“In elementary school, we did have an opportunity to discuss and compete with each other. However, we also had to obey very strict rules. At high school, I was focused on my entrance exams for University. I didn’t have time for anything else. The teachers are our everything – role models. We respect them and had to stand up as he entered the classroom. We need to clean blackboards and carry items for them. I wasn’t used to ask questions, I didn’t want to interrupt and look stupid. All that made me not willing to participate in a classroom here. I don’t want to be embarrassed and would not like if the teacher calls me on. I ask questions in more broad way than my American peers. We focus on the result and not on the process how to achieve this result.”
The home culture affects how international students adjust to their new environment. Confucian values affects how Chinese students interact, not only in the classroom settings with their American peers, but also with one another. If Chinese students disagree with their peers and especially with their teacher they will prefer remain silent in order to avoid awkwardness. The teacher plays a central role in classroom settings. Chinese students respect teachers’ wisdom and knowledge, which cannot be publicly questioned (Cortazzi&Jin, 1996, cited in Zhou, Knoke and Sakamoto). Confucian ‘maxims of modesty’ says, “The superior man is modest in his speech, but exceeds in his actions” (Confucian Wisdom). Following this wisdom, Chinese students avoid frequent participation and brief responses in the classroom in order not be labeled as a “show off” by their Asian peers (Jackson, 2002). However, Cheng (2000) considers this theory is cliché which can’t be generalized.
According to the Confucian structure of society, women had to occupy a position lower than men. Women’s subordination was seen by most Confucians natural and proper (Women and Confucianism). Although, Confucianism played and continues to play a significant role in Asian culture, it doesn’t necessarily reflect the today’s reality. However, it should be taken into consideration, since the history does have an impact on how people perceive, act, and interact. Chinese female students in the classrooms have potentially to overcome more obstacles in order to actively participate in discussions. Social and economic changes in China affect modern Chinese females education experience as well. Modern women tend to carry the traditional values of the Chinese woman to be quiet and discreet. In addition, they have more pressure to apply modern norms and standards.
While asking students and conducting research, students mostly mentioned the level of their English, which hampers their interactions. Other experiences include an instructor’s insensitivity towards language skills. In contrast, some mentioned that instructors would even speak slowly and use less slang (Zhou, al et, 2005).
Consideration, understanding, invitation, and creation of gracious space by professors would promote the safer and more inclusive environment not only for international students but also for minority students in general.
References:
Zhou, Y. R., Knoke, D., & Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287.
Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in china. pp. 169-206
Jackson, J. (2002). Reticence in second language case discussions: Anxiety and aspirations. System, 30(1), 65-84. doi:10.1016/S0346-251X(01)00051-3
http://confucius-sage.blogspot.com/2008/02/confucius-on-modesty.html
Cheng, X. (2000). Asian students’ reticence revisited. System, 28(3), 435-446. doi:10.1016/S0346-251X(00)00015-4
Women and Confucianism, http://www.womeninworldhistory.com/lesson3.html
Lihua's Voice Project 