Download pdf
The Critical Reflections on Chinese Students’ Stereotypes
- 1 The University of Manchester
* Author to whom correspondence should be addressed.
Abstract
This article analyses the critical thinking of previous studies from various perspectives on the stereotypes of Chinese students. It focuses on three aspects: What are the earlier stereotypes of Chinese students from numerous international scholars? What do they regard as the reasons for these stereotypes, and what are their respective attitudes? What are the new in-depth views of scholars on these stereotypes, and what initiatives have been proposed to improve the stereotypes of Chinese students? These questions are answered in the following main body section. Through the analysis and summary of scholars’ findings, it is found that stereotypes of Chinese students can be mainly related to learning styles and traditional Chinese cultural characteristics. The cause of stereotypes primarily comes from the influence of cultural differences between China and the West and the lack of understanding of Chinese education. The scholars’ critical views on Chinese students’ stereotypes are mainly about the internal and external environmental influences on Chinese students and the consequences of stereotypes. Therefore, this paper contributes to future research on improving Chinese students’ stereotypes in the context of international education.
Keywords
Chinese students, stereotypes, Confucianism, critical reviewing
[1]. S. Gieve, R. Clark, ‘The Chinese approach to learning’: Cultural trait or situated response? The case of a self-directed learning programme [J]. System, 2005, 33(2): 261-276.
[2]. J. Mathias, M. Bruce, D.P. Newton, Challenging the Western stereotype: Do Chinese international foundation students learn by rote?[J]. Research in Post-Compulsory Education, 2013, 18(3): 221-238.
[3]. H.H.W. Sit, Characteristics of Chinese students’ learning styles[J]. International proceedings of economics development and research, 2013, 62: 36.
[4]. C.S. Hodkinson, A.E. Poropat, Chinese students’ participation: The effect of cultural factors[J]. Education+ Training, 2014.
[5]. T.T. Heng, Different is not deficient: Contradicting stereotypes of Chinese international students in US higher education[J]. Studies in higher education, 2018, 43(1): 22-36.
[6]. R.A. Ruble, Y.B. Zhang, Stereotypes of Chinese international students held by Americans[J]. International Journal of Intercultural Relations, 2013, 37(2): 202-211.
[7]. M.W. O’Sullivan, L. Guo, Critical thinking and Chinese international students: An East-West dialogue[J]. Journal of contemporary issues in education, 2010, 5(2).
[8]. Y. He, J. Nie, The differences between Chinese and Western education[J]. Journal of Advances in Education Research, 2019, 4(3): 118-123.
[9]. M. Gram, K. Jæger, J. Liu, et al. Chinese students making sense of problem-based learning and Western teaching–pitfalls and coping strategies[J]. Teaching in Higher Education, 2013, 18(7): 761-772.
[10]. M. Paton, Is critical analysis foreign to Chinese students[J]. Communication skills in university education: The international dimension, 2005: 1-11.
[11]. Q. Wu, Re-examining the “Chinese learner”: a case study of mainland Chinese students’ learning experiences at British Universities[J]. Higher Education, 2015, 70(4): 753-766.
[12]. M. Xie, D.B. Qin, S. Liu, et al. Crazy Rich Chinese? A Mixed‐Methods Examination of Perceived Stereotypes and Associated Psychosocial Adaptation Challenges among Chinese International Students in the United States[J]. Applied Psychology: Health and Well‐Being, 2021, 13(3): 653-676.
[13]. L. Zhang, Stereotypes of Chinese by American college students: Media use and perceived realism[J]. International Journal of Communication, 2015, 9: 20.
[14]. L. Chen, H. Wen, Understanding Stereotypes of Chinese International Students in a US University: A Case Study[J]. New Waves-Educational Research & Development, 2021, 24.
[15]. S.L. Haft, I.B. Mauss, Q. Zhou, Perceived discrimination, model minority stereotyping, and anxiety symptoms in chinese-heritage college students[J]. Cultural diversity and ethnic minority psychology, 2022.
Cite this article
Peng,Y. (2023). The Critical Reflections on Chinese Students’ Stereotypes. Lecture Notes in Education Psychology and Public Media,12,30-36.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).