Enriched or latent cosmopolitanism? Identity negotiations of female international students from Japan in the US

Oikonomidoy, Eleni; Williams, Gwendolyn M.

doi:10.1080/01596306.2012.717191

Cited by 10 publications

(10 citation statements)

References 26 publications

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“…All the participants reported feeling isolated and separate from others during their first year of transition (Oikonomidoy and Williams 2013). For many, their sense of separateness was occasioned by the salience of their heritage identity as differentiating them from the majority group.…”

Section: Intergroup Contextmentioning

confidence: 99%

The role of social identity strategies in the cultural transitions of international students: social creativity, social mobility and place identity

Mersh

Auburn

2021

SN Soc Sci

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Acculturation is the process by which an individual adjusts to a new cultural environment. Recent research has highlighted the need to take a more ecological perspective towards acculturation, taking into account the wider context in which acculturation is enacted rather than focusing on individual-level phenomena. In this paper, we suggest the intergroup environment is important to successful acculturation, and the consequent strategies available for maintaining a positive social identity. This study examined the role of the Social Identity Theory strategies of social creativity and social mobility in the acculturation experiences of international students. In addition, the role of place identity, referring to an individual's psychological connection to place, was also examined in terms of intergroup encounters. To better understand the role of social identity and place identity in acculturation, nine in-depth semi-structured interviews were carried out with international students studying at a UK-based higher education institution, exploring these students' adjustment and place identity experiences. As these students transitioned into a new culture, they reported using strategies for the maintenance of a positive social identity based on social mobility and social creativity. Their sense of place identity was also implicated in these strategies. Over time, these strategies provided resources for the students to develop a bi-cultural identity. Findings extend our understanding of the psychological and social processes of acculturation by providing insight into the role of intergroup experiences in international students' adjustment.

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Section: Intergroup Contextmentioning

confidence: 99%

The role of social identity strategies in the cultural transitions of international students: social creativity, social mobility and place identity

Mersh

Auburn

2021

SN Soc Sci

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“…As a potential outcome of international students’ education in Western countries, the “intercultural capital” (Oikonomidoy & Williams, 2013, p. 383) is an “expanded consciousness about political, cultural, and economic issues” across national boundaries, leading to inclusiveness towards “new experiences, people, and places.” Likewise, Poteet and Gomez argue that the traditional identity created by the boundary between states is challenged by “increasing mobility and global interconnectedness” (2015, p. 89). As a result, “over time many participants broadened their sense of belonging by their association with other students and through new experiences in the Canadian context” (Poteet & Gomez, 2015, p. 97).…”

Section: Discussionmentioning

confidence: 99%

“…According to this model, sojourners can choose from four different ways of acculturative adjustment: “assimilation,” choosing the host culture over their own culture; “integration,” remaining both cultures; “separation,” maintaining only their heritage culture; and “marginalization,” discarding both cultures (Yu, 2018, p. 10). Since cosmopolitanism and multiculturalism differently promote “openness to new experiences” (Oikonomidoy & Williams, 2013, p. 383) without abandoning traditional cultural heritage, the notion of integration also represents potential cosmopolitan identity.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…As a result, "over time many participants broadened their sense of belonging by their association with other students and through new experiences in the Canadian context" (Poteet & Gomez, 2015, p. 97). Intermingling between different cultures could help international students adapt to the host country and recognize the cosmopolitan future in different directions (Oikonomidoy & Williams, 2013).…”

Section: Cosmopolitan Education and Post-graduation Settlementmentioning

confidence: 99%

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Identity negotiation of Chinese international students in Canada: A study on cosmopolitan post-graduation settlement

Zhao

B’béri

2022

International Journal of Chinese Education

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This study focuses on analyzing the acculturation of Chinese international students in Canada, emphasizing students' post-graduation settlement in China, Canada, or in other countries. Chinese international students commonly experience a multilayered acculturative adjustment when they are challenged by a new culture. In this process, they develop an identity negotiation that impacts their settlement into a new country. This study mobilizes four notions of acculturation (e.g., assimilation, integration, marginalization, and separation), to evaluate Chinese international students’ identity negotiation after university. This research uses 17 semi-structured interviews to understand how participants' identities were negotiated through their acculturative adjustment. First, the findings highlight the importance of career factors and family values in participants' settlement decisions. Second, the balance between Chinese identity and Canadian identity has some impact on student’s migration plans.

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“…Many of these discuss the experiences of students from around the world coming to English-speaking countries for study (e.g. Ballard and Clanchy 1997;Andrade 2006;Brown 2009;Schweisfurth and Gu 2009;Briguglio and Smith 2012;Oikonomidoy and Williams 2013). A few of these studies focus on the experiences of students travelling from English-speaking countries for the purpose of education (e.g.…”

Section: Introductionmentioning

confidence: 98%

‘Selective cosmopolitans’: tutors’ and students’ experience of offshore higher education in Dubai

Kadiwal

Rind

2013

Compare: A Journal of Comparative and International Education

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As the offshore mobility of higher education has increased in recent times, the question of how it interacts with the recipient cultures has become ever more significant. Using ethnographic methods, this empirical study examined the adaptation of the UK teacher education model -the Postgraduate Certificate in Education -to the context of Dubai. The study asks 'how do students and tutors experience the adaptation of British education in the context of Dubai?' This paper will argue that tutors and students in offshore Dubai teacher education are 'selective cosmopolitans' who negotiate cross-cultural influences pragmatically and ambivalently. The study addresses a significant gap in the literature, as there is little written on the internationalisation of higher education in the context of Gulf Cooperation Council countries. There is also an inadequate appreciation of the role of local culture and religion in offshore education and tutors and students' role as active agents in negotiating cross-cultural dynamics in the offshore educational setting.

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Enriched or latent cosmopolitanism? Identity negotiations of female international students from Japan in the US

Cited by 10 publications

References 26 publications

The role of social identity strategies in the cultural transitions of international students: social creativity, social mobility and place identity

The role of social identity strategies in the cultural transitions of international students: social creativity, social mobility and place identity

Identity negotiation of Chinese international students in Canada: A study on cosmopolitan post-graduation settlement

‘Selective cosmopolitans’: tutors’ and students’ experience of offshore higher education in Dubai

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