional mobility experience—a situation that has broader implications for the demographic landscape of US higher education. This article explores how COVID-19 and pandemic-related Sinophobia affect Chinese students’ perspectives on their educational decision-making. Based on Zoom interviews of a sample of 21 Chinese undergraduate students, this study demonstrates that despite the leading role of the US in international education, it is gradually losing appeal to Chinese students due to disillusionment with the romanticized imaginary of the US, anxiety about uncertain policies, and safety concerns. The unidirectional student mobility from mainland China to the US may be interrupted with Singapore and Hong Kong as the emerging destinations.