Covering Your ISSS - China Credential Services€¦ · Covering Your ISSS Understanding the...

Covering Your ISSS

Understanding the Challenges Faced by Students from China

to Serve Them BetterKaterina Roskina eval@chinacredentials.com

Owner and Senior Evaluator, China Credential ServicesJianyang Mei meijiany@msu.edu

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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