An emotional journey of identity change and transformation: The impact of study-abroad experience on the lives and careers of Chinese students and returnees

Abstract

A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.For more information, please contact eprints@nottingham.ac.uk An emotional journey of identity change and transformationThe impact of study-abroad experience on the lives and careers of Chinese students and returnees Qing Gu AbstractThis article discusses the nature of Chinese students' transnational experiences and its impact on their identities within and beyond national and cultural boundaries. The discussion is located in the theoretical framework of transnationalism and explores in detail the ways in which students adapt, change and develop, both in the host country of their study and also on their return to work in their home countries. Empirical evidence in the article is drawn from the findings of three studies, led by the author, which have investigated the pedagogical, sociocultural and emotional challenges that Chinese students have encountered when studying at British universities, and the perceived impact of their overseas studies on their lives and careers in their home countries. The research findings suggest that there are distinctive patterns of challenges, struggles, adjustments, change and achievement over time -all of which are embedded in the processes of socialisation, enculturation and professionalisation.Such experiences are both transitional and transformational and, most profoundly, they necessitate identity change at and across different layers of boundaries. At the heart of this identity change is a constant, emotional search for a reflexive sense of self as an embodied individual, a member of a professional group and a member of an organisation.

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

“…Simultaneously, YP 1 is dealing with the challenges of adjustment, change, particularly relocating from a generally homogeneous to a heterogeneous environment, a sense of not belonging and alienation. Studies report these experiences and transitions by international students are not uncommon (Gu, 2015;Wu, Garza, & Guzman, 2015). Nonetheless, the responses show the YPs are confident about how they perceive themselves and their cultural identity, which appears to be strong.…”

“…Identity constantly involves negotiation and transformation as each individual negotiates their economic, political and cultural dependency in different ways (Hall, 1994). Gu's (2015) research on Chinese study abroad students and returnees affirms their learning experiences necessitate identity change which occurs across different settings and through different processes such as socialization and acculturation. She suggests that the crux of identity change is the emotional sense of belonging whether it be as an individual, a member of a professional group or an organization.…”

“…This takes place by self-reflecting and reflecting with other Chinese students about their cultural identities and social behavior and how exposure to the "other" has enhanced their knowledge of self and their values, and produced the ability to transition through their difficulties. This then positions them as both an "insider" and "outsider" as they traverse cultural borders (Gu, 2015). They intersect these borders by adopting identities, which can offer advantages and disadvantages, depending on which "field" is entered (Bourdieu, 1993).…”

Chinese Students Choosing Hungarian Tertiary Education: a Systematic Review

“…This act illustrates how the Chinese government uses non-governmental tools in public policy and concentrates on spreading the Chinese culture through academic knowledge exchange. Gu demonstrated that Chinese overseas students become both more firmly committed to Chinese culture and more understanding to the host country's culture during the time in abroad [27].…”

Student-to-Student Diplomacy: Chinese International Students as a Soft-Power Tool

“…This questioning of the familiar can also be sharpened in political discussions, where Chinese students are held accountable for CCP policies and where the negotiation of intercultural identities is consequently not necessarily a harmonious process (Hansen and Thøgersen 2015). Gu (2015) has demonstrated how Chinese international students actually become both more firmly committed to their own culture and more understanding towards the host culture during their time abroad. However, as the quote from the Chinese international student at Aalborg University at the beginning of this section illustrates, sometimes the interaction actually leads to defensiveness and entrenchment rather than a greater intercultural understanding.…”