Chinese International Students' Messages on the Family Forum

2017 ◽  
pp. 128-149 ◽  
Author(s):  
Chenwei Wu ◽  
Lynne M. Webb
Keyword(s):  
United States ◽  
International Students ◽  
Thematic Analysis ◽  
Emotional Support ◽  
The United States ◽  
Chinese International Students ◽  
Child Rearing ◽  
Self Disclosure ◽  
Family Issues ◽  
The Family

We content analyzed the online messages of Chinese international students who are currently studying and living in the United States. We examined messages within the students' ethnic group as they sought and provided assistance to each other in understanding and acculturating to family life in the United States via a popular online forum. We randomly sampled 50 recent, original posts and their accompanying threads (147 pages of text containing 108,723 words). Thematic analysis indicated that students use the forum to achieve three objectives (seeking informational/emotional support, offering information/emotional support, offering topics for discussion) across a wide variety of family issues (e.g., conflict, child rearing/education, appropriate behaviors for husbands and wives). Users provided multiple types of assistance (e.g., informational/emotional support, topics of discussion, questions based on the original posts, self-disclosure, positive feedback, and negative feedback) to the posters.

scholarly journals U.S. Higher Education Classroom Experiences of Undergraduate Chinese International Students

2015 ◽  
Vol 5 (2) ◽  
pp. 188-200 ◽  
Author(s):  
Gabriela Valdez
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Classroom Practices ◽  
The United States ◽  
Chinese International Students ◽  
Double Consciousness ◽  
Identity Conflict ◽  
Classroom Experiences ◽  
The Way

The purpose of this study was to explore undergraduate Chinese international students’ perceptions about their classroom experiences in the United States institutions of higher education. Double consciousness, introduced by W.E.B. Du Bois, was used as the theoretical framework for this study. After analyzing the 15 interviews to Chinese international students, the following areas were discussed: comparison of classroom experiences in the United States and China; positive and negative classroom practices in the U.S.; perceptions of the way American faculty and students perceived Chinese international students; and double consciousness of Chinese international students. While most of the participants preferred the American classroom practices over practices in China, their perceptions about the way American students and faculty perceived them were conflicting. The concept of double consciousness also helped to illustrate the internal identity conflict of being Chinese and being “Americanized.”

scholarly journals Chinese University Students and Their Experiences of Acculturation at an Ethnic Christian Church

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Xiaoyang Sun ◽  
Robert A Rhoads
Keyword(s):  
United States ◽  
International Students ◽  
University Students ◽  
East Coast ◽  
The United States ◽  
Chinese International Students ◽  
Christian Church ◽  
Chinese University ◽  
Chinese University Students

This paper examines the experiences of Chinese international students from East Coast University (a pseudonym) in the United States through their participation in a Chinese ethnic-based Christian church (CCC). Employing ethnographic-based fieldwork, the study highlights how Chinese international students see their experiences in CCC as a source of acculturation to U.S. society. However, the students evidence little understanding of the reality that they are in fact being acculturated to a subculture within U.S. society that at times embraces values contradictory to those of progressive-oriented East Coast University.

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