Chinese Students Cross-Culture Adjustment in the UK - Literature review Example

? The psychological investigation on Chinese cross-culture adjustment when studying in the UK Content Introduction 1.1Research rationale 1 1.2Aims and objectives 1 1.3Dissertation structure 2 2.Literature review 3 2.1Overseas cross-culture adjustment 3 2.1.1Definition of cross-culture adjustment 3 2.1.2Roles of cross-culture adjustment in students’ life 4 2.2Students’ cross-culture adjustment stages 4 2.2.1Stage I: Tourist 5 2.2.2Stage II: Frustration 5 2.2.3Stage III: Conflict 6 2.2.4Stage IV: Fusion 7 2.3Key factors affecting students’ cross-culture adjustment 7 2.3.1Cultural conflicts 8 2.3.2Language skills 8 2.3.3Education background 9 2.3.4Economic conflicts 10 2.3.5Circumstance 11 2.4Potential cross-culture adjustment strategies 12 2.4.1Communication 12 2.4.2Culture acceptance 13 2.4.3Circumstance fusion 14 2.5Chinese students’ cross-culture adjustment 15 2.5.1Chinese culture 15 2.5.2Individual and community 17 2.5.3Education background 18 3.Reference 20 1. Introduction 1.1 Research rationale With the increasing overseas students studying in the UK, theircross-culture adjustment has become increasing more important, especially for Chinese students since they have entirely different cultural background. The cross-culture adjustment is derived from the culture conflicts. It plays important roles in the career development of overseas students’ studying. It is therefore necessary to do such investigation. 1.2 Aims and objectives The main purpose of this research is to identify and characterize the Chinese students’ cross-culture adjustment in the UK from the psychologicalaspects.The main objectives are shown below. To identify respective stages of Chinese students’ cross-culture adjustment. To characterize the keypsychological determinants affecting Chinese students’ cross-culture adjustment. To reveal the stages and determinants of Chinese students’ cross-culture adjustment in the UK through questionnaire. To raise potential implementation strategies to help Chinese students’ cross-culture adjustment in the UK. 1.3 Dissertation structure Chapter One is a brief introduction demonstrating the research rationale and research aims/objectives. Chapter Two is the literature review section, attempting to discuss the reason, stage, determinants and potential implementation of students’ cross-culture adjustment. Chapter Three comprehensively stated the methodologies applied in this research, including the research strategies, questionnaire design, survey setting, participants, data analysis, limitation and ethics. Chapter Four summarizes the main findings derived from questionnaire. Chapter Five applies further discussion on the reason and determinants analysis, as well as providing suggestive solutions. Chapter Six provides the final conclusions and recommendations. 2. Literature review 2.1 Overseas cross-culture adjustment 2.1.1 Definition of cross-culture adjustment Going abroad to study is a dream of many students especially from Africa and Asia. Getting to face a different culture can be really exciting however it poses a number of challenges on the way. Some of the obvious challenges that one will face includes language, change in climate, change in type of food and even clothing. The feeling will obviously be full of homesick and some sense of helplessness in the first days. There will be some feeling of anxiety and uncertainty. After the full adventure one will feel isolated from home thus some frustrations will come out. Such characteristics are normally experienced when changing from one culture to another thus learning to adjust is the best way that a person will be able to cope with challenge. Although attitude towards something may look the same, the way it is being expressed may be quite different. Taking for example how people in different world experience happiness. The feeling varies from culture to culture therefore a student in a foreign country may find it hard to social with colleagues who hails from different background (Yaqing, 2010). An international student can do research on the cross-cultural experiences that are likely to be encountered and their adjustments. Information can be found in the university’s websites and blogs (Yaqing, 2010). Proper information on the university and the place to visit is vital in gaining enough knowledge on the kind of place and the culture. This will give an insight on nature of the university and the course preparing to take. It is better for the student to understand the nature of the life abroad than to wait and face a culture shock. 2.1.2 Roles of cross-culture adjustment in students’ life This addresses the importance of cross-culture adjustment in overseas students’ studying and living abroad. Students who adjust to the culture of the host country are likely to feel more at home and the culture of the host country becomes part of his life. Though the process of adapting to the new culture is challenging, it has a lot of positives. The international student who undergoes the challenge will have the benefit of achieving personal growth that will meant they will be able to flexible and insightful to the language. They will have more confidence in terms of association where they will have adaptive skills to face more experiences in the future. Basically cultural adaptation is a milestone in achieving a broader scope of the different cultures in the in the world. According to (Yaqing, 2010) the importance of it is that a person will be able to comprehend different cultures and be able to identify the best parts of these cultures. A part from the new language, a student studying abroad is likely to get more exposure to the different cultures in world. This according to (Yaqing, 2010) perception on many issues is likely to change as the students appreciate the culture of others. The view of academic achievement is also likely to change completely this is together with person goals. Basically the personal ability might prompt the student to change focus based on the new academic goals and experience (Araujo, 2011). 2.2 Students’ cross-culture adjustment stages Different cross-culture adjustment stages will be characterized in this part to show the respective characters from psychological aspects. For a student adapting to a new culture, it is like a normal process. The person has to undergo several stages before finally feeling settled. Several stages have been identified as useful for every person who experiences a new culture with excitement (Araujo, 2011). However the stages aren’t strict because not all the people can pass through the same stages; some may skip a stage. Also the time taken for each stage depends on an individual (Araujo, 2011). 2.2.1 Stage I: Tourist The students will feel everything novel and interesting, more like during their tourism. This stage is usually filled with excitement and full of adventure. Everything is new and people feels energetic and a sense of enthusiasm at this period. The student seems to focus on the similarities between the new place and home country (Edmundson, 2010). There is a lot of innocence and many things come out as a shock to the new student doing adventure. However the spirit is still high and some of these shocks may not hinder with the students continuous adventure. According to (Edmundson, 2010) the student still believe in the ambition that made them to go abroad to study. The stage comprises of a lot of travels and at this stage the issues to do with studies have rarely started. The student doesn’t know many things pertaining studies but a lot of excitement is evident (Edmundson, 2010). 2.2.2 Stage II: Frustration At this stage the students get to know the difference in culture between the host country and home. They learn the conflicting customary values between the two cultures. The situation is more shocking when one is experiencing a language barrier in addition to a sense of isolation from colleagues (Smith, 2006). A feeling that may arise includes homesickness, anxiety and confusion. This stage happens when the student faces reality about the culture, change in education systems, and the need to learn a new language. In the case of Chinese student studying in UK, classes will taught in English and these students ought to comprehend English for learning purposes as well as in writing exams (Smith, 2006). In several cases the student might be bullied by the natives or isolated because of language barrier. In class, instructors may be too fast and some may try to force the students to participate in class (Smith, 2006). With all these challenges, the student will have problems in coping with them; some will require some counselling. The stage is quite difficult for the student and may be suffer from stress. 2.2.3 Stage III: Conflict The students are used to the local culture and life, but feeling conflicts between the new one and their previous experience. At this stage, the student has a full knowledge on the type of culture differences they have. They will try to harmonize the stress expressed in stage 2 through learning the new culture. The students will face mix reactions to the situation as they understand more in the insight (Smith, 2006). At some point he feels fine but in other cases they feeling the gap are still there. After learning various aspects of culture in the foreign country, the student will be tempted to compare life and culture in the foreign state and back at home. The conflict will be inevitable and one has to bare and take it to be a challenge. Change in the type of food, environment, ways of socializing and how the natives feel towards the new students. At this point as pointed out by (Ryan J. 2010), the student is quite informed in many issues where they even tolerate most of these issues. The student at this stage tries to solve the conflicting issues by trying to understand the native culture and language. 2.2.4 Stage IV: Fusion The students will finally get the balance point and blend into local culture and environment. The student gets to accept the new culture and appreciate the variations that have emerged as well as the similarities that my come out (Briggs & Sommefeldt, 2002). The person will be able to develop clear ideologies on the cultural norms of the host country. The student gets back to the initial focus where the student main aim was to excel and achieve career goals. Through interaction in class and in social gatherings organized by university, the student remains confidence in the new environment (Briggs & Sommefeldt, 2002). New developments no longer bring any shock to the student since the student is only focused on harmonizing his culture with that of the host country. The student becomes active in group discussion and participating in class. The student gets used to the new system of education where more positives in the system are taken by the student. There might still be the issue of the language but the student will be working hard to get used to it (Briggs & Sommefeldt, 2002). 2.3 Key factors affecting students’ cross-culture adjustment Different factors will influence students’ cross-culture adjustment from psychological aspects, including cultural conflicts, language skills, education background, economic conflicts and circumstance. These factors may hinder the student from adapting to the new environment faster. Due to the challenges experienced, the student may take longer time to get used to the new culture 2.3.1 Cultural conflicts Taking the case of a Chinese student leaving for the UK to study may face a lot of challenges in the course of study. The difference between the two nations is greater in terms of moral values, politics, education systems, social values, and values that relate to work (Woodside, Megehee, & Ogle, 2009). Therefore such a student faces a tough challenge in harmonizing these values. For instance the Chinese culture recognizes leaders with a lot of respect characterized by fear and submission. In the UK the leadership doesn’t dictate but involve; People are free to interact with their leaders through asking questions, challenging (Great Britain: Parliament, 2006). Basically the conflict affects the students adversely because a Chinese student in many occasions may try to practice what they have been doing at home but may be treated as strange or lack of effort by the UK authorities. Keeping silent is quite normal in Chinese class but in the UK, it is strange and even instructors might feel the student is indiscipline since class participation is part of learning (Woodside, Megehee, & Ogle, 2009). 2.3.2 Language skills The communication capability is restricted by language skills, which will show impacts on students’ psychology. English and Chinese languages are quite different and for one to understand either language there must be full commitment. A Chinese student will find it hard to cope with the English language. This is because of the major difference in both spoken and written English to that of the Chinese (Woodside, Megehee, & Ogle, 2009). The student will have low confidence in using the language thus may shy away from getting involved in discussions that may prompt an English talk. Participation in class will be passive due to fear of expression in English thus the student might feel isolated and rejected (Byram & Feng, 2006). Students esteem certainly falls due to inadequacy in knowledge of foreign language. Some students argue that their participations in class are hard because they fear what their colleagues who are good in English will treat them. Some even went further and explain their frustrations in the language as some who students who are good in English ask ‘silly questions’ in class they are only there to listen because they are muted by their English oral skills (Byram & Feng, 2006). Some however try their abilities without fear however it is just a small number of students while the rest shy away and chooses to remain silent. The low esteem is inevitable and will definitely affect the learning most students (Byram & Feng, 2006). 2.3.3 Education background Different education background in respective countries will bring the adjustment of studying style and methods, affecting students’ confidence. Education systems vary depending on the culture and expectations are different depending on the values of the community. There is a huge difference between the education system in the UK and China. However the major problem is the system because the content is almost similar. The problem is certainly the language barrier. The student will have to do extra activity of sampling past papers to get used to the system, get close to colleagues, get aid from the teaching staff (Byram & Feng, 2006). From such efforts, the student is likely to get better in adapting the new culture. The student should take it as a challenge and work on mortalities of ensuring success in gapping the language barrier. On top of this there is a lot of pressure to excel in the study from the family members and therefore in the process, the anxiety of fear to fail will be seen (Byram & Feng, 2006). 2.3.4 Economic conflicts Different income level in respective countries will bring pressure to the students, especially those from developing countries. Economy of a country reflects the purchasing power of its citizens. In terms of economies, China is the second largest economy in the world after the US while UK lies sixth however this doesn’t reflect when it comes individuals. Chinese economy is based in the urban areas and only few people have the stake (Yang, 2011). The parity between the rich and the poor is quite big thus tantalizing the new found Chinese economy. A number of Chinese are still living in poverty depicting china as a growing economy where its yearly growth is 10% (Yang, 2011). UK was the first country to industrialize and its economic growth has reached a dormancy state where in 2011 its economic growth was merely 0.3% (Yang, 2011). These two countries have different economic strength thus the ability of its citizen. The UK economy is quite stable and almost every family can afford high cost of education, the contrary can be explained of China (Yang, 2011). Most of its citizens still live poorly and therefore an ‘average’ student coming from China to UK might face financial challenges due to the high cost of living in some of the major cities in the UK. Basically the issue of finance may hinder the student from adapting to the new environment and sometimes lowering esteem of the student. The perception now that the UK is economically stable makes the Chinese students have an assumption that UK is superior than Chinese in terms of income level. The disparity in the income level between China and the UK can act as a morale boost for the students. They would want to work harder to ensure success in academics and even securing a job in the UK instead. 2.3.5 Circumstance The life style between local and overseas students also affects students’ adjustment process, which will release or strengthen their psychological pressure. Foreign student may find it difficult to adapt to the new culture due to a number of reasons which includes health, safety, the new role of being an ambassador and being treated as a minority (Michael & Anwei, 2006). In a situation where the student may have been associating with the majority, a change to being a minority will be difficult to get used to. All the burden of explain the cultural setup of the home country will be cumbersome as more many people might be interested in obtaining information about the culture and beliefs. Food is another major adjustment that Chinese students have to get used to. Chinese like yummy food which rarely available in the UK but some experienced Chinese students in some occasions cooks for themselves especially during the festive holidays (Michael & Anwei, 2006). Chinese students normally get together especially in spring holiday in UK and spend together as friends and showing their solidarity. Cultural activities are conducted so as to serve a precious event for each student. Traditional dishes and other tradition Chinese affairs that will help remember home. Though student may have homesick, they use the event to comfort themselves (Michael & Anwei, 2006). The difficulty in getting into the English language can be noticed when a British student crack a joke and colleagues who understand English laugh. The Chinese students will remain silent wondering what the joke was. Such circumstance makes it difficult for the students to feel the British culture fully. 2.4 Potential cross-culture adjustment strategies Keeping in mind that leaving to the UK was to adapt and learn the culture. Culture shock can be minimized by taking it positively, it can be done through association with humour, have a positive outlook, keeping frequent contact with family and friends at home. However this should not an excuse for one to avoid learning the culture. 2.4.1 Communication Communication can help students get used to local culture and improve their language skills, contributing to the majority of cross-culture adjustment. The first step towards adapting the new language is through expression. Learning the communication skills of the host country is quite important. The best way to get used to this is through attending various sporting activities and social ground where making new friends is inevitable. Trying to converse in the host country language will be equally be important as confidence on expression builds up (Chen, 2008). Chinese students find the English language hard in both spoken and written. Universities in UK are taught in English language and thus student are required to do their exams in English. This is an additional challenge to the normal studies. For better improvement in the English language, the Chinese students are normally advised to take English language course and use English language frequently in their communication (Chen, 2008). Incompetence in English makes Chinese student to remain dormant in class. Most of these students prefer to be silent because of the English level they but making matters even worst is the Chinese education system where students contribute little. They require a confidence built up in English language through informal socialization in and outside school (Chen, 2008). 2.4.2 Culture acceptance Students can find the specific characters of local culture to accept them into their own cultural background. It helps students blend into local people faster and more spontaneously. In several circumstances, cultures clash over in many factors basically because of the historical beliefs and the society values. For a student studying abroad he is likely to face lots of challenges in trying to harmonize his cultural beliefs to the beliefs in the foreign country or rather the host country. The culture of the host country will presumably be dominant and whether the student is comfortable with or not, the fact remains that he has to tolerate (Chen, 2008). Tolerance can be an option however adapting to it is an important idea. Finding a friend from the host nation to help in getting into it would be a nice idea. He will be able to explain the culture from the insight the student will be able to get the reality about the culture he is engaging with (Tetzner, 2006). The informers can be the person hosting the new student or just a friend. For a comprehensive and quick understanding of the new culture, the person must be able to ask questions on things that he think might bring embarrassment or be offensive to the society there. They should also be able learn how to socialize with other students so that it can be a bit easier to cope with everything. Chinese students accept the fact that the way of study in the UK is quite difference of their own country. Coming to study in the UK is quite an excitement as expressed by some students from China (Tetzner, 2006). Most of them ready accept the change in the learning style since being in the UK is a new experience. Some students have acknowledged their experience with class team as exciting and enjoyable (Tetzner, 2006). The sense of acceptance makes the students feel accepted and part of the team. The difficulty is the time of preparing to answer question and these students wants to be considered for. Generally the Chinese students who study in UK positively try to embrace the new culture by accepting some of the major changes in adapting to their new culture. 2.4.3 Circumstance fusion The relationship and communication between students and their surroundings also impact their adjustment process. Circumstances such as participating in class are good for international students to start adapting the culture of the host country. The student take part in the class activities that will give confidence and sense of appreciated. Other activities such as taking part in extracurricular activities in a tight schedule will even ease the cultural tension faster than expected. A person in a new place requires participation for them to prove their confidence (Tetzner, 2006). Activities such as class group assignment can be vital for the student to get used to the new environment. According a correspondent of CRI (China Radio International), Chinese students studying in the UK have greatly improved. Back in eighties, Chinese students only went to UK for studies (Lindgreen & Hingley, 2009). Their participation in class was rarely seen and during their free time, they would just associate with the fellow Chinese. The phenomenon has totally changed as more Chinese presence in cities like London is being felt. As one of the professor interviewed by CRI acknowledge the change of attitude. Chinese student actively participate in social activities of their universities (Lindgreen & Hingley, 2009). They also learn the British lifestyle through watching British channels and reading of papers. Definitely this has helped them gain insight knowledge on the British culture and the English language. Their participation in class has gone beyond learning; they ask question, argue and take part in discussion. This has been possible with their appreciation of the British social culture and academic systems. Chinese are famously known for their hard work and with the addition of active participation in class; their achievement in UK will definitely rise. The increase in the number of Chinese students seeking education in the UK has made the universities pay attention to their needs. For instance some university supermarkets have Chinese food on sale (Lindgreen & Hingley, 2009. This makes students feel appreciate and the university and by the public. Basically the UK universities have found a better way to serve its international students through provision of better services. This will not only serve student but has acted as a bridge between the two cultures (Chinese and British). 2.5 Chinese students’ cross-culture adjustment This part will specifically focus on how Chinese students face their problems in cross-culture adjustment. Every year, a sizeable number of Chinese student go to the UK for their further students. This study intends to examine the cultural and academic difference that Chinese students face while studying in UK (Carroll & Ryan, 2005). The challenges will be drawn in and outside school, their behaviour and how they cope with the English culture. 2.5.1 Chinese culture The significant difference between Eastern and Western culture plays important roles in Chinese students’ cross-culture adjustment. The Chinese culture is one of the oldest in the world. The areas that have cultures that dominate in china have a vast land mass in Asia however cultures vary in the major cities and provinces. In China there are 56 ethnic groups where each one of them has an identity and culture. However some have merged and form a regional culture (Carroll & Ryan, 2005). Chinese culture has been thought to be responsible for the behaviour of the Chinese students studying in the western countries. There are three major source of the Chinese culture. They include: collectivism, socialisation for achievement and attitude towards power. The society is governed by strong traditions of familism and filial piety which route for collectivism and non individualism. This has created a society of collectivism with high degree of dependence. The spirit collectivism has extended to education where students have collectivism in their studies which has prompted socialisation aimed at success in education. Chinese believes that in order to achieve in studies, it will take a group to come up motivation on each other. They believe that a failure to engage in collectivism will lead to poor performance of individuals and groups (Carroll & Ryan, 2005). Behaviour of learners is also attributed to their relation with the government and power. In china, the common people are expected to show utmost respect to those in Authority. This also applies in schools where the teachers are sign of authority and therefore students show a lot of respect to them. Teachers give directions and the students have only the option of listening and doing according to instructions (Carroll & Ryan, 2005). Chinese values Most of the Chinese values came from Taoism and Confucianism. Confucianism has been commonly used in most regimes of the Chinese imperial rule. The imperial rule cultivated bureaucracy and authoritarian regime (Lindgreen & Hingley, 2009. Chinese values the rule by merits in its public institution as well as safeguarding the ideal human rights. These norm are have been enhanced by globalization and the rise of the European economies. From the European rise, some non Chinese cultures such political and systems were adopted. Basically Chinese culture has been integrated together with that of the European to make today’s Chinese culture (Lindgreen & Hingley, 2009. National Identity Most Chinese identify themselves with nation as well as with their own tribes. However the minority group such as Tibetans would rather identify themselves with their culture. This issue has been fuelled by the fact that Tibet wants to be given independence from China thus opposing the culture of the majority Chinese. China is almost a homogeneous society where people share the same language history and culture. The government do recognize the existence of the 56 tribes and their distinctive cultures. The minority groups were treated harshly by the Han thus opted to outside the country (Carroll & Ryan, 2005). They were considered subhumans by the regimes that ruled prior to liberation that saw the nation consider the human rights of its citizens. The small tribes have over years felt the pain of the Han and Tibetans and Xinjiang in specific have on one occasion attempted to separate themselves from the national government. However the central government doesn’t like the idea and have ensured all the Chinese borders are guarded (Carroll & Ryan, 2005). Generally the Chinese culture is made up of collectivism, socialisation for success and acceptance of authority. The academic achievement and Chinese students can explain in terms culture, high expectations from parents, emphasis in collectivism and the hard work and determination. 2.5.2 Individual and community Chinese students prefer individual activities more than community one, making them hard to communicate with each other and consequently resulting long time adjustment. While the Chinese culture laid emphasis on collectivism, the cultural beliefs show some sense of individualism. It is difficult for the Chinese student to fit into systems such as the western culture where people have direct conversations expression of opinions and free interaction. A part from the character of doing things individually, a Chinese student is likely to be faced by other problem; he might have difficulty in expressing himself in the English language, fear of the huge difference in culture thus developing a cold stand towards mingling with other students from the host country. 2.5.3 Education background Chinese students are always studying under high pressure for better degrees, which limit their views in many parts, remaining gaps for them to accept British education system. There are distinct characteristics of the Chinese education systems that the Chinese students may be used to (Carroll & Ryan, 2005). The common feature is the rigorous training that the students undergo. Chinese school open for long hours with a number of lessons a day. Teachers in school have a lot of control where it a situation where the teacher teach only and the students listen. There are little contributions from students therefore the Chinese student have problems coping with education systems where teachers interact with students often (Carroll & Ryan, 2005). There are differences in learning between the British and the Chinese student. However the approach to learning will change as the learning environment makes an impact. In constructivist where it is in this case the UK learning system, the student will tend to adopt the system by making analysis of the new ideas and comparing it with the existing (Carroll & Ryan, 2005). The learning environment is also a major switch since teaching in UK and China is quite different. As in the case of China teachers have all the say while the UK put emphasis on memorisation student involvement (Carroll & Ryan, 2005). The transformation however taker time for learner to be comfortable with the system. The transformation of the student life takes time and the first year is full of activities as the student adapt to the new learning environment, culture, and how people in the UK socialize. 3. Reference 4. Araujo, A. A. (2011). Adjustment Issues of International Students Enrolled in American Colleges and Universities. Higher Education Studies , vol. 1 No1. pg 2-6. 5. Berry, J. W. (2002). Cross-cultural Psychology: Research and Applications. Cambridge: Cambridge University Press. 6. Bosma, T. (2007). Effective Leadership Practices in Cross-cultural Conflict Resolution: A Qualitative Study. New York: ProQuest. 7. Bradley, L., & Thouesny, S. (2011). Second Language Teaching and Learning with Technology: Views of Emergent Researchers. London: Research-publishing.net. 8. 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