来华留学生跨文化适应的困境与对策研究

随着"一带一路"建设的不断深入推进,中国与世界各国的交流日益频繁,来华留学生人数不断上涨,出现了来华留学生在跨文化心理适应中的系列问题.通过对福建省高校的来华留学生进行问卷调查,发现他们在跨文化适应上主要存在心理压力大、社会脱轨与学业休克的困境,并提出完善心理健康教育体系、搭建社会支持网络与创新教学模式等措施来进一步促进来华留学生的跨文化心理适应.     

来华留学生教育面临的问题及对策

持续扩大留学生招收规模是中国教育国际化的必然选择。2017年在华留学生人数达到48.92万名,中国成为世界第三、亚洲第一的留学生输入国。随着留学生教育事业的发展,中国培养留学生需面临的问题也日益增多与突出。针对目前中国招收留学生的生源质量、教育保障体系、留学生管理模式、教学方式与课程设置等有待改进等问题进行了分析后,提出了解决上述问题的思路与对策。     

留日中国学生教育问题探究（1896—1911）

清末在日中国留学生的教育问题是在日中国留学生教育史上的重要问题。拟从历史背景,教育学校,教育管理入手来探讨该时期在日中国留学生教育的特征和作用。     

高等烹饪专业留学生教育对策研究

烹饪留学生教育是中国高等教育国际交流合作的一个重要组成部分。目前高等烹饪留学生教育领域还存在着一些问题,解决这些问题及进一步推动烹饪留学生教育事业,能扩大来华高等烹饪专业留学生规模,并向全世界推广传播中国饮食文化,提升中国文化"软实力"。     

来华留学生中国文化素质和文化认同研究——江西省留学生相关调查和启示

近年来,来华留学生比例进一步增加,留学生教育中面临的重要问题之一是帮助国际学生适应中国生活和学习。文化认同是文化适应性的基础,针对留学生的中国文化认同问题和文化素质发展研究有助于发现来华留学生文化适应中存在的问题。文章通过定量研究,了解来自江西三所高校230名亚洲和非洲国家的本科留学生的留学动机、语言状况、文化传播渠道、中国文化认同情感因素和中国物质文化认知程度对留学生文化素质发展的影响,以期提高留学生中国文化素质和文化认同,顺利完成学业,把未来职业发展和两国间的友好往来联系起来。     

不务正业

77名中国留学生被加拿大驱逐,只因"不务正业":中国留学生"不务正业"的问题已引起移民部高度关注,陆续有中国留学生被移民部发现已不在学校就读而遭取消学生签证。根据移民部统计,去年总共有77名中国留学生签证被取消,全年各国留学生签证被取消人数达到492人,中国留学生列在"榜首"。     

“十四五”时期来华留学教育：挑战与机遇

中国高等教育国际化进程加速,成为全球新的高等教育国际化大国,但与此同时却面临着严峻的来华留学生质量问题,加之新冠肺炎疫情导致全球高等教育国际化进入低潮期,来华留学生教育面临着留学生规模下降、留学生质量问题突出、规模与质量矛盾凸显等多重挑战,但也为中国迎来留学生教育从规模扩大到质量调整的关键窗口期。“十四五”时期,在中国教育财政“过苦日子、紧日子”的总体预期下,来华留学生教育最重要的方向是“保规模”和“提质量”。“保规模”的核心在于稳定留学生规模,优化留学生结构;“提质量”的关键在于全方位提高招生质量、全过程提高培养质量。文章结合深度访谈研究成果,围绕留学生招生质量、培养质量问题本身提出了系统建议。     

中国留学生婚恋观调查与社会学分析

本文通过对15名中国留学生进行的网络访谈,概括出中国留学生的婚恋观现状,从影响留学生婚恋观选择的因素及留学生婚恋观现状及问题两方面进行描述,并且从社会学角度分析风险社会中理性人选择促使中国留学生婚恋观的形成。     

高校来华留学生跨文化适应问题的分析与思考

随着中国综合实力不断增强,我国来华留学生教育事业得以蓬勃发展,并面临更多挑战。其中,怎样让来华留学生快速适应中国文化与生活,是教育与管理者需要思考的问题。文章分析了高校来华留学生跨文化适应存在的主要问题,思考了应对策略,以增强留学生应对能力,更快适应新环境,顺利度过留学生活,有效完成学业。     

值得肯定的选题和研究方法──“留学生与近代中国研究”及其方法评述

“留学生与近代中国研究”课题，抓住了留学生与一百多年来中国社会发展的重大关系问题，极有意义。“在方法上，先从史料做起，也切实可行”，《辞典》是留学生问题研究领域起步最早的史料性作品，是一部留学生与近现代中国社会发展关系的工具书，具有较高的学术价值和可操作性。     

Predictors of Familial Acculturative Stress in Asian American College Students

The authors examined the predictors of familial acculturative stress in 85 Asian American college students. Participants were primarily 1st‐ and 2nd‐generation U.S. citizens. Results showed that perceived acculturative family conflict and family intragroup marginalization were related to higher levels of familial acculturative stress for participants. Family intragroup marginalization accounted for a statistically significant proportion of the variance in familial acculturative stress after all variables were controlled. The findings emphasize the need to recognize culture‐specific stressors of college students. Implications for college counselors are discussed.     

Social Support and Demographic Correlates of Acculturative Stress in International Students

A sample of 141 international students from different U.S. colleges completed surveys related to social support, demographic variables, and acculturative stress. Findings indicated that social support and English proficiency uniquely contribute to the variance in students' acculturative stress. Results also indicated that students who primarily socialized with non‐Americans and that students from Asian countries experienced more acculturative stress compared with other subgroups. Implications are discussed and suggestions for counseling practice are provided.     

Acculturative Stress and Depressive Symptomatology Among Mexican and Mexican American Students in the U.S.: Examining Associations with Cultural Incongruity and Intragroup Marginalization

This study examined associations of intragroup marginalization and cultural incongruity with acculturative stress and depressive symptoms among 155 undergraduate U.S. college students of Mexican heritage. Findings indicate that perceived interpersonal distancing by the family (intragroup marginalization) and perceived lack of cultural fit between the respondent and academic institution (cultural incongruity) had statistically significant direct and indirect effects on depressive symptoms via acculturative stress. Results also show that 39.7 % of the variance corresponding with depressive symptoms was accounted for by intragroup marginalization, cultural incongruity, acculturative stress, and other exogenous variables.     

Influence of Family Perceptions of Acting White on Acculturative Stress in African American College Students

This study examined family-oriented stressors on acculturative stress in 83 African American college students attending a predominately White university. Results showed that family pressure for participants not to acculturate, pressure to maintain ethnic group language, perception of Acting White, and acculturation level were related to higher acculturative stress for participants. After controlling for acculturation and general stress, family pressure to maintain the ethnic group’s language and perception of Acting White accounted for a statistically significant proportion of the variance in acculturation stress. The findings emphasize the need to recognize culture-specific stressors of college students. Implications for mental health providers are discussed.     

From Author to Protagonist: Stories of Self-Identity Development

Jean Fritz's Homesick and Laurence Yep's Child of the Owl share a lot in common. The two authors are both puzzled by their childhood experiences with acculturative stress and their personal identity. They search for answers to the meaning of the experiences in their stories respectively. Their stories of self-identity development are very different. The difference indicates that children are vulnerable to acculturative stress and often pay the price for cultural conflict.     

Needs and Acculturative Stress of International Students in CACREP Programs

International students enrolled in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs provided acculturative stress and needs data. Acculturative stress was correlated with academic, social, language, and cultural needs. Furthermore, relationships were found between students’ types of needs. Implications are offered to help meet international students’ needs.     

An examination of the psychological needs of the international students: Implications for counselling and psythotherapy

This article examines both intrapersonal and interpersonal factors that contribute to the psychological distress of international students. It presents several counselling strategies and techniques that are known to alleviate the acculturative stress of these students. The underlying purpose of this article is to make the sojourning experience of foreign students more satisfying and thus enhance their academic achievements.     

The Impact of Religion/Spirituality on Acculturative Stress Among International Students

The authors conducted a qualitative study using phenomenological inquiry to explore the nature and essence of international students' experience of utilizing religion/spirituality to cope with acculturative stress. Twelve students from 2 public universities and diverse religious/spiritual traditions participated. Results suggest that religion/spirituality plays a central role in the heightening of psychological, cognitive, and social functioning and affects students' performance in the academic environment. Implications for student affairs personnel, counselors, counselor educators, and supervisors are provided.     

Group Counseling with International Students: Practical,Ethical, and Cultural Considerations

International students in higher education represent a diverse population with unique mental health needs. Foreign students commonly experience a host of adjustment issues, including acculturative stress, language difficulties, cultural misunderstandings, racial discrimination, and loss of social support. Despite their challenges, few international students seek individual counseling. The purpose of this article is to present counseling groups as a treatment modality for addressing international students' adjustment concerns. Special attention is directed to the practical, ethical, and cultural challenges of conducting group counseling with this population, in addition to presenting recommendations for future practice and research.     

Acculturative Experiences of Black-African International Students

There has been a significant increase in the number of international students pursuing higher education in the U.S. since 2001. Upon arrival, students are often beset with feelings of isolation and alienation, which are characteristic of adjusting to a new culture. African International students, specifically Black-African international students, are no different in this regard and often experience significant adjustment concerns. Most notable of the concerns for Black-African students are the issues of prejudice and discrimination, which can lead to the experience of acculturative stress. It is, therefore, imperative that institutions find ways to help Black-African international students adjust better to life in the U.S. This paper discusses some adjustment concerns of Black-African international students and provides some suggestions for addressing their concerns.