Why do christian churches, and not universities, facilitate intercultural engagement for Chinese international students?

Abstract

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“I Have Been a Sojourner in a Foreign Land”: A Qualitative Inquiry on the Psychological Experiences of International Students Enrolled in a Christian University

“…Institutions might also think about courses designed to connect international and domestic students and create an environment where topics like religion, adaptation, challenges, and well-being may be discussed. Prior research has suggested that international students are likely to turn to churches for social support (e.g., Yu & Moskal, 2019), and Christian institutions might try creatively and effectively partnering with local churches to provide culturally relevant social and intercultural support.…”

“Cross Is Fix”: Christianity and Christian Community as Vehicles for Overcoming Settlement Crises of Chinese Immigrant Families

“…Following previous ethnographies as models (Han and Varghese 2019;Yu and Moskal 2019b), the present study used inductive thematic analysis as the major analytical method. The transcript and fieldnote data were initially categorized into main segments of premigration beliefs, conversion reasons, and spiritual experiences.…”

Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)

“…Frequently, the Chinese international students are found to be strategic and creative in navigating undesirable social-cultural situations in their destination countries. Yu and Moskal ( 2019a , 2019b ) noted how the Chinese international students from a UK university’s Business School strategically engaged in Christian Church activities to circumvent the over-concentration of co-nationals in their departments. Jang and Choi ( 2020 ) showed how Chinese international students in Korea supported each other using an online community to mitigate the lack of information and chaos during the COVID-19 pandemic.…”

“…Along the same line, Chinese international students have been portrayed as open-minded scholars and knowledgeable educators, adept at acquiring and integrating foreign and Chinese cultures. This is especially the case for Chinese international students as scholars who are highly critical and agentic, adept at intercultural learning (Ai, 2015 ; Dai & Hardy, 2020 ; Hu [胡], 2016 ; Hu et al, 2016 ; Meng [孟] & Abduweli, 2017 ; Xu et al, 2020 ; Weng, 2020 ) and are resourceful, strategic and tenacious (Cao & Meng, 2020 ; De Costa et al, 2016 ; Fox, 2016 ; Jensen, 2015 ; Yu & Moskal, 2019a , 2019b ), showing considerable growths through their transnational education mobility; they are also celebrated for integrating Chinese thoughts with western analytical methods (Chen [陈], 2018 ; Lin [林], 2016 ; Xu [徐], 2020 ; Yuan [元] & Zhang, 2016 ).…”