The making of transnational distinction: an embodied cultural capital perspective on Chinese women students’ mobility

Zhang, Siqi; Xu, Cora Lingling

doi:10.1080/01425692.2020.1804836

Cited by 29 publications

(21 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study provides further evidence that engaging in Western education can potentially produce the 'cosmopolitan capital' which facilitates Chinese middle-class parents' efforts to maintain and even advance families' social positions (Wright et al, 2021;Ying & Wright, 2021;Zhang & Xu, 2020). Unlike middle-class parents in Lareau's study (Lareau, 2011) who were implicit in embedding their parenting practice in social divisions, parents in this research were deliberate in using British education to benefit their children in the class reproduction process.…”

Section: Producing British Education To Fulfil Parenting Responsibili...mentioning

confidence: 81%

“…These parents' specific demographic data was not obtained due to the non-intrusive nature of the study. However, parents in the group frequently discuss topics on Western education which, according to research discussed previously (Wright et al, 2021;Ying & Wright, 2021;Zhang & Xu, 2020), suggested that most of the parents in Little MBA were from China's burgeoning middle class. Many of them benefitted from China's economic development.…”

Section: Research Site and Participants: Wechat And The Parents Group...mentioning

confidence: 99%

“…Currently, in the age of globalisation, engaging in Western education has become an important avenue to gain cultural capital that is advantageous to achieve education and career excellence in China (Zhang & Xu, 2020). International education exposure produces so‐called ‘cosmopolitan capital’, a key competency to thrive in a globalised world (Wright et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

(落鑫)

2022

British Educational Res J

View full text Add to dashboard Cite

Education and parenting are popular topics on social media. In China, it is now common practice for parents to discuss and share education-related information in WeChat, a premier Chinese social media app. In order to understand parents' educational aspirations in WeChat and the way parents fulfil their parenting responsibilities, this research used virtual ethnography to study a WeChat parents group named Little MBA. Focusing on parents' textual conversations and posts shared in the group, this article demonstrates how Chinese parents constructed their own image of British education to express their views on and aspirations for the education their children received in China. In Little MBA, three features of British education were constructed, including emphasis on character building, cultivation of entrepreneurship and influence of aristocratic education. In the process of presenting their version of British education, these parents were using Chinese notions like fuyang (cultivation with abundance) and qiongyang (cultivation with deprivation) to understand and reproduce the meaning of British education in their own context. Their constructs of British education were understood as a way to fulfil their parenting responsibilities transferred from the state. The ambiguous image of British

show abstract

Section: Producing British Education To Fulfil Parenting Responsibili...mentioning

confidence: 81%

Section: Research Site and Participants: Wechat And The Parents Group...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

(落鑫)

2022

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…Additionally, the Chinese international students are also depicted as rational, calculating subjects (Yan, 2010 ) when making decisions about where, when and how to return home or stay abroad (Tu [屠] & He, 2020 ; Xu, 2021 ) and underlining their transnational distinctions by strategically selecting reference groups, e.g. peers who were less mobile (Zhang & Xu, 2020 ). Frequently, the Chinese international students are found to be strategic and creative in navigating undesirable social-cultural situations in their destination countries.…”

Section: Subject Positionsmentioning

confidence: 99%

Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)

2021

Asia Pacific Educ. Rev.

Self Cite

View full text Add to dashboard Cite

The Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 128 English-language and 74 Chinese-language peer-reviewed articles published between 2015 and 2020. Drawing on post-colonial theories, this review identifies four subject positions portrayed of the Chinese international students: the (1) neoliberal, (2) political, (3) pedagogic and (4) racialised subjects. This paper celebrates heartening developments in the literature which affirms Chinese international students’ epistemic contributions, legitimate pedagogic needs, notable heterogeneity and wide-ranging political, cultural and pedagogic agencies. It also highlights how aspects of these subject positions have exercised epistemic injustice on the Chinese international students. Meanwhile, it pinpoints the Chinese international students’ acquiescence in exacerbating global education inequalities. Among the first to bring the dominant English-language and ‘local’ perspectives of Chinese-language literature in dialogue, this article notes divergent focuses and indicates unique contributions to historicising research on Chinese international students made by the latter. This article challenges popular perceptions of Chinese international students, questions production of knowledge, and pinpoints future research directions.

show abstract

“…Most scholarship analyses transnational Chinese students' migration either as ‘strategic plans’ to secure employment opportunities and future economic gains, (e.g., to gain university credentials and embodied competencies), or as nonstrategic distinctive experiences for ‘positional advantage’ (Gu & Schweisfurth, 2015; Ma & Pan, 2015; Xiang & Shen, 2009; Zong & Lu, 2017; Zweig & Yang, 2014). Existing scholarly accounts further stress the political, social and cultural aspects of students' migration by illustrating how it involves postcolonial discourses (Beech, 2014; Fong, 2011), government policies (Wang, 2021), middle‐class habitus (Zhang & Xu, 2020), and Chinese family culture (Tu, 2018a, 2019). This study contributes to existing scholarship by attending to the adulthood transitions of transnational Chinese students studying in U.K. universities.…”

Section: Introduction: Transnational Chinese Students In the United K...mentioning

confidence: 99%

Chinese students at U.K. universities: Transnational education mobilities as a stepping‐stone to adulthood

Wang

2022

Population Space and Place

View full text Add to dashboard Cite

This article explores transnational Chinese students' education migration to the United Kingdom through a lifecourse perspective. Drawing on in‐depth interviews with 43 transnational Chinese graduates from U.K. universities, I found that participants regarded their transnational education migration as a stepping‐stone to adulthood. Influenced by the mobilities paradigm, this paper elaborates on the transitions to adulthood experienced by transnational Chinese students. The findings illustrate how transnational education mobilities transform social networks, in which transnational Chinese students rehearse their role as an adult in everyday social interactions, and how the intersection of Confucian collectivism and students' class background influences their experiences and understandings of transitions to adulthood. Therefore, this paper advances existing scholarship on transnational Chinese students by proposing a lifecourse perspective and exemplifies the complexities of mobile youth's lifecourse transitions by emphasising the cultural and social construction of transnational Chinese students' adulthood.

show abstract

The making of transnational distinction: an embodied cultural capital perspective on Chinese women students’ mobility

Cited by 29 publications

References 43 publications

Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)

Chinese students at U.K. universities: Transnational education mobilities as a stepping‐stone to adulthood

Contact Info

Product

Resources

About