BACKGROUND: Prior research observes associations between race-based stressors (e.g. stereotypes) and the compromised psychological and sociocultural adaptation of international students. METHODS: Using an explanatory sequential mixed-methods design (196 survey responses and 51 in-depth interviews), this study examined stereotypes perceived by Chinese students arriving on US college campuses after 2010, their interpretations of the new stereotypes, and the associated psychosocial adaptation challenges they had to navigate. RESULTS: Our findings suggested multiple dimensions of the stereotypes this recent wave of Chinese students perceived from their American peers, including stereotypes pertinent to their financial background (frequency effect sizes = 37.6% and 51% for quantitative and qualitative results, respectively), academic abilities (20.1% and 13.7%), personality characteristics (16.5% and 19.6%), and social attitudes and behaviors (12.9% and 9.8%). Further, this study observed that the new, prevalent stereotypes (e.g. being wealthy) might foster intergroup tension and pit Chinese students against their American peers and that some Chinese students experienced psychological issues (e.g. lower levels of collective self-esteem and feelings of shame) due to the stereotypes of wealth-flaunting Chinese students. CONCLUSIONS: This study contributes uniquely to the literature by unpacking the new stereotypes using a mixed-methods design and points to important practical implications for university services.
BACKGROUND: Prior research observes associations between race-based stressors (e.g. stereotypes) and the compromised psychological and sociocultural adaptation of international students. METHODS: Using an explanatory sequential mixed-methods design (196 survey responses and 51 in-depth interviews), this study examined stereotypes perceived by Chinese students arriving on US college campuses after 2010, their interpretations of the new stereotypes, and the associated psychosocial adaptation challenges they had to navigate. RESULTS: Our findings suggested multiple dimensions of the stereotypes this recent wave of Chinese students perceived from their American peers, including stereotypes pertinent to their financial background (frequency effect sizes = 37.6% and 51% for quantitative and qualitative results, respectively), academic abilities (20.1% and 13.7%), personality characteristics (16.5% and 19.6%), and social attitudes and behaviors (12.9% and 9.8%). Further, this study observed that the new, prevalent stereotypes (e.g. being wealthy) might foster intergroup tension and pit Chinese students against their American peers and that some Chinese students experienced psychological issues (e.g. lower levels of collective self-esteem and feelings of shame) due to the stereotypes of wealth-flaunting Chinese students. CONCLUSIONS: This study contributes uniquely to the literature by unpacking the new stereotypes using a mixed-methods design and points to important practical implications for university services.