Influences of Chinese Students’ Undergraduate Experiences in China on Their US Graduate Studies

In the US Higher Education, stereotypes abound about Chinese students, including remaining silent during class discussion, lack of critical thinking, and weak proficiency in English (Turner 2013). However, these stereotypical attitudes and assumptions about Chinese students are based on the image of pre-tertiary education and do not reflect the current reality of education in China (Wu 2015). It is, therefore, necessary to re-evaluate these insular attitudes and assumptions about contemporary Chinese students and to ask whether they are still valid (Gordon 2014). This study examines how Chinese undergraduates’ re-socialization at Chinese universities influence their approaches to learning and classroom habits when entering graduate programs of a US university. It is critical in helping US faculty members to be culturally responsive in their pedagogy. Also, it is significant for university and college administrators to prepare faculty and staff for working with international students from China.