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William Nguyen

Instructor Sara Alvarez

WRD 110-011

15 December 2013

Chinese International Student Community at UK

Introduction

The Chinese international student community at UK brings diversity to UK. The students

come from a different culture and speak a different language. I developed an interest in the

Chinese community because I have deep ties with this group. The Chinese take their academic

success seriously, but other students view them as outsiders. They suffer with many issues within

their community such as social loneliness and homesickness. They often do not feel welcome in

their host country. In order to understand more about this community, I developed an

ethnography about Chinese international students at UK with the goal of proposing solutions to

help this community.

Community Overview

Every year, more and more Chinese students come to America because they believe the

United States offers the best education. According to an article in the Washington Post, 157,558

Chinese students currently study at American universities (Johnson). International students spend

more than $21 billion on tuition, books, and living expenses (Johnson). Seventy percent of

international students’ primary funding comes from their family, personal funds, and their

governments (Johnson). International students do not take many university resources and

usually pay more significant amount than regular students. UK actively recruits students

overseas. International students provide significant amounts of money to the university. By

Picture 1: “Chinese students usually flock

together”. They usually do activities

together, or with Chinese community in

Lexington. (UK Chinese Student and

Scholar Fellowship)

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contrast, according to many international students, the university does not provide service up to

par with the money international students pay.

Chinese international students develop tight bonds within their community. Even though

they have tight bonds, they still consider themselves outsiders to general students’ population.

They doubt the intentions of American students. They usually do activities together and cook

traditional Chinese foods. When I did this ethnographic study about the Chinese community at

UK, I had to work very hard to get into the Chinese students’ community. Chinese students on

campus don’t usually share their emotions with outsiders. I considered myself an insider because

I share cultural roots with Chinese students. I understand much of Chinese traditional culture and

many of their concerns. I imagine it would be hard for Chinese students to assimilate to

American culture.

Because of this difficult connection with the other students, Chinese students usually turn

to Facebook or Weibo (China’s Facebook version) in

their free time. They surf Facebook and interact with

their friends back home. They feel less lonely when

they use social networks to connect with their

friends. Unlike its American counterpart that values

autonomy, Chinese culture values family and

friendships. Chinese students usually feel lonelier in

American universities than when they were at home.

The feeling of loneliness may have a significant effect

on their well-being. Chinese students have reservations

about seeking professional help because they believe

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many people would not consider them normal. “Loneliness burrows deep: ‘When we drew blood

from our older adults and analyzed their white cells,’” John Cacioppo writes, “‘we found that

loneliness somehow penetrated the deepest recesses of the cell to alter the way genes were being

expressed’”(Marche). The university may not have noticed the trend of loneliness among

Chinese students, and they have very little to no resources to help these students cope with

loneliness. When Chinese students turn to social networks, they signify their loneliness. “But

surrogates can never make up completely for the absence of the real thing.”(Marche).

In Chinese culture, people usually respect seniority. Chinese students at the University of

Kentucky follow the tradition closely. Chinese students usually select the oldest one as their

leader. The leader helps the younger member with moving to a new place, guides them in

cultural assimilation, and teaches them how to behave in the American environment. Younger

students believe that older students have more experiences in dealing with “American issues,” so

naturally they usually come to them to ask for help with either school issues or friendship issues.

Older students will share their experiences and give advice to younger students and help them

overcome obstacles. The leader provides guidance for the younger students through difficulties,

and after that, the younger students will become leaders when they get older, and the cycle

continues.

Literature Review on the Community

Many people outside the Chinese student community incorrectly assume that Chinese

students have naturally bright minds and get excellent grades. This stereotype creates unrealistic

expectations for the Chinese student community. Chinese students usually work hard, but

sometimes they cannot achieve the unrealistic goals they set for themselves. Being a Chinese

international student himself, Ching Wei understood how stress affects his well-being. In

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“Acculturative Stress, Perfectionism, Years in the United States, and Depression Among Chinese

International Students,” Wei, Mallen, Hepper and Liao explore stress factors in the Chinese

student community. These authors state that “research has consistently indicated that Asian

(including Chinese) international students experience more acculturative stress than European

international students because the former may experience more cultural differences than the

latter” (Wei et al. 385). In the study, Wei discusses the factors that are responsible for the

differences between the stresses of Chinese international students compared to other

international students. Wei confirms that Chinese students incorporate their families’ pride and

their success into academic achievements. These heavy expectations cause Chinese students to

feel helpless and lonely.

Furthermore, loneliness presents another major issue for Chinese international students.

According to Wei, his study illustrated strong connections between mental health and stress. In

the study, Wei explores the connection between the length Chinese international students stay in

the U.S. and the stress they experience. They put forward the following explanation: “For

example, during the students’ period in the U.S., it is reasonable to expect that high maladaptive

perfectionism (i.e.., failure to meet one’s own expectation for performance) may enhance the

negative effect of acculturative stress on depression” (Wei et al. 385). Maladaptive perfectionism

refers to the inability to distinguish between expectation and performance. Wei emphasizes that a

longer length stay in the U.S. serves as a buffer for accumulative stress. Chinese students who

stay in the U.S. a longer time usually experience less stress compared to new students. New

Chinese international students have higher expectations of themselves because of the high scores

and grades they receive back home, so they tend to believe that they will excel in the U.S. As

Wei explains, “This sense of failure can be very distressing and threatening for Chinese

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international students because they tend to have good academic achievement in their home

countries.”(Wei et al. 386). Through this explanation, they emphasize the effect of unrealistic

expectations. Being unable to achieve these expectations can damage Chinese international

students’ well-being, but Chinese international students usually ignore the obstacles like

language barriers. Wei explains that new Chinese international students usually think working

hard can get the good grade.

In the research, Wei suggests a solution: “it may be important to increase international

students’ awareness of how acculturative stress, maladaptive perfectionism, and the interaction

of these variables are related to their depression at different time points of their stay in the U.S”

(Wei et al. 392). The international students, especially Chinese students, should learn to

understand their limitations. Chinese students should also learn to adapt to the American culture

and environment. Susan, an international academic advisor, stated that Chinese international

students’ learning styles cannot help them at American universities. She points out that, “Many

Chinese students failed to acknowledge American universities’ standards. They tend to do well

on tests. However they lack attendance or homework” (Garnett). Wei’s research sparks my

interest because I also experience issues similar to Chinese international students. When I do not

have the grade I want in school, I tend to suffer from depression, and I doubt my abilities to

achieve success.

Wei and Liao in “Acculturative Stress, Perfectionism, Years in the United States, and

Depression Among Chinese International Students” speak Chinese natively. They worked as

insiders who, with the help of two other American authors who served as outsiders, developed a

study to focus on the stress of Chinese students. The researchers clarify their methods, stating,

“two of the authors, who are bilingual in English and Chinese, discussed and translated these

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measures from English into Chinese” (Wei et al. 387). The study has multiple views on the

Chinese student community. Therefore, the study avoids much bias toward Chinese students.

In addition, Chinese students undergo vulnerability for many problems, including the

challenges of integration, which can also contribute to depression. Mollie Dollinger, a journalist

from Tealeafnation, argues that “many Americans still hold negative stereotypes of Asians, at a

time when Chinese international students’ [enrollment] in American universities [is] increasing

each year ” (Dollinger). These stereotypes can hinder Chinese students from making friends at

the American universities. Dollinger has an education consulting company in Chongqing, China

that helps Chinese students to study in the U.S.

This issue presents major challenges in Chinese student community, so Lee and Rice

began to focus on the relationship between integration and cultural differences in their research.

Jenny Lee studied in the U. S as an international student, while Charles Rice researched on many

issues that relate to international student communities. Lee researches on this issue, so that she

can discover what the root of this integration problem is. Lee put forward the issue: “Wilton and

Constantine found that because of language and cultural factors, Latin American and Asian

students have greater levels of stress than other international students” (Lee and Rice 385). The

research tries to determine how the university can improve the well being of the students. Lee

and Rice find that the cultural differences and integration problems have a positive correlation.

Chinese students come from Eastern culture. Some American students do not like Eastern

behaviors, so they avoid the Chinese students.

Coupled with the integration problems Chinese students experience on campus,

universities do not provide enough resources for international students to accommodate their

needs. Lee and Rice affirm, “Kher describes how many support services at their U.S institution,

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including admission, registration, residence life, and dining do not [accommodate] international

students despite the greater needs such students have as compared to native students” (Lee and

Rice 386). Lee and Rice argue that Chinese international students do not receive the adequate

services when in fact they need more support than regular students. UK should add more

resources to support international students.

In order for international students to achieve success, they should master the language.

Wing Chui went to the U.S to study so he would have an insider perspective on the importance

of English in the U.S. for Chinese international students. In the interview, Christy Ganchero,

who assisted with the English as a Second Language, or ESL, program, states that “the number

one way to learn English effectively is to talk with people who speak English.” Weak English

skills hamper international students’ ability to succeed and integrate. Unfortunately, American

universities do not focus on the ability to use the language. They prioritize academics over the

ability to master the language. In the research that focuses on surrounding factors affecting

Chinese international students, Chui declares that “Universities which only focus on the

academic needs of international students therefore ignore important factors in their potential

success or failure in the new educational context” (Chui et al. 34). Chui explains that

universities usually encourage the Chinese international students on academic achievement, but

the university forgets other factors such as financial or emotional support that affect Chinese

international students’ well-being. I chose Chui’s research because it focuses on the

shortcomings of the university. He points out factors such as financial issues and emotional well-

being that affect the Chinese community greatly, while universities usually ignore or put very

minimal emphasis on these factors.

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Connecting with Informants and Research in the Community

During the scholar review on the Chinese students’ community, I found many issues with

this community that need to be addressed. In order to learn more about the community, I worked

with different informants in the community including Chinese students, the president of the

Chinese Student Scholars and Fellowship, and the UK faculty who work with Chinese

international students. I wondered what happens when Chinese students study abroad in the US.

How do Chinese students deal with the loneliness they experience? I did some research on

campus activities and found out that Chinese Students Scholars and Fellowship helps newcomers

at UK through the Christian faith. The group connected through Christian churches that existed

in a variety of locations in China and Lexington. I decided to sit down and do an interview with

the Chinese Student Scholars and Fellowship’s president. I emailed the president, Liang Chen,

to request an interview. He held reservations about the interview; he felt concerned about the

prospects of the interview and questioned whether or not I have permission from UK to conduct

the research. I explained my class project to him. He lost his reservations when he found out that

I worked on an ethnographic study about Chinese students at UK. I interviewed him at his office

in Gatton College.

A common belief is that Chinese students value their family and community over their

personal needs. When I interviewed Chen, pictures of his family and of his church involvement

filled the room. Chen’s office illustrates that his family and his community’s involvement

represent an important part of his identity. His office’s decoration reinforces my opinion that

Chinese students display strong family orientation. He seemed laid back and talked about his

family before we did the interview. He talked about his wife who likes to take care of the family.

“Because my wife brings my lunch here, I go downstairs for a few minutes.” (Chen). He studies

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at UK as a graduate student, and he has his family with him. Chen illustrates a deep commitment

to his religion. He tries to help other Chinese students through the religious services. His

churches organize a group to try to help new students. The churches have branches in China, so

they have contact with other Chinese students through the Christian faith. Christian principles

help Chen try his best to help his brothers and live in harmony among the love of his brothers.

Chen describes the purpose of his organization:

“We give free rides to others. We pick some students up from the airport. We tour some

students around campus. Each Friday, we have fellowship or Bible study. We have free

food and free dinner and sing some songs”(Chen).

The Christian Chinese students get help through religious service and worshipping. Chen and his

groups pick up new students at the airport and help them adjust to American culture. The group

helps students find new apartments and teaches them how to succeed academically at UK. At the

end of the interview, Chen differentiated his group from the Chinese Association group.

Members of his group connect through Christian faith in contrast to the Chinese Student’s

Association, a secular group.

The Chinese students’ community set up the Chinese Students Association to help

newcomers at UK. Nevertheless, the Association failed to renew its charter as a UK

organization. The Association used to get the names of new Chinese students from UK.

However, because of a new privacy law, UK no longer gives the names of Chinese students to

the Association. The Association’s contact information seems outdated, and the new contact

information does not respond to inquiries. I have requested several interviews, but the contact

has never responded to my inquiries about the interview. The Chinese Association‘s website

confuses many new members and certainly posts a challenge to a novice computer user. The

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website presents information in Mandarin Chinese and much of the information on the website

seems outdated.

I cannot rely on the Chinese Students Association’s websites, so I turned to contact

Bridges to International Students, which connects students from many walks of life. Students

who come from different parts of the world participate in the programs. They discuss what

challenges them at UK as well as their spiritual connection with a higher being. This program

has connected many international students, creating many friendships. I joined this program

because of the affability of the organizer, Edward Lee, and how they go a long way to help

international students. I go to the meetings regularly and have made many friends from this

program. I have met many Chinese students at Lee’s programs. They all seem very happy and

outgoing.

I interviewed a student, Yixing Jin, who went there regularly. Jin likes my research about

Chinese students. He seemed happy that he could help me finish my assignment. He believed the

assignment has great meaning. We discussed different subjects during our meetings. We wanted

to learn from each other’s differences. Jin majors in geography and has a dream to travel around

the world. He has many American friends and his fondness for American culture shocked my

traditional beliefs about students at UK. He openly embraces his condition, and he makes the

best of it. He thinks he belongs to the world. He is fascinated with Lexington traditions such as

Keeneland. His homesickness challenges his enjoyment of UK experiences. I had a lively

discussion with him about his future. He showed great enthusiasm about UK, and UK inspired

him significantly. He offered his view on why UK constitutes a great fit for him:

“Why didn’t you study in China?”

Picture 2: “Bridges to International

Students”. The program connects

many international students together

despite their cultural differences or

faiths.

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“Because I’m a geography major. I want to go to different places, so the easiest way is to

come here.”

“Why do pick UK instead of other college?”

“Because I do research about horses. It is the world horse capital. So I chose Lexington.”

“How do you make friends?”

“I make friend not based on nationality not depend on Chinese or not.”(Jin)

The interview happened in an environment where we can

really trust each other. We shared with each other what

we strongly believe in. We didn’t judge; we understood

each other’s differences. We discussed how we can find

companionship with each other. Jin has enjoyed the

peacefulness the program has brought to him. Even

though his Islamic beliefs put him in a minority

category, he tolerates other religions and seeks to

understand them. Most of the Chinese Students who

join this program become more open to outsiders and

have considerably more positive experiences with UK.

Many enjoy each other’s company, and they do not act reserved or shy. The program‘s director

has done a wonderful job of connecting students. We see each other as a family.

On the other hand, UK has an ESL program that helps international students assimilate to

the American atmosphere. The program helps students who struggle with English and American

life. The college tries to connect many students together as a group. Christy Ganchero,

undergraduate student assistant with the program, illustrated great enthusiasm about the

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interview when I emailed her. Christy studied as an undergraduate student, so she connects more

with a student. Christy shares many characteristics with other international students. She assists

international students with their needs, while she has much similar interest with them. She

believes that projects held the important meaning and agrees to do interview via email. She has

worked with many international students and she understands their conditions. She expresses her

eagerness to help me with my ethnographic study. In her opinion, Chinese students usually hang

out together because of their native language. Chinese students have trouble with speaking and

talking in English. Their method of learning significantly differs from other students. Naturally,

they hang out with their group and enjoy each other’s companionship. The college tries to mix a

healthy group of international student together. The college forces Chinese students go out of

their comfort zone, and make learning a survival skill. The intensity of the program at UK drives

students to connect. They meet five hours a day five days out of the week. They must interact

with each other in class. During the interview, Christy emphasize on what of the following UK

offer to International student:

“What difficulties do you notice in Chinese students who are just starting to learn

English?” I asked.

“Generally, the Chinese students I have helped struggle with speaking and listening

skills. Specifically, beginning English language Chinese students have trouble with

articles “a” and “the”, and with “he” and “she”.”

“Are there any differences in the way Chinese students learn English versus the way

other students learn English?”

Picture 3: “The portable dictionary device”. It is a much needed tool in Chinese students’ community.

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“From my experience, Chinese students often learn vocabulary first. Many of the Chinese

students I have met are very successful in reading and writing, good in grammar, yet

don’t achieve good speaking scores.”

“How do they learn English effectively?”

“The number one way to learn English effectively is to talk with people who speak

English. Forcing yourself out of your comfort zone makes learning English a survival

skill, not just a class.”

“Do Chinese students often travel in groups together?”

“I think all students who are in a foreign country have the temptation to travel with

people speaking their native language.”(Ganchero)

The program builds a strong foundation in life and provides the tools for Chinese students to live

in the US. Her responses changed my traditional views about the ESL program. This program

not only teaches student English but also teaches life lessons. From Christy’s email and

responses, I understand faculty deeply care about international students and want them to

succeed. I have learned that program offers more of life based stimulation for international

students. It gives international students the independence they need, while guiding them through

the right way.

The Portable Dictionary Device

Even though, Chinese students have many problems,

they have cultural artifacts that hold them together. Chinese

students come to America relied heavily on portable dictionary.

Portable dictionary have proven to be useful inside the

classroom and everyday life. Chinese students can use it to

Picture 4: “Red Envelopes”. Gift given on special occasions such as New Year, Birthday,etc.

Picture 5: “The rice cooker”. Rice cookers offer a convenient way to cook rice.

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assimilate to American lifestyle and succeed academically. Chinese students want to succeed in

American university and to assimilate to American culture.

Red Envelopes

In addition to portable dictionary devices, red envelopes

play an important role. Traditionally, an older Chinese person

gives the red envelope to a younger one. Chinese students have

many creative ways to use red envelopes. Chinese students called

the red envelopes “Hongbao”. Hongbao means that “the storm of

luck” will come to the receiver. Chinese students give red

envelopes to their friends to illustrate that they appreciate their

friendship and show that they have confidence in their friends’

abilities.

The Rice Cooker

In additions to these two culture artifacts, the rice

cooker has considerable influence in the Chinese student’s

community. Chinese students usually eat rice as a main part of

their diet. A rice cooker offers a convenient way to cook rice.

With a rice cooker, Chinese can spend more time with their

friends while having the warm bowl of rice. The creator of the

rice cooker invented it to fit the busy life of the Chinese

student while also reducing the risk associated with cooking rice such as fire hazard.

These culture artifacts show that Chinese students can take advantage of technology, but

still link to their Chinese culture roots. They know they live in the high tech age, so they must

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adapt to technology; however, they still have deep traditional value. They utilize what their

traditions into something that can fit their lifestyles while still reserve the meaning of it. They are

Chinese in American land.

Conclusion

Working with Chinese students has changed my perspective considerably. At the

beginning, I thought that Chinese doing quite well compared to other international student

groups at University of Kentucky; however, they have many problems within their community,

such as language barriers, homesickness, and loneliness. Despite these problems, they overcome

and conquer. My informants in the community always work so hard and have so little time, so I

had a hard time contacting them. When they get to know me, they open themselves and tell me

what they know about Chinese student community.

Through doing an ethnography on this community, I have developed interviewing skills.

For example, I became more extroverted and open with my emotions when interviewing

informants so they could trust me more. I learned how to set up an atmosphere where informants

could feel comfortable sharing with me. However, I need to clarify my questions more, so my

informants can understand it better. I need to work on the pace of my questions.

During the research about the Chinese students’ community, I realized that many Chinese

students cope with major avoidable issues. The university has made considerable effort to help

international students, but it comes up short. I still have some lingering questions about different

motivations for Chinese students to come here. Some come for academic reasons, while others

come for athletics to UK. Because of sportsmanship, Chinese athletes have better experiences

and have better mental health compared to other Chinese students. They have good connections

with American friends and receive a good level of support from the university, such as tutors.

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Beside many setbacks Chinese international students experience on the campus, UK as a

university has improved in many ways to help international students such as campus

organizations delicate for international students. I have had an enjoyable experience working

with different groups of students on campus involved in helping international students. UK may

not provide the best resources for international students, but they have made considerable efforts

to help them. Many Chinese students have to rely on outside organizations to get to the US. UK

should use more resources like personal tutors to help Chinese students. Many Chinese students

face struggles when they come to new land. They might have trouble at first, but they come

through. However, I must do more research and gather more information to paint an accurate

picture of Chinese students.

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Works cited

Chen, Liang. Personal interview. 11 Oct. 2013.

Chinese New Year Celeration. Lexington: UK Chinese Scholar and Fellowship, n.d. JPEG.

Chui, Wing H., Peter Thomas, and Mark Sherry. "International Students: A Vulnerable Student

Population." Higher Education 60.1 (2010): 33-46. Print.

Dollinger, Mollie. “Survey of Chinese Students at Indiana University Reveals Challenges of 

Integration”.Telenation.com. Telenation, 05 July. 2013. Web. 07 Nov. 2013

Garnett, Susan. Personal Interview. 07 Nov. 2013.

Ganchero, Christy. Personal interview. 02 Nov. 2013.

Jin, Yixing. Personal Interview. 29 Sept. 2013.

Johnson, Jenna. “Chinese Students Enroll in Record Numbers at U.S. college”. Washington Post.

The Washington Post, 14 Nov. 2011. Web. 09 Oct. 2013.

Lee, Jenny, and Charles Rice. "Welcome to America? International Student Perceptions of

Discrimination." Higher Education 53.3 (2007): 381-409. Print.

Marche, Stephen. “Is Facebook Making Us Lonely?” Theatlantic.com. The Atlantic, May 2013.

Web. 10 Oct. 2013

Nguyen, William. Bridges to International Students. 09 Oct. 2013. JPEG.

Portable Dictionary. N.p.: n.p., Apr.-May 2012. JPEG.

Red Envelope. N.p.: n.p., 01 Dec. 2012. JPEG.

Rice Cooker. N.p.: n.p., Mar.-Apr. 2012. JPEG.

Welcome To Chinese Fellowship. Lexington: UK Chinese Scholar and Fellowship, n.d. JPEG.

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Wei, Meifen, et al."Acculturative Stress, Perfectionism, Years in the United States, and

Depression among Chinese International Students." Journal of Counseling Psychology

54.4 (2007): 385-94. Print.