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Going Back home Seems a Better Choice for International Students from China

2020-10-12 来源: 51Due教员组 类别: Essay范文

    下面为大家整理一篇优秀的essay代写范文 --Going Back home Seems a Better Choice for International Students from China,文章讲述作为在美国高校学习的中国留学生,他们不可避免地要面对一个关于他们未来发展的问题,即他们是要在美国定居,还是选择回到中国工作。

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As international students from China study in American colleges and universities, they are inevitably facing a problem concerning their future development, that is, whether they are going to settle down in America or choose to go back and work in China. This question is increasingly gripping people’s attention as more and more Chinese students are flowing into the U.S. in seek of higher education, the number of which is reported to “lead international enrollment” (Lai 2012) across U.S. elite universities in the 2009 academic year. Things have changed a great deal ever since China’s “opening-up” reforms under Deng Xiaoping starting from 1978 witnessed the first major flow of Chinese students to study in America mostly based on state scholarships (Lai 2012), that now the choice relating to studying abroad is on a personal level. Like there is no never-ending feast, when their academic journeys finally come to an end, going back to China seems to be a better choice due to the difficulties to put down one’s roots in America, a prospering landscape offered through Chinese government’s reforms and a bright individual developing prospect in China.

International students step into a different culture in which they are facing problems like establishing a new identity, dealing with unfairness, inhospitality and facing the pressure of getting an America visa. After the first cultural shock of being surrounded by people using a different language and share a different lifestyle, international students are under continuous pressure of adjusting themselves to emerge into the new environment. If they are to settle down here, they have to become a part of their class because schools are fundamental to build their social relations. Yet, as the research by Lee and Rice (2007) points out, there are many cases of international students engaged in lack of a sense of belongings, communication barriers, verbal or sexual harassment and other types of hostility. Some of these difficulties might be conquered through efforts such as language barriers, yet these obstacles arising in their school life can pose a great impact mentally and influence their future development, which may lead to fears in socializing and later building close relationships. Such discrimination exists far beyond schools. And besides, after their graduation, international students are also required to struggle more than native ones in the job markets. They are expected to do more to convince their employers of their capacity of communicating and working in the native language environment. To actually live here demands an American citizenship which also means a lot of time and energy put into getting a visa. All these problems build up the time and money costs of staying for an international student.

In comparison, China, their home country, is sending a welcoming signal for international students to go back and devote to constructions of a more powerful state. Within in 30 years, international students’ concerns of going back to their home country in the 1990s have long diminished with China prospering in economic, cultural, political and military dimensions. According to Chen’s research (1994, 23), worries of these international students mainly includes political instability, low working and living standards back home, difficulties of rearing children in a good education system and restrictions of career development as a result of a rigid thinking mode. However, China has now become a peace guard not only securing its domestic stability but also contributing to world peace. As for their second concern, metropolises like Beijing, Shanghai and Hong Kong, are comparable to New York, Los Angeles, etc. in convenient traffic networks, flourishing service industry and tolerance of different cultures; schools are encouraged to start their internationalization and make continual reforms to find a better education system which suits students’ needs. China are also bring foreign education resources back home that U.S. universities are “establishing local branches” in Chinese major cities, such as New York University Shanghai, “the first Sino-US joint venture university” ("About NYU Shanghai") with its enrollment starting in 2013. What’s more, on the one hand, more and more international companies now target China not only as their major market, but also as a significant branch for attracting talents and strategic development, which presents more opportunities and choices for Chinese job-hunters. On the other hand, “One Belt and One Road”, a new concept proposed by Chinese government, are also accelerating the reforming progress of Chinese domestic companies, making it more prepared for an increasingly challenging environment worldwide. The list can go on. As the overall environment in China poses a contrast to the uncertain economic situation, a 2012 survey by EIC showed that “more than 70 percent of Chinese students returned home after studying abroad” (Wang 2013).

Meanwhile, the choice of going back to China also brings advantages for international students themselves. Going back home means that they are back in their familiar language environment and life pattern. Such familiarity reduces the difficulty of filing resumes, interviewing in the job-hunting section and communication with colleagues, employers and clients in later working section. As the distance between them and their families and previous friends shortens, it also demands less efforts in building social networks for working, making friends and seeking for a close relationship. Also, their competitive advantages are displayed when they are back in China since the environment of living and studying in another country pushes them to gradually adjust themselves to a new culture, which trains their skills of cross-cultural communication, self-independence and a new angle of looking at things. These factors can distinguish returned overseas students with fluency in shifting between two languages, understanding and tolerance of cultural differences and adjustability in a new environment. According to Li’s research (2013), the 100-Talent Program initiated by the Chinese Academy of Sciences in the mid-1990s welcomes international student and academic researchers to be a member of it. One of the requirement is studying and working experience abroad. Besides, there are many other policies issued from levels of state, department, local government, such as Thousand Talents program, Plans for Returned Overseas Students to Start a Career, etc., which all aims to provide a good environment to attract international talents back and promise them with a bright stage for future development. It is quite evident that Chinese government is paying special attention to students and scientists living and studying abroad and proves it with genuine policies that benefits them.

The future development track is important for everyone, and it is especially complicated for international students in the U.S. to make up their minds whether to stay here and strive for citizenship or to go back to China, their familiar environment. Yet, just as this essay discussed above, their decision must include the time and money cost of acquiring a citizenship and emerging into the foreign community in face of cultural differences and possible discrimination and confronts. Meanwhile, a comparison between America and China can be made from angles such as culture, economy, politics and education. Since great accomplishments in diminishing gaps of the living standards between America and China have been achieved and the progress is going on. With the competitive advantages an international student gained during his/her oversea study and effective plans to attract oversea intellectuals to go back by Chinese government, seek opportunities back home seems to be a smart choice.

Works Cited:

 

"About NYU Shanghai." NYU Shanghai. NYU Shanghai, n.d. Web. 28 November 2015.

Lai, Alex. "Chinese Flock to Elite U.S. Schools." CNN. CNN, 26 November 2012. Web. 29 October 2015.

Wang, Hongyi. “More Chinese Students Return to Find Work after Studying Abroad.” China Daily. China Daily, 17 October 2013. Web. 27 October 2015.

Li, Liping. “Research on Career Development and Strategy of Returned Overseas Students.” Diss. Southwestern University of Finance and Economics, 2013. Print.

Lee, Jenny J., and C. Rice. “Welcome to America? International student perceptions of discrimination.” Higher Education 53.3(2007):381-409. Print.

Chen, Changgui. “An Investigation and Analysis of the Intention to Go Back to China of Chinese Scholars in the U.S.” Journal of Higher Education 04(1994): 23-37. Print.

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