Acculturation Strategy, Integration Paradoxes and Educational Adaptation--A Case Study of Chinese Visiting Scholar's Family in the United States

Y

15

Foreign Nationals; College Faculty; Asians; Acculturation; Correlation; Social Integration; Case Studies; Guidelines; Family (Sociological Unit); Educational Environment; Cultural Differences; Academic Achievement; Problem Solving; Biculturalism; Interviews; Observation; Elementary School Students; Foreign Countries; Family Characteristics; Parent Attitudes

Michigan; China (Beijing)

1913-9020

In this case study, we developed a theoretical framework for examining the relationship between acculturation strategy and educational adaptation. By interviews and observations of one Chinese visiting scholar's family in the United States, we found that the family utilized "integration" as the acculturation strategy to adapt to the US educational environment. However, we also found that the family's "perceived" integration attitudes and behaviors were opposed to its "actual" integration attitudes and behaviors, which we called "integration paradoxes." These "integration paradoxes" included the following four areas: a) cultural difference; b) academic and non-academic problem solving; c) academic expectations; and d) bicultural competence. The findings indicated potential moderated and/or mediated effects of the four integration paradoxes on the relationship between integration and educational adaptation.

As Provided

35

2017

EJ1153588