Earlier this month, I asked a diverse group of Chinese international students (CIS) the question, “What do you want your university to know most about Chinese international students?” Their responses opened my eyes to the unique challenges this group faces on campus every day. While the university aims to provide an inclusive, supportive environment for all students, it’s clear there are gaps between the intended and actual experiences of Chinese internationals.
Below, I summarize a few key themes that emerged from the responses:
- Individuality: CIS want to be recognized as individuals with diverse backgrounds, experiences and goals rather than categorized stereotypically.
- Social Integration: CIS face difficulties building connections with local and international peers and some feel overlooked in group settings.
- Career Support: CIS desire more customized career guidance based on their specific professional goals and interests.
- Academic Adaptation: Some continue facing English language challenges in class while others struggle to adapt to different teaching methods.
- Mental Health Support: CIS face competitive pressures and desires culturally competent services that address expectations from families and collectivist backgrounds.
I’m still processing the wealth of insights these students so generously shared with me. Their varied stories underscore how even students from similar ethnic backgrounds have vastly divergent motivations, strengths, and needs. Fundamentally, Chinese international students are voicing a profound yearning – to be seen, understood and supported as whole individuals navigating critical choices, not simply categorized into a homogeneous group as “Chinese international students”. For the university not to make assumptions but to invest sincerely in knowing each of them as individuals. More than just seeking academic success or cultural assimilation, these students long for a climate of genuine empathy, dialogue and consensus-building. One where diversity isn’t merely tolerated but actively valued and engaged. Where their unique challenges and aspirations are investigated beyond labels.
These needs also express a sense of overwhelm and anxiety at a young age when they need to make choices that are important to them in a completely independent environment, sometimes faced with differing expectations and a lack of understanding from their families, and constantly breaking down and balancing their expectations. In the feedback, it was repeatedly emphasized that understanding individual goals and needs is essentially a way of transcending the group from a culture or a society, but more of a genuine understanding of people, consensus, and helping each other.
I could continue attempting to summarize the insights from my conversation with these students. However, I feel it is imperative you hear their perspectives, frustrations, and aspirations directly from their own voices. No interpretation is required. So rather than further filtering their stories through my lens, I have included a full transcript of their response below. They are categorized into groups for a better reading experience.
I hope that the candid snapshots they have provided spark productive discussions, debate, and — most importantly — tangible change. There is always room for progress when it comes to ensuring every single student on this campus feels truly seen, heard, and supported. And it starts with confronting assumptions, embracing empathy, and making space for courageous conversations.
The rest of this blog shows transcripts from conversations I have had with Chinese international students:
Diversity and understanding
“It is essential for the university to not only understand the cultural backgrounds of Chinese international students but also to proactively assist in promoting and publicizing their cultural events and products. The emphasis should be on fostering mutual understanding and respect between international and domestic students, rather than solely focusing on integrating Chinese international students into the local culture. True inclusion is a bidirectional process that enhances diversity by preventing segregation and ensuring that all students engage with one another’s cultures.”
“I hope that the university can deeply understand the vast differences within the Chinese international student community, whether it’s in terms of learning objectives, academic levels, personal goals, or financial capabilities. Sometimes, I feel labelled under a single category, but others’ experiences may not represent mine at all. Therefore, it’s essential to conduct investigations with greater scope and breadth. Many promotional channels and functions available on Chinese-only websites can be utilized to establish truly effective and high-quality communication channels.”
“I hope the university can recognize the individual differences among international students. Given that international students come from various countries and regions, each with its distinct cultural experiences and personal needs, it’s essential for the university not to generalize or categorize students merely by their nationality or as a homogeneous group labelled “international students.” Instead, there should be an acknowledgement of each student’s unique identity and needs, with efforts tailored to address them from an individual perspective.
Respect for individuals is grounded in understanding. To achieve this understanding, the university should create and promote more platforms and channels for effective communication and engagement between students and the institution. This involves not only providing these platforms but also actively encouraging students to utilize them for meaningful interaction.
On the topic of respecting individual differences, I’d like to share an experience as a Chinese student. In some classes, I’ve been asked to provide “Chinese examples” or to explain certain aspects of China. In responding, I can only speak from my personal experience, which may not represent the views or experiences of all Chinese students, much less the entire population of China. Such questions underscore the importance of fostering a general awareness that respects the individuality of each student. This respect should permeate all aspects of the university experience, from the overall institutional approach to the nuances of faculty-student interactions.”
“I hope the university can understand the social challenges that international students face. While I appreciate the efforts of Global Lounge and their engaging activities related to international cultures, my main challenges lie in everyday academic and social interactions. For instance, in group discussions where I’m the only international student, I usually find myself having to make an extra effort to speak up and express myself to avoid being left out of the conversation. Similarly, in student societies, if I don’t push myself to engage with others, it seems I will be easily overlooked, which discourages me from continuing to even try to join societies. Some societies have an EDI (Equality, Diversity, and Inclusion) officer, but based on my experiences, I’m sceptical about the effectiveness of this role in addressing these issues.
From my perspective, the university’s activities and EDI policies do not seem to offer a solution to these social challenges. I understand that some changes cannot solely be implemented at the institutional level and that the issue lies more with individual and cultural differences. However, I believe there is an urgent need for a deeper understanding of this phenomenon and for us to start thinking about how we can make changes.”
Career support and global opportunities
“It is vital for the university to gain insight into the life goals and aspirations of Chinese international students. The life plans of individuals are significantly influenced by the cultural, educational, and environmental context of their home countries, which is true not only for Chinese students but also for students from other nations. These plans can be further shaped by the sources of information available to students, which might limit their awareness of global opportunities.”
“I personally hope that the university can offer more extensive employment support for (Chinese) international students. While career services do guide resume and cover letter writing, many international students, particularly those from China, already possess significant workplace experience. For these students, the value lies more in opportunities for networking with industry professionals, receiving tailored career planning advice, and accessing a wider array of internship opportunities. The current SME (Small and Medium Enterprises) programs offer limited opportunities, highlighting the need for deeper and more comprehensive support from the university in the career development of students. There’s a clear demand for more impactful assistance that goes beyond basic job application skills, aiming to facilitate meaningful professional growth and sector-specific engagement for international students.”
“University should pay attention to the career paths and professional choices of Chinese international students. This information should not be exclusive to the school’s administration or career services department but should also be accessible to teaching staff and personal tutors. Such awareness allows personal tutors or staff to tailor their guidance to meet the unique needs and aspirations of international students, rather than assuming that their primary goal is to assimilate into the local job market. While UoB has made commendable efforts in providing employment support and resources for international students through its career services, continuous improvement in this area remains crucial.”
Academic needs
“It is crucial for the university to delve into the nuanced needs of international students, such as the need for further improvement in their overall English proficiency, even after meeting the IELTS requirements. Achieving a satisfactory score in language proficiency exams does not necessarily equate to the ability to communicate effectively in real-world situations. International students might still encounter challenges in articulating their thoughts, emotions, and arguments effectively in an academic or professional setting. This gap can hinder their ability to fully express themselves, participate in discussions, and seize important opportunities. Recognizing and addressing this hidden need is essential for the university to truly support the academic and professional growth of international students, ensuring they can make the most of their educational experience abroad.”
“In my program, there are many Chinese students. Some students’ English proficiency is concerning, as they struggle to express their views and need to use real-time translators. Additionally, there’s a wide variation in initiative among these students; some barely participate or contribute to discussions. Honestly, this has somewhat impacted my learning experience. I believe it’s essential for the university to implement stricter measures regarding language proficiency at the admission stage to ensure that students are genuinely prepared to study in an English-speaking environment.”
“For Chinese international students who have completed their undergraduate education in their home country before studying abroad, adaptation poses a core challenge. Mastering the teaching methods and fully understanding the course content requires time for reflection and verification. During this transitional phase, the university must play an active role in guiding students. They can do this by providing tailored learning strategies and techniques, as well as advising on how to deal with the reality of not being able to quickly grasp and respond to new information.”
Wellbeing support
“It is important for the university to acknowledge the competitive pressures Chinese international students face, both academically and in terms of employment resources, compared to their local and other international counterparts. In mental health support, there is a significant need for support or counselling organized by individuals from diverse sociocultural backgrounds. The current wellbeing or counselling often do not resonate with students from China or other parts of Asia due to cultural differences.”
“Acknowledging and addressing the unique mental health needs of Chinese international students is crucial. The current mental health support and therapy systems, often centred around Western perspectives, may not fully cater to the specific experiences and challenges faced by Asian students, including the distinctive impact of parental expectations and relationships prevalent in Asian cultures.”
“The impact of family influences and collectivism is significant, and while I’m not suggesting these factors are inherently negative, they profoundly affect my personal choices, well-being, and academic performance. When I discuss these issues with the wellbeing services, they attempt to understand, but it seems they can’t fully empathize with my experience.”
