Understanding International Students from China: The Impact of Culture, Chinese
Educational Systems, and Student-Parent Relationships
Presenter:
Xu Wang, Psychological Counselling Service, Tsinghua University, Beijing, China
Marjorie Savage, Parent Program, University of Minnesota, Minneapolis, Minnesota,
USA
Background:
Growing Numbers of Chinese Undergraduates Studying Internationally
According to statistics from the Ministry of Education of China, in 2013 the number of
Chinese international students was listed at 413,900. Among them, 82,400 students
were sponsored by the government of China. In addition, 331,500 students were
studying at their own or their families’ expense, or were partly or fully sponsored by
the destination universities. This number has been increasing since 2005 and is
expected to continue to increase in the near future. The most popular destinations for
Chinese international students are USA, UK, and Australia. In each of these three
countries, Chinese students represent their largest international population by a
significant margin, resulting in Chinese students being viewed as an important concern
for universities all over the world.
During the past 10 years, the number of undergraduate students has increased
significantly, which highlights the need to consider seriously the needs of this younger
population.
Student Development
First-year undergraduate students are typically around 18, which according to
psychologist Erik Erikson’s epigenetic model of psychosocial development, would place
them at the end of the stage of adolescent identity vs. role-diffusion and at the
beginning of young adulthood’s intimacy vs. isolation. This shift itself is a significant
life challenge and potentially stressful.
Experience from Chinese universities shows that first-year students always have some
adjustment issues, partly because what they encounter at university is very different
than their life and study experiences in high school, and partly because they are
entering a new developmental stage. For international students who are now in a
brand new country the challenges are greater yet. The difficulties are compounded by
homesickness and missing the close relationships of a high school sweetheart or friend
who has grown up with the student since childhood, all of which may be made worse
by on-going questions and concerns from their parents and grandparents. These
pressures may interrupt the developmental process, particularly in relation to
separation and dependency issues for Chinese students due to the cultural influences
of family, friendship, and romantic expectations.
Instructors’, Advisors’ Perceptions and Concerns
Faculty may feel that Chinese international students are less willing than U.S students
to actively engage in their courses. Chinese international students may fail to finish
readings before courses and very likely don’t understand the point of group projects
or classroom discussions.
When advisors and tutors arrange a meeting with Chinese international students, they
may be frustrated by the conversation. An invitation to talk freely and openly may be
met with silence or one-word responses.
Parents and Family Members
Chinese parents have played a major part in the decision to send their child abroad,
and they are making a significant investment in their son's or daughter's education. In
most cases, this is their only child, and he or she represents the family's future. It is
vital that their student succeeds.
Parents also have many concerns. A common concern for parents is whether their child
is taking the appropriate courses. Parents are also concerned that the information they
get from their children is either incomplete or untrue.
There are great differences in educational process, school environment and culture.
Parents may have misunderstandings about these issues. And they may feel frustrated
that they can’t attend programs like Parent Orientation or Family Weekend, and
cannot fully understand the online or offline brochure/guideline/introduction, and
cannot find someone to ask.
Parents are also unsure what to do if they observe warning signs about potential
academic, psychological, or health problems in their child. In crisis situations, the
privacy restrictions, language problem, and Internet access issues make it difficult for
families to receive or deliver information.
Chinese Collective Culture and Its Impact
Many of these questions stem from the differences between Chinese culture and
educational practices as compared with Australian, U.S., or U.K. systems. Chinese
culture is based on collectivism. Chinese people weight more on collective value,
holistic thought, and relational aspect.
Typical Psychological Experiment on Collective Value
Social psychologists Morris and PENG have done a series of experiments to illustrate
and compare Western and Chinese culture. One experiment asked people in different
culture to observe interactions in a shoal of fishes: What would it feel like for a fish
followed by a group of fishes?
Holistic Thought
Masuda & Nisbett (2001) in their experiment found out that the Japanese participants
(who have a similar collective culture like Chinese) paid more attention to the
field/background of an image. Meanwhile the American participants focus on the
salient/focal object.
Relational Issue
Chinese people put an emphasis on their relationship to other people. Ji and her
colleagues (Ji, Zhang & Nisbett, 2004) found out that Chinese participants were more
likely to group objects on the basis of relationships (“Cow eats grass.”) and the
American participants were more likely to group objects on the basis of categories
(“Cow and hen are both animals.”).
However, Every Coin Has Two Sides
China is going through a transitional era. Traditional society and modern society are
meeting with each other. Some international students may feel more comfortable in
Western culture and they also may experience counter-culture shock and have the
hometown-returning-phobia.
Chinese Class-Based School System:
China requires nine years of compulsory education. There are six years of elementary
school from age 6 to 12, followed by three years of junior high school. After the nine
years of compulsory education, there are three years of senior high school.
The National College Entrance Examination
At the end of senior high, almost all students will take the National College Entrance
Examination in early June to qualify for higher education in China. The National College
Entrance Examination is the key point of the entire educational system, determining
each student’s next step. The Chinese use a metaphor to illustrate the examination:
tens of thousands of army fighting against each other to walk through a bridge.
What Does Chinese Means by “Class”?
In educational terminology, class has two definitions: “1, a body of students who are
taught together” and “2, education imparted in a series of lessons or meetings”. For
Western people, the two meanings can often be interchanged, and context typically
clarifies which meaning is intended. But in China, class ONLY means a coherent unit
formed by a group of students, proscribed by the administrator of schools. And the
class will be the same group of students all through the school/college years. In college,
classes (cohorts of students) continue to be the important components of the
educational system.
Significant Difference in Senior High School
Senior high school students in a Western educational setting typically can choose some
elective courses and may have alternate pathways for fulfilling requirements. As a
result, Western universities can offer more freedom to students, knowing they have
had some experience with decision making related to their academic choices. But in
China, senior high school still organizes their students in the strict form of classes and
curriculum. There are two reasons for this strict course plan: first, the National College
Entrance Examination is the ultimate measure of Chinese students’ academic success
and of their teachers’ evaluation, and all students must prepare for this common test.
Second, there are simply too many students; educational resources must be arranged
based on efficiency and effectiveness. As a result, Chinese students have fewer
opportunities for decision-making and expect that they will continue to live and work
as a group with an advisor (tutor) to guide them at university.
Parents Expectations of Senior High School and Universities
During senior high school, parents encourage the schools to continue whatever they
do, as long as it can increase students’ grades and prepare them for College Entrance
Examination. Parents are willing to let schools take responsibility for their children;
they consider the schools/teachers to be substitute parents for their children’s
academic studies. Parents accept the arrangement that schools are responsible for
students during the school day, while at home, parents tend to control their child’s
time and manage schedules.
Although students are viewed as adults and responsible for themselves in universities,
parents still want students to be closely guided. So they expect an advisor (tutor) to
be available to help/guide their child. Parents look for a set curriculum of study and
expect a clear path to career. These expectations are based on the Chinese system.
Scenario Analysis:
“Clustering” of International Groups
International students from the same country tend to cluster together as a community
rather than integrate into campus social life.
Refusal to Associate with People from Their Own Country
Some international students mingled quite well with students/people from all over the
world, but they would will not associate with people from their own country.
Patterns in Help-Seeking
Chinese students may be slow to seek help. They may have difficulties in identifying
problems, or feel shame to acknowledge, or have difficulty in explaining the problem.
They may minimize problem, and try to solve problem by postponing assignment, not
changing study habits. And when they try to seek help, it is at the crisis point.
Expectations for Student Success
In their long years of educational experiences, Chinese students learned that
grades/academic success is the most important part. They also have received
expectations from their parents’ and grandparents’ generations, and chose a major
which they may not like but probably has a good future career.
Suggestions:
Provide information on differences between Western/Chinese educational systems
Let student/family know how international students are supported
Talk about what is/is not available in the university community
Eastern medicine
Ethnic foods
How to find staff, instructors, students, community members who speak Chinese
Use “student voice” to discuss transition and adjustment issues
Making friends
Homesickness
Language issues
Use “student voice” to provide academic advice
Importance of time management
Ask for help early
Talk about how parents/students can communicate
Barriers caused by Internet, software, apps
Difficulties for students trying to explain Western systems and practices
Respect the culture difference
Use culture elements to make international students and their parent feel comfortable
Crisis intervention
Best Practices:
Pre-Orientation programs in home country (or online)
On-going communication with parents
On-campus events/activities for parents