Using Migration and Cross-Cultural Theories to Explain Chinese Students Classroom Behavior in US Colleges of Business

Many international students come to the United States to pursue college and post-graduate education. American faculty and students often view Chinese students as comparatively quiet, non-active contributors to the business... [ view full abstract ]

Many international students come to the United States to pursue college and post-graduate education. American faculty and students often view Chinese students as comparatively quiet, non-active contributors to the business classroom environment. One theory comes from the cross-cultural psychology of migration and suggests that this behavior may originate with an understanding on the part of the students that they will return to their country of origin upon completion of their education therefore negating any need to assimilate or integrate with the domestic student population. A second theory explaining international student behavior comes from the field of cross-cultural management. Based on national cultural values, this theory is useful in helping to understand the cultural origins of Chinese student behaviors in American classrooms. Together these theories provide a framework to understand the challenges that confront international students and develop strategies for a more inclusive/effective classroom experience.