The Roots of the Challenge: Undergraduate Chinese Students Adjusting to American College Life

Abstract

Recent economic development in China not only has improved the overall living standards of Chinese people, but it has also created a new middle class. Another impact of the economic development is the increasing demand for educated workers. Subsequently, the demand for quality higher education has also increased. With more than 50% of the world's top 100 universities located in the United States, the United States is regarded as the number one destination for international students for higher education. Due to the cultural differences between China and the United States, scholars have found that Chinese students encounter the most challenges adjusting to American college life. Lack of Western cultural exposure, different cultural values, the effect of the One-Child Policy, the emphasis on effort, endurance, and hard work in education, the continual impact of the Cultural Revolution's aftermath on people's relationships, the unfulfilled expectations of American college life experiences, and the influence of the Chinese education structure on students' characters and skills-building all have an impact on Chinese students' worldview and their interaction with their new environment. By reviewing the literature on the topic, this article seeks to understand the roots of the challenge to gain insight into the reasons why Chinese students do what they do after they come to the United States for higher education.

Challenges and Strategies Facing International Students and Faculty in U.S. Higher Education: A Comprehensive Literature Review

“…The Chinese students achieved the required English proficiency test scores but still struggled with communicating in English, understanding lectures, and writing assignments. One of the reasons for their successful proficiency scores stems from intensive test training courses, which emphasize exam techniques over language skills (Ravichandran et al, 2017;Tung, 2016).…”

“…In addition to language challenges and academic pressure, international students also face cultural shock and social disconnections. Social isolation is a common issue among international students, and it has been reflected in many studies (Kaya, 2020;Martirosyan et al, 2015;Ravichandran et al, 2017;Tung, 2016). This phenomenon was caused by many reasons, such as personalities, language deficiencies, unfamiliarity with the culture (Tung, 2016), and having no access to get involved in social activities (Kaya, 2020).…”

“…Social isolation is a common issue among international students, and it has been reflected in many studies (Kaya, 2020;Martirosyan et al, 2015;Ravichandran et al, 2017;Tung, 2016). This phenomenon was caused by many reasons, such as personalities, language deficiencies, unfamiliarity with the culture (Tung, 2016), and having no access to get involved in social activities (Kaya, 2020). Lack of social activities could impact international students' mental health and academic performance.…”

An Introduction to Cultural Sensitivity and Global Pharmacy Engagement

“…In countries like China, where there are currently increased opportunities for engagement with the United States, more cultural effort might be needed when hosting Chinese students because of the heightened language barriers, different cultural values, unfamiliarity with American culture, and overall diverse worldviews based on the countries' contrasting political systems. [56][57][58] This can also be a factor for US students and faculty members travelling overseas and encountering cultures they are not familiar with.…”

“…For a student-centered interaction, this should include informal interactions where teachers take time to talk to the student before and after the educational experience or to participate in social activities with them so that the students become more comfortable and free to ask questions, share opinions, demonstrate initiative, and communicate in a culturally sensitive way. [56][57][58][59][60][61] Instructor role modeling by stating, for example, "I do not know" when the student asks a question about something they are not familiar with, can demonstrate to the students that it is acceptable that one does not know everything, and that it is alright if a student attempts a question and ends up giving the wrong answer. This will facilitate better engagement with students, giving them a sense of belonging, and can prevent misconceptions on the part of the teacher that the international student lacks motivation to learn or does not know the subject matter.…”