Hofstede Cultural Dimensions Most Unlike U.S.
  • Individualism
  • Long Term Orientation
  • Power Distance
Implications for the Classroom

Chinese students MAY be more likely than U.S. students to:

  • Work closely with their friends on assignments and misunderstand the implications of plagiarizing work, especially in the early years of their education

  • "Clump" together in classrooms; This likely is a product of several things:Be hesitant to speak up in classBe less likely to challenge or pose a question to facultyFace initial difficulties in writing assignments: “Writing was hard to almost half of the participants not only because they had to write in a non-native language, but because they had to grapple with writing expectations different from China's.” (Redden, 2014)

    • It is difficult to hear/understand everything said in a second langue and having another sets of ears hearing the same lectures will assist everyone in understanding better what is meant
    • The community is vital to learning
    • It is natural to gravitate to people who share similar experiences
  • Face difficulties in adapting to American thought process: “Students distinguished between thinking like an “Easterner” and a “Westerner,” associating the former with intuitive and contextual thinking and the latter with critical and logical thinking. Students reported that their prior educations, which rewarded memorization over analysis, had left them ill-prepared for critical thinking, and several students described a lack of a specific understanding of logical argumentation -- which one subject defined as the "step by step" development of ideas -- as one of the factors that made essay writing difficult.” (Ibid)

  • “Students reported needing time to collect and translate their thoughts into English before speaking, and described difficulty with the kinds of quick interjections needed to participate in (American) classroom discussions.” (Ibid)

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