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Chinese students in the United State...

Wang, Xiao-Lun.

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Chinese students in the United States: A cultural and geographical perspective.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Chinese students in the United States: A cultural and geographical perspective./
作者:	Wang, Xiao-Lun.
面頁冊數:	172 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0916.
Contained By:	Dissertation Abstracts International53-03A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9223154

Chinese students in the United States: A cultural and geographical perspective.
Wang, Xiao-Lun.

Chinese students in the United States: A cultural and geographical perspective. - 172 p.

Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0916.

Thesis (Ph.D.)--Arizona State University, 1992.

This study examines the impact of migration and intercultural contact on cultural identities and relationships in general and investigates the modern Chinese experience in particular. A model of cultural interaction is developed and applied to the Chinese case with special attention to Chinese foreign study from 1890 to 1990. A survey was conducted at Arizona State University to obtain information about contemporary mainland Chinese students in America and a theoretical study of the role of geographical interaction in acculturation is conducted based on the survey data.Subjects--Topical Terms:

735016
Anthropology, Cultural.

Chinese students in the United States: A cultural and geographical perspective.
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245 1 0 $a Chinese students in the United States: A cultural and geographical perspective.
300 $a 172 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0916.
502 $a Thesis (Ph.D.)--Arizona State University, 1992.
520 $a This study examines the impact of migration and intercultural contact on cultural identities and relationships in general and investigates the modern Chinese experience in particular. A model of cultural interaction is developed and applied to the Chinese case with special attention to Chinese foreign study from 1890 to 1990. A survey was conducted at Arizona State University to obtain information about contemporary mainland Chinese students in America and a theoretical study of the role of geographical interaction in acculturation is conducted based on the survey data.
520 $a Theoretically, migration and the nature of modern culture are treated as deeply interrelated. Modernization in non-Western countries is seen as dependent on the degree of interaction with the West. More specifically, China's belated entrance into the modern world, its frustrated march to modernness, and the failure of Chinese foreign study movement in achieving these goals are attributed to her isolation, the almost intact Chinese political existence, and limitations of foreign study itself.
520 $a Both the goals and outcome of early Chinese foreign study movements were determined by China's internal needs. They served to reinforce the necessity of cultural iconoclasm without questioning Chinese nationalism which was pre-modern in nature. Most Western-educated Chinese were marginal personalities, caught between traditional Chinese identity and Western ideas and alienated from the Chinese masses.
520 $a Contemporary Chinese foreign study has followed historical patterns closely. Due to economic hardships and political disenchantment at home, the foreign study movement is strongly push-oriented. Meanwhile, first American experience is estranging. A strong sense of uncertainty regarding return to China pervades the Chinese student population which demonstrates both exile and immigrant mentalities. Most students are ambiguous in their attitudes toward Chinese and Western culture, clinging to native root without reflection while adjusting to American life at the behavioral level. Behavioral acculturation of Chinese students are mainly through media and place experience rather than interpersonal interaction. Finally, Chinese students' American experience shows that in the early stage of adjustment to American life, place knowing is more strongly associated with behavioral acculturation than either media or interpersonal communication.
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