Chinese International Students Discussing Race Topics: A Call for Change in University Curricula

• In Event: Roundtable Group 14
  In Refereed Roundtable Session: Race, Religion & International Student Agency

Proposal

Introduction and Research Questions:

Chinese international students face various academic challenges in U.S. universities (Andrade, 2016; Ching et al., 2017; Heng, 2018; Smith & Khawaja, 2011), but little attention has been given to their experiences in class discussions about race. This study delves into the experiences of two Chinese international graduate students participating in race discussions in class, examining the impact on their transnational identities. In this study, I address two key questions: 1) What were the perspectives of Chinese international students when engaging in race discussions in class? 2) How did these experiences shape their transnational identities? This study seeks to challenge prevailing stereotypes regarding Chinese international students and create inclusive and diverse learning environments by advocating for curriculum change.


Theoretical Framework:

This study employs a transnationalism framework to understand the experiences of Chinese international students. As transnational migrants, Chinese international students’ lives transcend national boundaries, merging two societies into a unified social field (Schiller et al., 1992). This framework recognizes the interconnectedness between their home countries and the countries of settlement, going beyond geographical borders to explore the complexities of their transnational identities.

Methodology:

This qualitative case study involves two Chinese international graduate students, from whom data is collected through interviews, assignments, and relevant WeChat history. The data analysis employs a phenomenological lens to identify common themes, followed by an examination through the framework of transnationalism.

Findings:

Findings indicate that one participant was disappointed to find that the content of class discussions focused heavily on Black and Latino culture, with minimal attention given to the Asian community. The lack of contextual knowledge about U.S. race constructs made it challenging for her to actively participate in class discussions. Additionally, she perceived a lack of relevance in assignments, which failed to capture her experiences as a transnational student. As a result, she felt disconnected and alienated rather than a sense of community.

The other participant, although believing that she possessed enough contextual knowledge to engage in these conversations, felt a need to conform to the U.S. cultural norms and expectations when voicing her opinions, which made her feel that she wasn’t genuinely outspoken. Further, having both Chineseness and Americanness, she experienced a sense of in-betweenness, not strongly identifying as Asian due to the prescribed U.S. categorization. Instead, she embraced her identity as a Chinese international student.

Implications:

The findings hold significant implications for promoting a more inclusive learning environment and challenging problematic assumptions, highlighting the transformative power of protest as a means of driving change. Instead of assuming that students are familiar with and ready to talk about race within the U.S. framework, teachers need to ensure that adequate background information is provided. Moreover, the assumption that silence equates to passivity is harmful, as it disregards alternative forms of participation. Assignments should be designed to allow international students to draw from their transnational backgrounds and explore their transnational identities in a meaningful way.

Author

• Jing Du, Columbia University Teachers College