The transnational in‐between identity of Chinese student returnees from the UK: Mobility, variations and pathways

Abstract

Considering the rising tide of international student return mobility, the UK needs to pay attention to the long-term circulation and development of international student returnees. This study analyses the

“Somewhere I belong?” A study on transnational identity shifts caused by “double stigmatization” among Chinese international student returnees during COVID-19 through the lens of mindsponge mechanism

“…Transnational identity is characterized by four distinct features: intercultural competence, reconstruction of locality, diaspora consciousness, and mixed senses of belonging ( Wang, 2022 ). Intercultural competence refers to language, cultural knowledge, and awareness that one possesses which helps to bridge the gap interculturally; reconstruction of locality refers to the (re)creation of social spaces transnationally ( Tedeschi et al, 2020 ).…”

“…Intercultural competence refers to language, cultural knowledge, and awareness that one possesses which helps to bridge the gap interculturally; reconstruction of locality refers to the (re)creation of social spaces transnationally ( Tedeschi et al, 2020 ). Diaspora consciousness refers to “a broader and critical reflection toward the US and Others” ( Wang, 2022 , p. 4); lastly, the mixed senses of belonging, refers to where an individual would draw the line between US and Others ( Wang, 2022 ). Furthermore, Wang (2022) coined the term “Variations of Transnational Identity” and categorized Chinese students’ transnational identity variations into three identity clusters: the “Homestayers” who stand firmly with the Chinese US, the “Wayfarers” who prefer the lifestyle of foreign Others, and the “Navigators” who maneuver between the Chinese US and foreign Others (p. 16).…”

“…Diaspora consciousness refers to “a broader and critical reflection toward the US and Others” ( Wang, 2022 , p. 4); lastly, the mixed senses of belonging, refers to where an individual would draw the line between US and Others ( Wang, 2022 ). Furthermore, Wang (2022) coined the term “Variations of Transnational Identity” and categorized Chinese students’ transnational identity variations into three identity clusters: the “Homestayers” who stand firmly with the Chinese US, the “Wayfarers” who prefer the lifestyle of foreign Others, and the “Navigators” who maneuver between the Chinese US and foreign Others (p. 16). The homestayer identity cluster is marked by those students who demonstrate a high affinity with the Chinese US and a low affinity to the foreign Others, along with their lack of interest and willingness to explore the Others’ culture and values; the wayfarer identity cluster, however, suggests individuals who belong to this cluster would alienate their Chinese US and view China critically and cynically, while embracing values and cultures in the foreign US to be socially embedded in the host country; the third identity cluster, the navigator identity, is defined by members’ flexibility and maneuverability to navigate through various emotional attachments, acclimatize to different social norms and values, and make flexible strategies to accommodate transnational lives ( Wang, 2022 ).…”

“…Such a transnational identity is common among international students who pursue professional training and academic degrees overseas. Students with transnational identities have an in-and-between cognitive intimacy between themselves and others when talking about their home and host country ( Wang, 2022 ). However, the formation of transnational identity is not an instant process; rather, according to the mindsponge mechanism, it involves a gradual and incessant information processing that international students undertake to either accept or reject new information and values to acculturate to the current living environment ( Vuong and Napier, 2015 ).…”

Exploring the relationship between mental distress and cognitive dissonance across transnational identities using BMF analytics

“…However, even though Chinese international students suffered from double stigmatization-related mental distress, they belonged to different identity clusters (Wang, 2022). Therefore their cognitive dissonances and mental distress would vary correspondingly.…”