Acculturation experiences of Chinese international students who attend American universities.

Abstract

Given the increasing number of Chinese international students attending American universities, it is important to consider potential problems arising during their initial transition period, and their experiences acculturating into the American culture and educational system. Thirteen Chinese international students participated in qualitative interviews conducted in participant's native language, Mandarin Chinese. Data analysis followed the hermeneutic circle. Based on their personal perspectives, participants reported their experiences encountered during their initial transition into the U.S. They described how they made sense of their experiences and how their ways of thinking and behaving changed as a result of being influenced by their experiences interfacing with U.S. culture. Participants also shared their strategies they perceived as helpful in specific situations. Based on an analysis of participants' interviews, emerging themes included (a) difficulties and challenges they faced as new immigrants, (b) differences they encountered with respect to their homeland and the new environment, including language/communication, culture, academic study and learning, living in the U.S., and psychological adjustments, (c) positive growth they acknowledged from facing challenges and adapting to their new environment, and (d) help they received from a variety of individuals and organizations. Additionally, participants offered suggestions to future Chinese international students, emphasizing the importance of more proactively seeking and receiving assistance. Implications for American universities, including counseling centers, to more actively assist and include Chinese international students are also discussed. An increased understanding of and sensitivity to international students' challenges will help professionals strengthen outreach services.

International Students’ Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University

“…A recent study documented students' perceptions of their growth as their language skills progressed during studying in the US: Chinese international students reported greater self-confidence, maturity, and independence as well as increased English ability (Z. Li et al, 2017). These outcomes align with the psychological wellbeing subscales of self-acceptance, environmental mastery, and positive relations, providing support for the hypothesis that perceived language competence will by associated with self-acceptance, environmental mastery, and positive relations.…”

Examining the Correlation between American Students’ Cultural Intelligence, Political Affiliations, and Their Social Distances from Their International Peers

“…This is not to say that American students and institutions are inclined to approach common challenges to international students, but most of the research focuses primarily on the views of and challenges faced by the latter group. To this end, such investigation would help improve acculturation and learning outcomes for both domestic and international students (Haugen & Kunst, 2017;Li et al, 2017). This study shows that political party affiliation and three of the four dimensions of cultural intelligence (CQ) of Americanborn students were significant predictors of their self-reported social distances (SDs) from their international peers.…”

“…However, despite these research efforts, current literature has focused primarily on growth in enrollment numbers, its economic benefits, and the various processes of international students' acculturations (Buzzelli, 2016; E. J. Lee, 2016;Li, Heath, Jackson, Allen, Fischer & Chan, 2017). There are limited investigations of the perceptions of American-born students toward their international counterparts, and ways in which cultural barriers can be bridged.…”

The Segregation of Foreigners in U.S. Mainstream Classrooms

“…Recognizing that these students' English language skills are not comparable to that of native English speakers (NES), scholars have called for remedial attention to enhance intercultural exchange in the classroom. Common strategies proposed to maximize the learning experience of the students include assisting them to hone their English language skills, teaching them how to overcome reticence and shyness and adapt to the U.S. academic culture, and encouraging them to forge intercultural friendships with their U.S. counterparts [2][3][4][5][6][7].…”