Acculturation and linguistic ideology in the context of global student mobility: a cross-cultural ethnography of anglophone international students in China
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This cross-cultural ethnography explored the global student mobility patterns of international students from English-speaking countries in China and asked research questions about (a) their motivational factors and acculturation expectations before arrival; (b) linguistic factors influencing their acculturative stressors in the host group community’s culture and its academic, social, and public systems after arrival; and (c) their reflections on intergroup ideologies with the host community after graduation, based on looking ahead. This study collected data through fieldwork by observing and interacting with approximately 80 individuals from the United Kingdom, the United States, Canada, Australia, and New Zealand in university towns in East China during the academic years from 2012 to 2023. In turn, 17 individuals who graduated before 2021 were selected as the final sample to conduct in-depth interviews. The study placed the concepts of acculturation expectations and intergroup ideologies at the nexus of linguistic hegemony, symbolic power, and social space. The overarching findings showed that despite positive motivations to visit China, language barriers led participants to express confusion, culture shock, anxiety, and perceived discrimination in their academic, social, and public domains. However, some participants who remained in China after graduation expressed their authentic voices regarding changes in attitude toward the host community culture and their heritage language. Therefore, this study focused on a different dimension of acculturation and linguistic ideology by examining how a linguistically and culturally dominant cohort faced acculturative challenges and negotiated to cope with their stressors in power dynamics.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it