Abstract
Chinese students studying in the United States face great challenges when adapting to cultural, linguistic, and pedagogical differences. Although discouraged in the literature, self-segregation is a practice common among some international students and is especially prevalent in the Chinese community. This qualitative study explored the motivation and frequency of this practice vis-à-vis social support, and its effect on the participants’ sense of belonging. Insider status was employed to conduct focus groups of mainland Chinese students currently enrolled in graduate programs at a Mid-Atlantic University in the United States. Findings from the study explore how administrators, educators, and the students themselves view the practice of self-segregation and its consequences.
Keywords
intercultural competence, global education, international education, Chinese international students
ORCID Identifiers
P. J. Moore, Ed.D: https://orcid.org/0000-0002-6162-6125
DOI
10.5038/2577-509X.6.1.1114
Recommended Citation
Moore-Jones, P. (2022). Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University. Journal of Global Education and Research, 6(1), 1-12. https://www.doi.org/10.5038/2577-509X.6.1.1114
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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