Capítulo 2: Composición escrita
4. Modelos de evaluación de la escritura
experience before they go? And for students who have been abroad and returned to China, were their expectations and the reality of the experience the same?
Interview participants’ cited expectations and anticipations about their respective study abroad experiences can be separated into multiple facets: the education they will receive and/ or research environment they have access to, the
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quality of life in America, their ability to communicate in the native language, and various expectations about American culture. For the most part, those who expected a high quality of education and research were not disappointed. They received instruction on complex topics such as biochemistry and futures markets that they otherwise would not have been able to continue studying in China at the time. Other popular topics of study were English and American social sciences.
However, the individuals interviewed expressed a disparity between
expectations and reality when it came to their quality of life in the U.S., their ability to communicate, and American culture. For example, the majority of interview participants cited safety issues in their communities, one even going into extreme detail about a neighborhood mugging. Others, though not as many, complained about the foreign student living quarters on campus, surprised that in what they perceived as a land of prosperity, they were living in subpar, crammed dormitories. To add to their stress, many pointed out an extreme difficulty communicating, citing that their English training had been insufficient, with too much emphasis on reading and writing and not enough emphasis on speaking and listening, two skills American professors value in classroom settings. Lastly, many students misconstrued American culture itself. Some admitted to being completely ignorant of American culture before going abroad, while others
perceived only amorphous concepts of freedom and individualism that they expected to manifest themselves in aspects of everyday life. However, many were taken aback when confronted with racism and conservative values.
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This further supports the conclusion I came to during my research and observations at the U.S. Consulate General Guangzhou—that Chinese students prematurely form opinions about the U.S. based on incomplete, biased, or simply untrue information, which can then lead to unexpected and potentially negative experiences.
Analytic Limits:
This study’s limits stem mostly from limits in the scope of my interviews themselves. First and foremost, most of the interview participants I was able to find studied abroad in the 1990s or in the 21st century, even though my study covers the time period from reform and opening to the present. There is some interview data from participants who studied abroad in the U.S. during the 1980s, but with only two
interviews from that group, it is not nearly as representative of study abroad trends as the data from participants who studied abroad during later time periods.
This gap in scope partially stems from an inability to meet with Chinese people who studied abroad immediately following reform and opening, many of whom stayed in the U.S. afterwards. Because I was in China for the duration of the interview portion of this study, finding those candidates who remained in the U.S., who represented the majority of those who studied abroad in the 1980s, was very difficult. Also a
consequence of my being in China over the course of this study, most of my interview participants are from the Nanjing metro area, with a few from Shanghai, which is only about an hour away by train. And of that already narrow sliver of the Chinese student
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populous, since I used the snowball method to find interview participants, most of my interview data is from classmates, friends of classmates, or their teachers. If afforded more time and resources, I would expand the scope of this study, seeking out more interview candidates who remained in the U.S. after their study abroad programs and a more diverse group of individuals who returned to China afterwards.
Another fundamental aspect of my study that could have affected the final
results was the interview method itself. My interviews were conducted mostly in person, but in certain cases, because of time constraints and geographic location, I was also forced to conduct some interviews via email. Though this allowed me to gather more results to incorporate in my study, those interviews that were conducted electronically may lack some of the valuable personal anecdotes that the in-person interviews possess. Additionally, during these types of interviews, I lost the ability to ask immediate follow- up questions, leading to a noticeable lack of detail compared to the in-person interviews. Thus, this study should not be viewed as representative of Chinese students as a whole, and should not even be viewed as a representative of Nanjing students as a whole, rather, readers should use it as a window into the study abroad experiences of multiple Chinese students from different backgrounds and different time periods, as well as a starting point for further qualitative research on Chinese students’ changing motivations to study abroad, a topic inadequately covered by recent scholarship.
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Following this study of Chinese students’ current motivations to study abroad in the U.S., as well as how these motivations have changed since the 1980s, there remains a great need for further research. First, as other developed countries modernize their education systems and attract more and more Chinese students, it is worth studying their development and similarities and differences with the American education system. This will allow both research and policy makers to more accurately predict how many students from what types of backgrounds will choose to study in the U.S. rather than other developed countries. And looking into the future, it will also yield information about what aspects of the U.S. education system need improving in order to attract and retain foreign talent.
Another aspect of China’s study abroad trends that requires further research is how U.S. preferential policies aimed at foreign students affect the decisions of Chinese individuals, whether students or professionals, to study or conduct research in the U.S. Is there any effect at all? Are these policies competitive with China’s own preferential policies aimed at retaining domestic talent? And what kinds of students are these policies actually attracting? These are all questions that must be answered so that the U.S. can maintain its leadership position in today’s globalized, talent-driven economy, while at the same time also advancing one of its most important economic partnerships.
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