Contextual Factors Influencing Chinese Early Study Abroad Students’ Acculturation Experiences in Canada: An Exploratory Study

Abstract

In order to explore the contextual factors that may influence Chinese early study abroad students’ acculturation experiences in Canada, we conducted in-depth interviews with 20 Chinese early study abroad students and 6 Chinese parents. Using Oppedal and Toppelberg’s acculturation development model as the analytical framework, we identify six microsystem factors (parents, host family, custodian, overseas-study service agent, friends, and church), two mesosystem factors (parents-custodian relationship and custodian-host family relationship), three exosystem factors (social services, public safety, and immigration policies), one majority culture macro factor (multiculturalism), and the time dimension are related to Chinese early study abroad students’ acculturation experiences. In addition to these factors, locosystem factors such as geography, physical environment, and climate of the city in which they live are also important. Based on these findings, we advise all stakeholders to create a supportive and sustainable environment for Chinese early study abroad students to live in Canada.

Choosing GIS graduate programs from afar: Chinese students' perspectives

“…Existing studies have examined and identified numerous factors that Chinese students consider when choosing their study abroad programs. For instance, an important consideration refers to the excellent reputation of universities and programs (Cebolla‐Boado et al, 2018; Ganotice Jr et al, 2022; Jing et al, 2022). To increase their competitiveness and advance their career goals in the job market back in China, Chinese students tend to accumulate overseas working experience while studying (Mok & Wu, 2016; Yang et al, 2020).…”