The Learning Experience Of Chinese Students In American Universities: A Cross-Cultural Perspective

College Student Journal, March, 2001 by Guofang Wan

Surdam (1984) found that adaptation was related to spending leisure time with Americans, adequate knowledge of English, better educated families, and religious participation.

Althen (1990) looked at the problem from a counselor's perspective. He suggested that the orientation programs for international students should include practical information about housing and communication, information about the U.S. academic system, and tips on how to adjust to a new culture.

Perkins (1977) identified significant differences in adjustment from different groups of international students enrolled in an American university. He also investigated significant differences among the groups on particular demographic and social interaction variables. He called for more sophisticated analyses in research concerning international students.

Suzuki (1983) notes that many teachers stereotype Asian and Pacific American students as quiet, hardworking, and docile, which tends to reinforce conformity and stifle creativity. Asian and Pacific American students, therefore, frequently do not develop the ability to assert and express themselves verbally and are channeled in disproportionate numbers into the technical/scientific fields. As a consequence, many Asian and Pacific American students, who undergo dramatic family and school discontinuities, and suffer from low self-esteem, are overly conforming and have their academic and social development narrowly circumscribed.

The following studies about Chinese students in particular were found in the review.

Elkins (1994) discussed salient patterns within the American and Chinese educational systems, noting that Chinese students are praised for engaging in collectivist behavior, while the American system emphasizes self-reliance and self-confidence. Comparing the Chinese and American cultures, Elkins anticipated problems Chinese students have with their perception of the interpersonal communication course and suggests lesson plans for American teachers to use.

Feng (1991) examined the nature of Chinese students' adaptation to U.S. culture so that student organizations and student service professionals may become more sensitive to and conscious of their needs. The four areas of concern identified are financial difficulty, cultural differences, academic concerns, and language ability.

Zhang (1992) reviewed the literature on subjects relating to Chinese-American students. She provided information on Asian immigrants in the United States, including demographic data, economic and educational background of these Asian immigrants, their identities, academic and language characteristics, influences of their parents and Chinese culture. This study found Chinese students are relatively well educated and supportive of education, highly paid with large families, often bilingual, and generally respectful of authority and tradition.

Bennett (1995) noted that "compared to the research on learning styles of other U.S. ethnic groups, there is a paucity of research on Asian American learners" (p.185).