2015
DOI: 10.32674/jis.v5i4.404
|View full text |Cite
|
Sign up to set email alerts
|

Taboo or Tabula Rasa: Cross-Racial/Cultural Dating Preferences amongst Chinese, Japanese, and Korean International Students in an American University

Abstract: International students bring racial attitudes and group preferences that affect campus climates. Forty-seven Chinese, Japanese, and Korean college international students were interviewed, regarding their perceptions of race/ethnicity and nationality, when it comes to dating and romantic relationships on college campuses. Thirty-five out of forty-seven students interviewed said they would ideally want to date someone from their own cultural background, so that communication gaps would not occur, but when probed… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1

Citation Types

0
3
0

Year Published

2018
2018
2023
2023

Publication Types

Select...
5

Relationship

0
5

Authors

Journals

citations
Cited by 5 publications
(3 citation statements)
references
References 30 publications
0
3
0
Order By: Relevance
“…Though they certainly expressed dismay at how some classroom-based encounters unfolded, the overall tone of the interviews and discussions was largely positive. Relatedly, while conflict is far from inevitable, it should be of no surprise that students do arrive in class bearing racial prejudices (see, for example, Ritter, 2013) nor that some such prejudices will reflect a present global climate that is 'Islamophobia-charged' (Pratt & Woodlock, 2016). Thus, while we have highlighted discriminatory practices in student-student interactions, this has been done not for the purposes of condemnation but to assist educators in being alert to problems and able to mitigate them.…”
Section: Discussionmentioning
confidence: 99%
“…Though they certainly expressed dismay at how some classroom-based encounters unfolded, the overall tone of the interviews and discussions was largely positive. Relatedly, while conflict is far from inevitable, it should be of no surprise that students do arrive in class bearing racial prejudices (see, for example, Ritter, 2013) nor that some such prejudices will reflect a present global climate that is 'Islamophobia-charged' (Pratt & Woodlock, 2016). Thus, while we have highlighted discriminatory practices in student-student interactions, this has been done not for the purposes of condemnation but to assist educators in being alert to problems and able to mitigate them.…”
Section: Discussionmentioning
confidence: 99%
“…To some extent, this finding suggests that there may be more variations about stereotypes of junior HP individuals than stereotypes of senior HP individuals and this difference may be because people commonly had more contact experiences with junior HP individuals ( Li et al, 2022 ). Past research concerning stereotypes demonstrates that contact experiences with the members of the stereotyped groups can effectively attenuate the stereotype effects in social cognition and judgments ( Stangor et al, 1996 ; Ritter, 2013 ; Vezzali et al, 2015 ). As an example, with Italian elementary school children as participants, researchers conducted an intervention experiment whose aim was to examine whether intergroup contact experiences could modify participants’ original stereotypes toward immigrants ( Vezzali et al, 2015 ).…”
Section: Discussionmentioning
confidence: 99%
“…Furthermore, contrary to the common perception that views international students as temporary sojourners, many international students are prospective U.S. immigrants and citizens whose racial ideologies and beliefs contribute to shaping the racial climate and public opinions on U.S. college campus and in society at large (Lien, 2021). For example, in a study conducted with 47 Asian international students primarily from East Asian countries at the University of California, Los Angeles (UCLA), Zachary Ritter (2015, 2016) found that students bring with them racial stereotypes and prejudices to U.S. college campuses that were shaped by global white supremacy and a U.S. racial hierarchical script due to exposure to media as well as transnational communication with families and friends in the United States. More specifically, the study found that the students upheld white superiority and harbored anti-blackness and stereotypes toward Southeast Asians.…”
Section: Active Contributors To Racial Dynamics and Climates On Us Co...mentioning
confidence: 99%