To return or not to return: examining the return intentions of mainland Chinese students studying at elite universities in the United States

Since 1978, when the first group of 50 mainland Chinese students came to the United States for education, increasing numbers of mainland Chinese students have come to the United States to get a degree (Lampton, Madancy & Williams, 1986). In 2009, China surpassed India, becoming the largest source country of international students in the United States, and since then, China has the most international students seeking education in the United States (Open Doors Data, 2015). The purpose of this Q methodology study is to explore personal perspectives of mainland Chinese students on the value of getting a degree in the United States. Data analysis grouped similar viewpoints. Based on data from ten mainland Chinese students, we categorized three different groups of mainland Chinese students: job and education group, education group, and migration group.

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Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University

Journal of Global Education and Research ◽

10.5038/2577-509x.6.1.1114 ◽

2022 ◽

Vol 6 (1) ◽

pp. 1-12

Author(s):

P. J. Moore-Jones

Keyword(s):

United States ◽

Social Support ◽

Graduate Students ◽

Sense Of Belonging ◽

Graduate Programs ◽

Chinese Students ◽

The United States ◽

Mainland Chinese ◽

Chinese Graduate Students ◽

Mainland Chinese Students

Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants’ sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves view the practice of self-segregation and its consequences.

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To Stay or To Return? Return Intentions and Return Migrations of Chinese Students During the Transition Period in the United States

Papers in Applied Geography ◽

10.1080/23754931.2015.1121162 ◽

2016 ◽

Vol 2 (2) ◽

pp. 201-215 ◽

Cited By ~ 4

Author(s):

Wan Yu

Keyword(s):

United States ◽

Transition Period ◽

Chinese Students ◽

The United States ◽

Return Intentions

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Higher Education as an Immigration Path for Chinese Students and Scholars

The Qualitative Report ◽

10.46743/2160-3715/2004.1921 ◽

2015 ◽

Author(s):

Bangchen Pang ◽

Nicholas Appleton

Keyword(s):

Higher Education ◽

United States ◽

Mainland China ◽

Chinese Students ◽

The United States ◽

Convenience Sample ◽

Mainland Chinese ◽

Multiple Case ◽

To Come

The purposes of this study were to identify and describe the factors that influenced the choices made by mainland Chinese students and scholars to come to the United States, to identify and describe the factors that influenced their settlement in the United States, and to identify and describe the role that higher education played in this process. An explanatory multiple case study design was used as the basic strategy for the study. In-depth, open-ended interviews were conducted to describe, from the participants perspective, the factors that influenced their successful immigration to the United States. The participants were a convenience sample of 10 Chinese immigrants from mainland China selected from several Chinese professional and social organizations in the Phoenix, Arizona metropolitan area. The participants were of different genders, professions, and ages.

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