Covering Your ISSS
Understanding the Challenges Faced by Students from China
to Serve Them BetterKaterina Roskina [email protected]
Owner and Senior Evaluator, China Credential ServicesJianyang Mei [email protected]
Cultural Assistant at Neighborhood Student Success Collaborative,Michigan State University
Chinese International Student Challenges
LINGUISTICPSYCHOLOGICAL
ACADEMIC
SERVICES
Chinese International
Student Challenges
SOCIO-CULTURAL
Linguistic Issues
• Competence- Comprehension
- Expression
• Confidence- Socialization
Linguistic Issues: Beyond Language
Competence• Lack of language skills (L) – speaking, listening, reading, writing• ! Lack of native language literacy (L)• Lack of understanding of the cultural context (L, S-C)• Lack of understanding of colloquialisms (L, S-C)• Lack of understanding of rapid English, accented English,
intonations (L)Confidence
• Lack of understanding from professors, staff and peers (L, S-C)• Negative impact on confidence in interacting with
professors, staff, and peers (L, SC)
Academic Issues
Academic Issues
• Academic Performance• Working with Peers• Interacting with Professors• Plagiarism
Academic Performance
Academic Self-Classification
Effort
GPA
Low High
High
学神 xueshen
Study God
学霸 xueba
Study Overload
学渣 xuezha
Study Scum
学弱 xueruo
Study Weakling
Academic Performance Challenges:Lack of Skills, Abilities or Support?
• Lack of language competence (L) – reading, speaking, listening, writing
• ! Difference in academic expectations (A, S-C)- First-generation on multiple levels- Difficulty adjusting to and understanding the new classroom and homework format (A, S-C)- Misunderstanding of common academic/administrative terms
(L, A)- Difficulty in getting rid of existing academic habits and understanding and acquiring new ones (A, *)• Lack of understanding of support services (*)• Lack of clear pathways (*)• Lack of understanding and support from faculty and peers (L, S-
C)
Low Classroom Participation – Why?
Low Classroom Participation – Why?• Understanding what is being taught and directions (L)• Understanding what is written (board, textbook) (L)• Understanding rapid everyday spoken English (L)• Understanding colloquialisms and idioms, cultural references,
etc. (L)• Lack of ability to express thought verbally in English (L)• Reluctance to:- Ask questions/Not having questions (S-C)• Express opinion/Not having an opinion (S-C)• Ask for help/Not thinking one needs help (S-C)• Feeling behind because of time it takes to process class
content in English PLUS new subject matter (A, P, L)• Fear of making mistakes (P, S-C)• Not being used to feeling incompetent (P)
Interacting with Peers
Interacting with Peers• Inability to express the full extent of one’s thought in
fluent, spoken English (L)• Fear of making mistakes (P, S-C)• Not being used to working as part of a team (A, S-C)• Reluctance of peers to engage (L, S-C)• Prejudice (S-C)• Different mentalities/ways of thinking (S-C)• Not being used to feeling incompetent (P)• “Majority to minority” syndrome (P)• Self-Segregation (S-C, P, L)
Interacting with Professors
Interacting with Professors• Different dynamic of professor-student relationship (S-C)
• Different expectations of professors (S-C)• Fear of asking questions (S-C, P)• Fear of appearing incompetent (S-C, P)• Prejudice (S-C)• Lack of intercultural competence (S-C)• Lack of language competence (L)
Plagiarism
Plagiarism: Intentional or Not?
• Lack of language competence and CONFIDENCE (L)• Fear of making mistakes (P)• Lack of understanding and utilizing
the support services available (*)• Fear of asking for help (S-C, P)• Lack of clear academic integrity guidelines
in a digestible format (*)• Lack of understanding and follow-up from US
institutions as related to understanding academic integrity guidelines (*)
• Lack of understanding of plagiarism consequences (*)
Psychological Issues
Psychological Issues
Internal• Homesickness (P, S-C)• “Family withdrawals” (P)• Self-Authorship/Identity Issues (P)• Self-Regulation Issues (P)• Stress (P)• Feeling of incompetence (P)• “Majority to Minority” syndrome• Self-segregation (P, S-C)• Mental Health Issues (P)
External• Prejudice (S-C)• Lack of social interaction (P, S-C)
• Pressure (P)- Parental Expectations- Financial Pressure• Culture Shock (P, S-C)
Socio-Cultural Issues
Social Groups among Chinese International Students: Self-Classification
Appearance
Family WealthLow
High
High
白富美 BaifumeiPale, rich, pretty高富帅 GaofushuaiTall, rich, handsome
矮矬穷 AicuoqiongShort, ugly, poor屌丝 diaosi
土豪 TuhaoVery rich, but uneducated富二代 Fu’erdaiRich, 2nd generation(Wealthy family children)官二代 Guan’erdaiOfficials, 2nd generation(Children of government officials)
Low
Socio-Cultural Issues• Cultural differences and expectations (S-C)• Prejudice (S-C)• Self-segregation (S-C, P)• Fear of being misunderstood/making mistakes (L, P, S-C)• “Majority to minority” syndrome (P, S-C)• Lack of ability to build meaningful connections (P, S-C)
Support Issues
Support Issues
School Side• Lack of priority/budget/resources (*)• Low support staff to student ratio (*)• Lack off follow-up/check-up services
(*)• Lack of personalized support (*)• Lack of access in person, by email, by
social media (*)• Lack of intercultural competence (*,
S-C)• Lack of language competence (L)
Student Side• Lack of understanding of support
services (S-C)• Reluctance to ask for help (S-C, P, L)• Asking for help from friends (S-C, P)• Lack of trust/anonymity (S-C, P)• Lack of language skills (L, P)
Try Walking in Their Shoes
US Peer Challenges
LinguisticSocio-Cultural
AcademicPsychological
Staff Challenges• Lack of cultural competence• Lack of linguistic competence• Lack of support • Lack of resources• Lack of time
Faculty Challenges
• Lack of cultural competence• Lack of linguistic competence• Classroom management skills• Lack of support• Lack of resources• Lack of time
• Lack of budget/resources• Lack of buy-in/priority- Not connecting ISSS/integration with retention
What Kind of Help do Chinese Students Seek?
• Psychological counseling, not from official sources• Academic counseling- Academic counseling follow-up- Academic guidelines/assignment templates• Procedural counseling:- Understanding school communication- Filling forms- Termination, probation, etc.• Immigration issues:- Deadlines- Documentation- Conséquences
Help-Seeking Patterns:
• Via Social Media- WeChat- BiBi• Quickly• Anonymously/Not Face-to-Face• In Mandarin• ! Once only, if not satisfied/comfortable, likely never again• Preference for One’s Own Social Circle instead of Authority
What Can Be Done?• Direct Social media/Email accessibility (WeChat (chat or call))• Mandatory, For-Credit Courses:- Study skills in English/Mandarin- Academic preparedness/expectations in English/Mandarin- Intercultural competence in English/Mandarin• Proactive Support Services in Mandarin• Templates/samples/examples of different types of assignments• Student ambassador groups• Higher ratio of professors VS TAs• Faculty and Staff Training (intercultural, classroom management)• Glossary of academic/procedural terms in Mandarin with accurate translation• Cross-Campus Collaboration• More Thorough Admissions Screening
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