The Stranded Chinese in the United States

Lee, Rose Hum

doi:10.2307/272944

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The history of Chinese students coming to the United States for Western education can be traced back to 1854, when the first Chinese student received a bachelor’s degree from Yale University (Bourne, 1975). After that, Chinese students enrolled in US colleges and universities steadily increased, and they were mostly trained professionals, government officials, and children of wealthy families at that time (Lee, 1958). Research describes this early generation of Chinese students as a privileged group given their outstanding socioeconomic and political backgrounds (Bourne, 1975).…”

Section: Introductionmentioning

confidence: 99%

“…Research describes this early generation of Chinese students as a privileged group given their outstanding socioeconomic and political backgrounds (Bourne, 1975). After World War II, most Chinese students in the United States encountered significant financial and psychosocial challenges, and researchers began using the term “stranded Chinese” (Lee, 1958) to portray this group. After three decades of isolationist foreign policy, in 1978, China launched economic reforms and opening‐up and resumed international education exchanges with the United States.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Crazy Rich Chinese? A Mixed‐Methods Examination of Perceived Stereotypes and Associated Psychosocial Adaptation Challenges among Chinese International Students in the United States

Xie

Qin

Liu

et al. 2020

Applied Psych Health & Well

View full text Add to dashboard Cite

Background Prior research observes associations between race‐based stressors (e.g. stereotypes) and the compromised psychological and sociocultural adaptation of international students. Methods Using an explanatory sequential mixed‐methods design (196 survey responses and 51 in‐depth interviews), this study examined stereotypes perceived by Chinese students arriving on US college campuses after 2010, their interpretations of the new stereotypes, and the associated psychosocial adaptation challenges they had to navigate. Results Our findings suggested multiple dimensions of the stereotypes this recent wave of Chinese students perceived from their American peers, including stereotypes pertinent to their financial background (frequency effect sizes = 37.6% and 51% for quantitative and qualitative results, respectively), academic abilities (20.1% and 13.7%), personality characteristics (16.5% and 19.6%), and social attitudes and behaviors (12.9% and 9.8%). Further, this study observed that the new, prevalent stereotypes (e.g. being wealthy) might foster intergroup tension and pit Chinese students against their American peers and that some Chinese students experienced psychological issues (e.g. lower levels of collective self‐esteem and feelings of shame) due to the stereotypes of wealth‐flaunting Chinese students. Conclusions This study contributes uniquely to the literature by unpacking the new stereotypes using a mixed‐methods design and points to important practical implications for university services.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Crazy Rich Chinese? A Mixed‐Methods Examination of Perceived Stereotypes and Associated Psychosocial Adaptation Challenges among Chinese International Students in the United States

Xie

Qin

Liu

et al. 2020

Applied Psych Health & Well

View full text Add to dashboard Cite

show abstract

Study Hard but Do Tour to See the World: Tourism of Chinese Students who Studied in the United States

Huang¹,

Hu²

2021

Global Perspectives on Recruiting International Students: Challenges and Opportunities

View full text Add to dashboard Cite

Educating the enemy: Chinese students and the Sino-American Cold War, 1948-1955

Waldrop

View full text Add to dashboard Cite

In response to the People's Republic of China's intervention in the Korean War, the United States terminated education exchange programs and detained scientifically and technically trained Chinese students and intellectuals living in America. This response was partly an exigency of the war but was also reflective of the broader Sino-American Cold War. Utilizing archival material from the Truman and Eisenhower Presidential Archives, as well as published government documents, this paper traces the shifting patterns of American thought regarding education exchange and the utility of Chinese intellectuals and argues that the American government politicized Chinese students as early as the remission of the Boxer Indemnity Fund in 1905 but came to actively utilize them during the Cold War in an attempt to wage an intellectual war against the PRC. By retaining Chinese students, the United States hoped to deny China advanced scientific and technical information. It also finds that the pressures of constraining a large cohort of stateless individuals, whose technically illegal residence in the United States placed considerable administrative and financial burdens on the American government, led, in part, to enactment of immigration reforms during the early to mid-1950s.

show abstract

The Stranded Chinese in the United States

Cited by 3 publications

References 0 publications

Crazy Rich Chinese? A Mixed‐Methods Examination of Perceived Stereotypes and Associated Psychosocial Adaptation Challenges among Chinese International Students in the United States

Crazy Rich Chinese? A Mixed‐Methods Examination of Perceived Stereotypes and Associated Psychosocial Adaptation Challenges among Chinese International Students in the United States

Study Hard but Do Tour to See the World: Tourism of Chinese Students who Studied in the United States

Educating the enemy: Chinese students and the Sino-American Cold War, 1948-1955

Contact Info

Product

Resources

About