Finding a Chulu (Way Out): Rural-origin Chinese Students Studying Abroad in South Korea

2021 ◽  
Vol 94 (4) ◽  
pp. 661-681
Author(s):  
Shanshan Lan
Keyword(s):  
South Korea ◽  
Time Management ◽  
Social Inequalities ◽  
Student Mobility ◽  
Chinese Students ◽  
Rural Students ◽  
College Entrance ◽  
College Entrance Exam ◽  
Studying Abroad ◽  
Place Of Origin

Based on multi-site research in China and South Korea, this paper examines the motivations for rural-origin Chinese students to study abroad in South Korea and how their overseas experiences are mediated by both internal and international educational hierarchies. Existing literature on transnational student mobility from Asia mainly focuses on students from urban middle-class backgrounds, while little attention has been paid to students from less advantaged backgrounds. Scholars have noted that China's seemingly meritocratic gaokao (national college entrance exam) policy in reality functions to perpetuate the structural marginalization of rural students in its educational system. This research moves beyond the internal migration paradigm by examining how social inequalities associated with the rural/urban divide are reproduced and re-articulated by the intersection of class, gender, place of origin, and time management at the transnational scale.

scholarly journals Young Idler, Old Beggar: Reflections on the Chinese National College Entrance Exam

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Yuanmeng Zhang
Keyword(s):  
Chinese Students ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
Studying Abroad ◽  
Future Success ◽  
Peking University ◽  
National College Entrance Examination

He jerks up, gasping for air, the back of his shirt soaked with cold sweat. Not again. He turns his head to the side, to his wife who lies sound asleep next to him. Even as an alumnus of Peking University, the top university in China, my forty six year-old father still suffers from nightmares about the Gaokao (also known as NCEE, or the National College Entrance Examination). Gaokao is the graduation exam administered to millions of high school seniors in China each year. While some students avoid this test by studying abroad, students who plan to attend universities in China have no choice but to prepare for the NCEE. Even though it is terribly grueling to study for and take the NCEE, most Chinese students see the test as their sole path to future success.

Unequal Access to College in China: How Far Have Poor, Rural Students Been Left Behind?

2015 ◽  
Vol 221 ◽  
pp. 185-207 ◽  
Author(s):  
Hongbin Li ◽  
Prashant Loyalka ◽  
Scott Rozelle ◽  
Binzhen Wu ◽  
Jieyu Xie
Keyword(s):  
College Access ◽  
Urban Youth ◽  
Urban Areas ◽  
Rural Youth ◽  
Rural Students ◽  
College Entrance ◽  
College Entrance Exam ◽  
Left Behind ◽  
Elite College ◽  
Using Data

AbstractIn the 1990s, rural youth from poor counties in China had limited access to college. After mass college expansion started in 1998, however, it was unclear whether rural youth from poor counties would gain greater access. The aim of this paper is to examine the gap in college and elite college access between rural youth from poor counties and other students after expansion. We estimate the gaps in access by using data on all students who took the college entrance exam in 2003. Our results show that gaps in access remained high even after expansion. Rural youth from poor counties were seven and 11 times less likely to access any college and elite Project 211 colleges than urban youth, respectively. Much larger gaps existed for disadvantaged subgroups (female or ethnic minority) of rural youth from poor counties. We also find that the gaps in college access were mainly driven by rural–urban differences rather than differences between poor and non-poor counties within rural or urban areas.

scholarly journals Identity of the Chinese Students in the Russian Universities

2020 ◽  
Author(s):  
Natalya Antonova ◽  
Anna Gurarii
Keyword(s):  
Identity Formation ◽  
Foreign Students ◽  
International Student ◽  
Student Mobility ◽  
Sense Of Self ◽  
Chinese Students ◽  
Student Community ◽  
Studying Abroad ◽  
Russian Higher Education ◽  
The Individual

Due to the globalization process, most modern universities international. Russian higher education is also becoming multilingual and multicultural. A multicultural couples with a new academic experience has a significant impact on a new identity formation. Social identity is an individual’s sense of self as a member of a social group through sharing its values and involvement in activities to maintain its existence. Based on the 2017-2018 survey conducted among students from the People’s Republic of China and among university professors and specialists with international student advisory responsibilities, the article argues that an identity serves as a guideline in a self-determination process, helping the individual to cope with an uncertainty in terms of student mobility. A new identity formation plays a significant role in the process of acculturation of foreign students while studying abroad. Chinese students act as representatives of the values, behavioral norms and standards both of the Chinese community and Russian student community as well as the urban community. While studying in Russia, they adjust to formal and informal behavioral practices and develop them reproducing local academic and campus traditions. Keywords: identity, Chinese students, university, ethnic group

The Role of Islamic Piety Movements in the Lives of Malaysian Female Muslim Students in the United Kingdom

2021 ◽  
pp. 102831532110270
Author(s):  
Ireena Nasiha Ibnu ◽  
Norzaini Azman
Keyword(s):  
United Kingdom ◽  
Student Mobility ◽  
Transnational Migration ◽  
Family Influence ◽  
Ethnographic Research ◽  
Muslim Students ◽  
Studying Abroad ◽  
The United Kingdom ◽  
Fictive Kinship

This paper explores the transnational trajectories of female Malaysian Muslim students through their commitment to piety-minded forms of Islam. In particular, it seeks to identify the reasons for their participation in piety movements and its importance to their lives. The ethnographic research, conducted over 8 months, involved 18 Malaysian female respondents who were studying and living in Manchester between 2016 and 2017. The findings show that the students’ involvement in piety movements was due to fictive kinship providing generous hospitality upon their arrival to the United Kingdom, pre-departure programs on preparation for studying abroad, family influence and sisterhood relationships. Participation in piety movements is said to help relieve stress and overcome loneliness, and is considered vital in guiding Muslim students to lead fulfilling and virtuous lives. The findings contribute significantly to transnational student mobility theories and the importance of sociality and religion in transnational migration.

scholarly journals The assessment of time management skills in Chinese and Croatian students

2019 ◽  
Vol 7 (1) ◽  
pp. 83-94
Author(s):  
Kristina Črnjar ◽  
Vedrana Čikeš ◽  
Kristina Ferenčak
Keyword(s):  
Academic Success ◽  
Cultural Differences ◽  
Time Management ◽  
Online Survey ◽  
Chinese Students ◽  
The Internet ◽  
Management Skills ◽  
Effective Time ◽  
Business Market ◽  
Extra Curricular Activities

Time management is the ability of consciously deciding and controlling the amount of time spent on different activities in order to be more productive and effective. In order to achieve academic success, students should be able to manage a large number of activities, from going to lectures, studying, participating in extra-curricular activities, to making sure they are getting enough rest to stay healthy. The purpose of this research was to determine if there are any significant differences in the effective time management between Chinese and Croatian students. Even though the cultural differences between these two groups are substantial, both groups are becoming a part of the same education and business market. The research was conducted on the sample of 340 Chinese and Croatian students using an online survey. The results have shown that in several time management activities there are statistically significant differences between Chinese and Croatian students. The results also indicate that the Croatian respondents are better at setting goals, determining priorities and performing tasks by priority, while Chinese students delegate tasks and determine and eliminate time wasting activities more often than their Croatian counterparts do. On the other hand, Croatian students waste more time on activities such as conducting tasks of small importance and fun activities of no relevance (e.g. “surfing” the Internet, private telephone conversations, chatting, etc.), while Chinese students are in the forefront with regard to ineffective and supernumerary meetings and overly long and supernumerary phone conversations.

scholarly journals Crossing borders . . . shifting sands: An investigation of Chinese students’ study experiences in the UK and China

2019 ◽  
Vol 9 (3) ◽  
pp. 451-472
Author(s):  
Kashmir Kaur
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Chinese Students ◽  
Focus Group Interviews ◽  
Different Types ◽  
English Medium Instruction ◽  
English Speaking ◽  
Group Interviews ◽  
The Uk ◽  
Learning Issues

In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and beyond. The aim of this paper is to outline the results of an empirical investigation into Chinese students’ perceptions of their study experiences in the context of student mobility and English-medium instruction in higher education. It reports on a study of two groups of Chinese students – one group studying in an English-speaking environment, the other in their home country where instruction is delivered through the medium of English. Semi-structured focus group interviews were conducted at each site which focused on the transition of “crossing borders” for educational purposes. The data was analysed using thematic analysis (Clarke & Braun, 2016). The main finding was that both groups experienced remarkably similar learning issues, despite being located in very different learning environments and crossing different types of borders.

Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research

2018 ◽  
Vol 120 (4) ◽  
pp. 1-38
Author(s):  
Robert K. Toutkoushian ◽  
Robert A. Stollberg ◽  
Kelly A. Slaton
Keyword(s):  
Higher Education ◽  
College Students ◽  
First Generation ◽  
First Generation College Students ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
First Generation College Student ◽  
First Generation College ◽  
College Educated

Background/Context There have been numerous studies conducted in the higher education literature to determine whether parental education is related to the academic plans and success of their children. Within this literature, particular emphasis is often given to children who are “first-generation college students.” However, researchers and policy makers have not reached agreement on what constitutes a first-generation college student and whether the definition affects the findings from their studies. Purpose/Objective/Research Question/Focus of Study In this study, we examined whether the way in which first-generation college status was defined affected its association with the likelihood of a student going to college. We used data from the Educational Longitudinal Study of 2002 (ELS:02), which is a nationally representative longitudinal sample of 10th-grade students in 2002 who were followed up in 2004, 2006, and 2012. Research Design We used binary and multinomial logistic regression analysis to examine how first-generation college status, as well as other personal, family, and school characteristics, were associated with whether a student took a college entrance exam, applied to college, and enrolled in college. For this study, we constructed eight different definitions of a first-generation college student. The definitions varied with regard to the level of education needed for a parent to be considered “college educated” and the number of parents meeting the education criteria. Conclusions/Recommendations Our results showed that the connection between first-generation college status and these three outcomes varied depending on how first-generation college status was defined. In general, we found larger deficits for first-generation college students when neither parent was college educated and when college educated was defined as earning a bachelor's degree or higher. First-generation college students faced the largest deficits for enrolling in college, and smaller (but often significant) deficits for taking a college entrance exam and applying to college. The results imply that researchers should be very specific about how they are defining first-generation college status and should determine whether their findings are sensitive to how the variable was defined.

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