AbstractThis chapter seeks to unpack ethnicity through a close examination of ethnic language schools and the ethnic system of supplementary education in the immigrant Chinese community in the United States. It sheds light on the specific ways in which ethnic community organizations contribute to educational achievement.
AbstractThis study investigates the role of social identities in the context of international students' transition to China. Sojourners usually confront perceived threats, including adjustment to life‐changes in a new society. The transition has a general capacity to disrupt the patterned behaviour of individuals that undermine their health and well‐being. Previous studies informed by the Social Identity Model of Identity Change demonstrate that group membership and associated social identities can buffer the adverse effects of transition. However, China's story concerning international students' social identity change is not yet researched. To address this issue, in‐depth, semi‐structured interviews were conducted with sixty‐three international students. The results revealed that being disconnected from old social networks due to internet restriction leads to potential identity threats during early transition. However, new group memberships with co‐national and multinational peers, communication technologies and host‐culture adaptation enhanced sojourners' well‐being and help to adapt to life‐changes in Chinese society.
