Chinese International Students’ Stressors and Coping by Kun Yan

By Kun Yan

This publication explores how chinese language scholars in a foreign country could undergo tension, and the way they conceptualize and adapt to emphasize within the American better schooling setting. to take action, it adopts a combined tools layout: the sequential explanatory layout, that's characterised by means of the gathering and research of quantitative info via the gathering and research of qualitative facts. to this point, no empirical examine has concentrated exclusively upon realizing the strain and coping strategies of chinese language scholars within the usa. This e-book addresses that hole, enriching the physique of literature on overseas scholars’ model method in international countries.

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The language training most Chinese students once received often fails to adequately help them to meet the academic demands of their programs. 4. Lack of chance to practice English. Many of Chinese students chose to hang out with other Chinese fellows instead of host nationals, which further hinder their language improvement. 22 3 Chinese International Students in the United States: Adjustment Problems and. . Wang’s study (Wang 2003) revealed that while Chinese students struggle with English to succeed in their academic study in the United States, they have found ways to deal with various situations.

Society (Gordon 1964). The transition from “melting pot ideals” to the acceptance of cultural pluralism, “mixed salad ideals,” reflects changing American cultural relations as a result of modernization in American society in the past two centuries (Archdeacon 1984) On the other hand, American society has become increasingly homogeneous in terms of behavior and lifestyle. America excels in its power of acculturation. Forces of acculturation, represented by technology and a highly interdependent industrial lifestyle, are omnipresent and overwhelming; few can escape from them (Wang 1992).

All of this literature contribute to the content and construct validity of current questionnaire. In terms of question wording, to ensure the question would be interpreted in the same way by every respondent, I kept the vocabulary level of my questions as low as possible and avoided specialized jargon that would be likely to be misunderstood by some of the Chinese students. When there is no alternative to using specialized terms, I made sure that they were defined on the questionnaire. For instance, I defined the word “cultural shock” as the “the stress resulting from losing familiar signs and symbols and being unable to understand American norms or customs” (Oberg 1960; Bock 1970).

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