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

Autor/inn/en	Weidong, Li; Chen, Sisi
Titel	Acculturation Strategy, Integration Paradoxes and Educational Adaptation--A Case Study of Chinese Visiting Scholar's Family in the United States
Quelle	In: International Education Studies, 10 (2017) 9, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	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) + Suchen Sie Ihr Suchwort? Ausländer; Ausländerin; Fakultät; Asian; Asiat; Asiatin; Asiaten; Asiate; Akkulturation; Korrelation; Soziale Integration; Case study; Fallstudie; Case Study; Richtlinien; Familie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kultureller Unterschied; Schulleistung; Problemlösen; Bikulturalität; Interviewing; Interviewtechnik; Beobachtung; Ausland; Elternverhalten
Abstract	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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01