Acculturation Experiences of Chinese International Students: Navigating Language, Social Interactions, and Values
Abstract
Researchers have indicated that many international students attending higher education in the United States face various types of acculturative stress, that is, stress that emerges during acculturation. However, the scholarly literature does not offer enough discussions on how these international students experience these negative effects at such a young age. Importantly, the acculturation experiences of high school international students were rarely studied. This study used a single case study design to explore how two Chinese international high school students acculturate in the United States. I found that these students processed language, social interactions, family values, and cultural preference adjustment in unique ways, which contributed to their acculturation experiences. The implications call for more qualitative and longitudinal studies in research and more school-sponsored activities fostering cross-cultural interactions in practice.
Subject Area
Education
Recommended Citation
Zhu, Ming, "Acculturation Experiences of Chinese International Students: Navigating Language, Social Interactions, and Values" (2018). ETD Collection for Fordham University. AAI10929864.
https://research.library.fordham.edu/dissertations/AAI10929864
