Thinking outside the Box: The National Context for Educational Preparation and Adaptation among Chinese and Korean International Students

Autor/inn/en	Chung, Angie Y.; Chen, Kenneth; Jung, Gowoon; Li, Muyang
Titel	Thinking outside the Box: The National Context for Educational Preparation and Adaptation among Chinese and Korean International Students
Quelle	In: Research in Comparative and International Education, 13 (2018) 3, S.418-438 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918791364
Schlagwörter	Acculturation; Foreign Students; Teaching Methods; International Education; Student Attitudes; College Students; Cross Cultural Studies; Student Adjustment; Social Adjustment; Gender Differences; Study Abroad; Educational Attitudes; Neoliberalism; Family Relationship; Foreign Countries; Comparative Education; Human Capital; Cultural Capital; China; South Korea; New York + Suchen Sie Ihr Suchwort? Akkulturation; Teaching method; Lehrmethode; Unterrichtsmethode; Internationale Erziehung; Schülerverhalten; Collegestudent; Cultural comparison; Kulturvergleich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Geschlechterkonflikt; Studies abroad; Auslandsstudium; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Neo-liberalism; Neoliberalismus; Ausland; Vergleichende Erziehungswissenschaft; Humankapital; Korea; Republik
Abstract	Despite growing scholarly interest in international education, few studies have examined how the broader historic, structural, and cultural contexts of sending nations inform the global perspectives and pedagogical strategies of international students before and after migration. Based on surveys and focus groups with Korean and Chinese international students at one public university, the study provides an in-depth look at national differences in learning contexts as they may affect the educational and social adjustment of international students through the lens of gender, family, and nation. We argue that international students view and experience their overseas education through different historical and national understandings of family, economy, and culture within mainland China and South Korea--the former emphasizing "geopolitical" concepts of family and nation centered on China's position within the global hierarchy and the latter invoking "compressed" "neoliberal" frameworks representing a time-space compression of traditional hierarchies and neoliberal free-market ideals in Korea. The study reconciles and synthesizes micro- and macro-levels of analyses by comparing the ways Korean and mainland Chinese international students navigate their educational experiences in the United States based on their respective nationalistic frameworks and shifting gender/family relations in the homeland. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01