“They Don’t Care About You”: First-Year Chinese International Students’ Experiences With Neo-racism and Othering on a U.S. Campus
“They Don’t Care About You”: First-Year Chinese International Students’ Experiences With Neo-racism and Othering on a U.S. Campus
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“他们不在乎你”：一年级中国留学生在美国校园遭遇新种族主义等问题
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发表时间：
2018
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通讯作者：
Christina W. Yao
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作者：
Christina W. Yao
这项定性研究阐明了影响在美国的中国国际学生一年级的经历，并就这些学生如何看待大学人际关系提供了见解。与会者分享了有关新种族主义和其他因素对他们与大学社区其他成员的联系产生负面影响的报告。本研究的发现和启示表明，需要更好地支持大学一年级的中国国际学生。近年来，来自中国大陆的学生是进入美国的最大国际学生群体（Yan & Berliner，2010）。2012年，中国有50多万学生出国留学，美国是首选目的地（教科文组织统计研究所，2014年）。2012年秋季，美国院校招收了235，597名学生，占819，644名国际学生总数的28%以上（国际教育研究所，2013年a）。亚洲学生和国内学生之间的紧张关系与这一趋势相吻合，许多国际学生报告说，在历史上的白色校园里发生了针对他们的歧视事件（Jaschik，2012; Redden，2012）。随着美国教育机构中中国公民人数的增加（国际教育研究所，2013 b;联合国教科文组织统计研究所，2014），这些学生往往承担负面遭遇的负担（Yan & Berliner，2010）。很少有研究可供digitalcommons.unl.edu C.W. Yao在Journal of the First-Year Experience 30（2018）2中专门研究了这些机构的一年级中国学生的人际交往经历。大学的最初几年对于确保学生的归属感和持久性至关重要，制度环境和文化与学生的大学成功相关（Astin，1993; Pascarella & Terenzini，2005; Tinto，1993）。第一年特别重要，因为学生，特别是来自其他国家的学生，由于他们在环境中是新的，对他们的机构几乎没有承诺和融入，因此更容易退学（Tinto，1993年）。然而，霍尔斯可以是一个重要的网站，为融入大学的学术和社会环境。大多数一年级的学生，包括来自其他国家的学生，都必须住在校园里。霍尔斯被认为是学生生活和学习的安全，舒适的空间。社区建设和学生学习通常是住宿计划的核心，霍尔斯被吹捧为学生之间建立社区和跨文化关系的理想场所（Blimling，2010）。然而，一年级中国学生在这种新环境中的经历却没有得到充分的研究。因此，本研究从一个更大的现象学研究项目中产生，旨在通过考察一年级中国留学生在霍尔斯的人际交往体验来填补研究空白。在更大的研究中，主要的研究问题是，本科中国留学生与国内学生在住宅社区的经历如何影响他们对归属感的理解？本研究中强调的结果进一步了解了大学中的负面互动如何影响国际学生在高等教育中的整体经历。
This qualitative research study illuminates the experiences affecting firstyear Chinese international students in the United States and gives insights as to how these students perceive interpersonal relationships at college. Participants shared reports of neo-racism and othering as negatively affecting their feelings of connection to other members of their collegiate community. Findings and implications from this study indicate a need for better support for first-year Chinese international students in college. Students from mainland China comprise the largest international student group entering the United States in recent years (Yan & Berliner, 2010). In 2012, more than half a million students from China studied abroad, with the United States being the top destination (UNESCO Institute for Statistics, 2014). In Fall 2012, U.S. institutions enrolled 235,597 students, or more than 28% of the total international student population of 819,644 (Institute of International Education, 2013a). Tensions between Asian and domestic students have coincided with this trend, with many international students reporting discriminatory incidents against them at historically White campuses (Jaschik, 2012; Redden, 2012). As the number of Chinese nationals at U.S. institutions rises (Institute of International Education, 2013b; UNESCO Institute for Statistics, 2014), those students tend to bear the burden of negative encounters (Yan & Berliner, 2010). Little research is available digitalcommons.unl.edu C.W. Yao in Journal of the F irst-Year Experience 30 (2018) 2 specifically on the interpersonal experiences of first-year Chinese students at those institutions, however. The early years of college are critical to ensuring students’ sense of belonging and persistence, and institutional environment and culture correlate with students’ collegiate success (Astin, 1993; Pascarella & Terenzini, 2005; Tinto, 1993). The first year is particularly crucial as students, especially those from other countries, have little commitment to and integration with their institution because of their newness in the environment and thus are more susceptible to withdrawing (Tinto, 1993). Yet, residence halls can be an important site for integrating to the academic and social environs of college. Most first-year students, including those from other countries, are required to live on campus. Residence halls are considered secure, comfortable spaces for students to live and learn. Community building and student learning are often at the heart of residential programs, and residence halls are touted as the ideal setting for building community and intercultural relationships among students (Blimling, 2010). Yet the experiences of first-year Chinese students in this new environment are understudied. Thus, this study, which emerged from a larger phenomenological research project, seeks to fill the research gap by examining the interpersonal experiences of first-year Chinese international students in residence halls. The primary research question in the larger study was, How do undergraduate Chinese international students’ experiences with domestic students in residential communities affect how they understand their sense of belonging? Findings highlighted in this study provide further understanding of how negative interactions in college may affect international students’ overall experiences in higher education.