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minority education</title> <meta name="description" content="Search results for: Chinese minority education"> <meta name="keywords" content="Chinese minority education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Chinese minority education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8446</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Chinese minority education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8446</span> The Influence of English Learning on Ethnic Kazakh Minority Students’ Identity (Re)Construction at Chinese Universities </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharapat%20Sharapat">Sharapat Sharapat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English language is perceived as cultural capital in many non-native English-speaking countries, and minority groups in these social contexts seem to invest in the language to be empowered and reposition themselves from the imbalanced power relation with the dominant group. This study is devoted to explore how English learning influence minority Kazakh students’ identity (re)construction at Chinese universities from the scope of ‘imagined community, investment, and identity’ theory of Norton (2013). To this end the three research questions were designed as follows: 1) Kazakh minority students’ English learning experiences at Chinese universities; 2) Kazakh minority students’ views about benefits and opportunities of English learning; 3) the influence of English learning on Kazakh minority students’ identity (re)construction. The study employs an interview-based qualitative research method by interviewing nine Kazakh minority students in universities in Xinjiang and other inland cities in China. The findings suggest that through English learning, some students have reconstructed multiple identities as multicultural and global identities, which created ‘a third space’ to break limits of their ethnic and national identities and confused identity as someone in-between. Meanwhile, most minority students were empowered by the English language to resist inferior or marginalized positions and reconstruct imagined elite identity. However, English learning disempowered students who have little previous English education in school and placed them on unequal footing with other students, which further escalated the educational inequities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=minority%20in%20China" title="minority in China">minority in China</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20empowerment" title=" language empowerment"> language empowerment</a> </p> <a href="https://publications.waset.org/abstracts/129160/the-influence-of-english-learning-on-ethnic-kazakh-minority-students-identity-reconstruction-at-chinese-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8445</span> Under the ‘Fourth World’: A Discussion to the Transformation of Character-Settings in Chinese Ethnic Minority Films</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sicheng%20Liu">Sicheng Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on the key issue of the current fourth world studies, the article aims to analyze the features of character-settings in Chinese ethnic minority films. As a generalizable transformation, this feature progresses from a microcosmic representation. It argues that, as the mediation, films note down the current state of people and their surroundings, while the ‘fourth world’ theorization (or the fourth cinema) provides a new perspective to ethnic minority topics in China. Like the ‘fourth cinema’ focusing on the depiction of indigeneity groups, the ethnic minority films portrait the non-Han nationalities in China. Both types possess the motif of returning history-writing to the minority members’ own hand. In this article, the discussion entirely involves three types of cinematic role-settings in Chinese minority themed films, which illustrates that, similar to the creative principle of the fourth film, the themes and narratives of these films are becoming more individualized, with more concern to minority grassroots. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=%27fourth%20world%27" title="'fourth world'">'fourth world'</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20ethnic%20minority%20films" title=" Chinese ethnic minority films"> Chinese ethnic minority films</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnicity%20and%20culture%20reflection" title=" ethnicity and culture reflection"> ethnicity and culture reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=%27mother%20tongue%27%20%28muyu%29" title=" 'mother tongue' (muyu)"> 'mother tongue' (muyu)</a>, <a href="https://publications.waset.org/abstracts/search?q=highlighting%20to%20individual%20spiritual" title=" highlighting to individual spiritual "> highlighting to individual spiritual </a> </p> <a href="https://publications.waset.org/abstracts/110904/under-the-fourth-world-a-discussion-to-the-transformation-of-character-settings-in-chinese-ethnic-minority-films" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8444</span> Minority Students' Attitudes on Preferential Policies for Ethnic Minorities in China: Case Study of an Institute of Education for Ethnic Minorities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoxu%20Liu">Xiaoxu Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuwen%20Chen"> Yuwen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we investigated ethnic minority students’ perception of the implementation of preferential policies in China. Using a mixed methods design, we surveyed 320 students from an institute of education for ethnic minorities and conducted further in-depth interviews with seven respondents. Although interviewees were from 30 ethnic groups, most of them were from mainstream high schools. We found that minority students from preparatory classes have an overall positive attitude towards preferential policies and preparatory class but lack sense of belonging to the university for various reasons. Findings indicate that although preparatory class is regarded as being helpful for minority students’ academic development, there are differences of attitude mainly depending on the high schools they graduated from and their ethnic identities. Our analyses suggest that ethnicity, high school graduated from, hometown and family income are more important than gender, religion, and political affiliation when accounting for their perceptions of the implementation of preferential policies in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20minority%20education" title="Chinese minority education">Chinese minority education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=preferential%20policies" title=" preferential policies"> preferential policies</a>, <a href="https://publications.waset.org/abstracts/search?q=survey%20analysis" title=" survey analysis"> survey analysis</a> </p> <a href="https://publications.waset.org/abstracts/99562/minority-students-attitudes-on-preferential-policies-for-ethnic-minorities-in-china-case-study-of-an-institute-of-education-for-ethnic-minorities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8443</span> Investigating English Dominance in a Chinese-English Dual Language Program: Teachers' Language Use and Investment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peizhu%20Liu">Peizhu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language education, also known as immersion education, differs from traditional language programs that teach a second or foreign language as a subject. Instead, dual language programs adopt a content-based approach, using both a majority language (e.g., English, in the case of the United States) and a minority language (e.g., Spanish or Chinese) as a medium of instruction to teach math, science, and social studies. By granting each language of instruction equal status, dual language education seeks to educate not only meaningfully but equitably and to foster tolerance and appreciation of diversity, making it essential for immigrants, refugees, indigenous peoples, and other marginalized students. Despite the cognitive and academic benefits of dual language education, recent literature has revealed that English is disproportionately privileged across dual language programs. Scholars have expressed concerns about the unbalanced status of majority and minority languages in dual language education, as favoring English in this context may inadvertently reaffirm its dominance and moreover fail to serve the needs of children whose primary language is not English. Through a year-long study of a Chinese-English dual language program, the extensively disproportionate use of English has also been observed by the researcher. However, despite the fact that Chinese-English dual language programs are the second-most popular program type after Spanish in the United States, this issue remains underexplored in the existing literature on Chinese-English dual language education. In fact, the number of Chinese-English dual language programs being offered in the U.S. has grown rapidly, from 8 in 1988 to 331 as of 2023. Using Norton and Darvin's investment model theory, the current study investigates teachers' language use and investment in teaching Chinese and English in a Chinese-English dual language program at an urban public school in New York City. The program caters to a significant number of minority children from working-class families. Adopting an ethnographic and discourse analytic approach, this study seeks to understand language use dynamics in the program and how micro- and macro-factors, such as students' identity construction, parents' and teachers' language ideologies, and the capital associated with each language, influence teachers' investment in teaching Chinese and English. The research will help educators and policymakers understand the obstacles that stand in the way of the goal of dual language education—that is, the creation of a more inclusive classroom, which is achieved by regarding both languages of instruction as equally valuable resources. The implications for how to balance the use of the majority and minority languages will also be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20education" title="dual language education">dual language education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion%20education" title=" language immersion education"> language immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=content-based%20language%20teaching" title=" content-based language teaching"> content-based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/165181/investigating-english-dominance-in-a-chinese-english-dual-language-program-teachers-language-use-and-investment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8442</span> Cultural Understanding in Chinese Language Education for Foreigners: A Quest for Better Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linhan%20Sun">Linhan Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the gradual strengthening of China's economic development, more and more people around the world are learning Chinese due to economic and trade needs, which has also promoted the research related to Chinese language education for foreigners. Because the Chinese language system is different from the Western language system, learning Chinese is not easy for many learners. In addition, language learning cannot be separated from the learning and understanding of culture. How to integrate cultural learning into the curriculum of Chinese language education for foreigners is the focus of this study. Through a semi-structured in-depth interview method, 15 foreigners who have studied or are studying Chinese participated in this study. This study found that cultural learning and Chinese as a foreign language are relatively disconnected. In other words, learners were able to acquire a certain degree of knowledge of the Chinese language through textbooks or courses but did not gain a deeper understanding of Chinese culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20education" title="Chinese language education">Chinese language education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20methods" title=" qualitative methods"> qualitative methods</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a> </p> <a href="https://publications.waset.org/abstracts/149458/cultural-understanding-in-chinese-language-education-for-foreigners-a-quest-for-better-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8441</span> Pedagogical Inclusiveness in Literacy Education: Teaching Reading and Writing to Non-Chinese Speaking Students in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Shiu-kee%20Shum">Mark Shiu-kee Shum</a>, <a href="https://publications.waset.org/abstracts/search?q=Dan%20Shi"> Dan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to introduce the ‘Reading to Learn, Learning to Write’ (R2L) pedagogy and its application in teaching reading and writing to non-Chinese speaking (NCS) students in Hong Kong. Guided by the teaching and learning cycles accentuated in R2L pedagogy, sufficient scaffolding was provided for students with an explicit teaching method in literacy education. To understand the influence of using R2L pedagogy on students’ reading and writing abilities across different genres, quantitative data were collected by pre- and post-test of reading and writing tasks in the two different genres of narration and explanation. The pre-test and post-test were used to assess students’ writing performance based on the three textual components of context, discourse, and graphic features, while the reading abilities were assessed at the literal, inferred and interpretive levels of reading comprehension to measure the effectiveness of R2L pedagogy on their literacy improvement. The findings show the use of R2L pedagogy has been proven more effective in improving NCS students’ writing abilities than developing their reading capacity. It is hoped that the R2L-based pedagogic practices can serve as teaching references and pedagogic rationale for L1 language teachers and raise their metalinguistic awareness in teaching Chinese to non-Chinese speaking students in Hong Kong and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20inclusiveness" title="pedagogical inclusiveness">pedagogical inclusiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20education" title=" literacy education"> literacy education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title=" ethnic minority"> ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20and%20writing" title=" reading and writing"> reading and writing</a> </p> <a href="https://publications.waset.org/abstracts/185183/pedagogical-inclusiveness-in-literacy-education-teaching-reading-and-writing-to-non-chinese-speaking-students-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185183.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8440</span> The Factors to Determine the Content About Gender and Sexuality Education Among Adolescents in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yixiao%20Tang">Yixiao Tang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The risks of adolescents being exposed to sexually transmitted diseases (STDs) and participating in unsafe sexual practices are increasing. There is the necessity and significance of providing adolescents with appropriate sex education, considering they are at the stage of life exploration and risk-taking. However, in delivering sex education, the contents and instruction methods are usually discussed with contextual differences. In the Chinese context, the socially prejudiced perceptions of homosexuality can be attributed to the traditional Chinese Confucian philosophy, which has been dominating Chinese education for thousands of years. In China, students rarely receive adequate information about HIV, STDs, the use of contraceptives, pregnancies, and other sexually related topics in their formal education. Underlying the Confucian cultural background, this essay will analyze the variables that determine the subject matter of sex education for adolescents and then discuss how this cultural form affects social views and policy on sex education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=homosexuality%20education" title="homosexuality education">homosexuality education</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title=" education policy"> education policy</a> </p> <a href="https://publications.waset.org/abstracts/161870/the-factors-to-determine-the-content-about-gender-and-sexuality-education-among-adolescents-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8439</span> The Influence of COVID-19 Pandemic: Global Policies Towards Chinese International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuefan%20Li">Xuefan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Donghua%20Li"> Donghua Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Juanjuan%20Li"> Juanjuan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the changes in policies toward Chinese students studying abroad in different countries during the pre-pandemic, pandemic, and post-pandemic periods. Interviews and questionnaire surveys were conducted with participating institutions at the China International Education Exhibition. The results indicate that institutions were impacted by the pandemic differently, with a gradual recovery in the two years following the initial outbreak. Institutions encourage and support Chinese students to resume offline studies during the post-pandemic period. The impact of the pandemic on the recruitment of Chinese students by international institutions varied, with different measures being adopted by different institutions. Compared with universities, colleges were more affected in terms of student employment rates. Some institutions were able to respond quickly and effectively to the pandemic due to their online teaching platforms. Overall, this study is expected to provide insights into the changes in policies toward Chinese students studying abroad during the pandemic and highlights the diverse responses of international institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20education" title="international education">international education</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20international%20education" title=" Chinese international education"> Chinese international education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20institutions" title=" international institutions"> international institutions</a> </p> <a href="https://publications.waset.org/abstracts/164116/the-influence-of-covid-19-pandemic-global-policies-towards-chinese-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8438</span> The Sapir-Whorf Hypothesis and Multicultural Effects on Translators: A Case Study from Chinese Ethnic Minority Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuqiao%20Zhou">Yuqiao Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sapir-Whorf hypothesis (SWH) emphasizes the effect produced by language on people’s minds. According to linguistic relativity, language has evolved over the course of human life on earth, and, in turn, the acquisition of language shapes learners’ thoughts. Despite much attention drawn by SWH, few scholars have attempted to analyse people’s thoughts via their literary works. And yet, the linguistic choices that create a narrative can enable us to examine its writer’s thoughts. Still, less work has been done on the impact of language on the minds of bilingual people. Internationalization has resulted in an increasing number of bilingual and multilingual individuals. In China, where more than one hundred languages are used for communication, most people are bilingual in Mandarin Chinese (the official language of China) and their own dialect. Taking as its corpus the ethnic minority myth of Ge Sa-er Wang by Alai and its English translation by Goldblatt and Lin, this paper aims to analyse the effects of culture on bilingual people’s minds. It will first analyse Alai’s thoughts on using the original version of Ge Sa-er Wang; next, it will examine the thoughts of the two translators by looking at translation choices made in the English version; finally, it will compare the cultural influences evident in the thoughts of Alai, and Goldblatt and Lin. Whereas Alai can speak two Sino-Tibetan languages – Mandarin Chinese and Tibetan – Goldblatt and Lin can speak two languages from different families – Mandarin Chinese (a Sino-Tibetan language) and English (an Indo-European language). The results reveal two systems of thought existing in the translators’ minds; Alai’s text, on the other hand, does not reveal a significant influence from North China, where Mandarin Chinese originated. The findings reveal the inconsistency of a second language’s influence on people’s minds. Notably, they suggest that the more different the two languages are, the greater the influence produced by the second language culture on people’s thoughts. It is hoped that this research will expand the scope of SWH as well as shed light on future translation studies on ethnic minority literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sapir-Whorf%20hypothesis" title="Sapir-Whorf hypothesis">Sapir-Whorf hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20translation" title=" cultural translation"> cultural translation</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural-specific%20items" title=" cultural-specific items"> cultural-specific items</a>, <a href="https://publications.waset.org/abstracts/search?q=Ge%20Sa-er%20Wang" title=" Ge Sa-er Wang"> Ge Sa-er Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority%20literature" title=" ethnic minority literature"> ethnic minority literature</a>, <a href="https://publications.waset.org/abstracts/search?q=Tibet" title=" Tibet"> Tibet</a> </p> <a href="https://publications.waset.org/abstracts/157481/the-sapir-whorf-hypothesis-and-multicultural-effects-on-translators-a-case-study-from-chinese-ethnic-minority-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8437</span> Commodification of the Chinese Language: Investigating Language Ideology in the Chinese Complementary Schools’ Online Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuying%20Liu">Yuying Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the increasing popularity of Chinese and the recognition of the growing commodifying ideology of Chinese language in many contexts (Liu and Gao, 2020; Guo, Shin and Shen 2020), the ideological orientations of the Chinese diaspora community towards the Chinese language remain under-researched. This research contributes seeks to bridge this gap by investigating the micro-level language ideologies embedded in the Chinese complementary schools in the Republic of Ireland. Informed by Ruíz’s (1984) metaphorical representations of language, 11 Chinese complementary schools’ websites were analysed as discursive texts that signal the language policy and ideology to prospective learners and parents were analysed. The results of the analysis suggest that a move from a portrayal of Chinese as linked to student heritage identity, to the commodification of linguistic and cultural diversity, is evident. It denotes the growing commodifying ideology among the Chinese complementary schools in the Republic of Ireland. The changing profile of the complementary school, from serving an ethnical community to teaching Chinese as a foreign language for the wider community, indicates the possibility of creating the a positive synergy between the Complementary school and the mainstream education. This study contributes to the wider discussions of language ideology and language planning, with regards to modern language learning and heritage language maintenance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20Chinese%20language%3B" title="the Chinese language;">the Chinese language;</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20heritage%20language" title="Chinese as heritage language">Chinese as heritage language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20foreign%20language" title="Chinese as foreign language">Chinese as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20community%20schools" title="Chinese community schools">Chinese community schools</a> </p> <a href="https://publications.waset.org/abstracts/149725/commodification-of-the-chinese-language-investigating-language-ideology-in-the-chinese-complementary-schools-online-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149725.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8436</span> Understanding the ‘Third Gender’: A Qualitative Study of the Perception of Being a Leftover Woman among Chinese Female Ph.D. Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qian%20Wang">Qian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, a growing number of Chinese women choose to pursue Ph.D. education. Except for the male and female, women with PhD degrees are stigmatized as the ‘third gender’ in Chinese society. People, especially most men, believe that female PhD students challenge the traditional image and gender role of Chinese women. This gender stereotype causes a range of difficulties in finding partners in marriage market for Chinese female PhD students. In this study, the author conducted in-depth interviews with 15 participants who are currently doing their PhD studies in Chinese universities to explore their perceptions of being leftover women on the basis of their experience. All the participants are single. Based on the analysis of qualitative data, this study found that the ‘leftover women’ phenomenon among Chinese female PhD students is the result of the contradictions generated between Chinese patriarchal society and them. Although Chinese female PhD students is an attention-attracting group, the studies about them are very limited in China. This study could not only contribute to the understanding of the ‘third gender’ phenomenon and the ‘leftover women’ studies in China, but also, in practical level, could give some guidance for governments to resolve the social problems of female PhD students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20female%20Ph.D.%20students" title="Chinese female Ph.D. students">Chinese female Ph.D. students</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20%E2%80%98leftover%20women%E2%80%99" title=" the ‘leftover women’"> the ‘leftover women’</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Chinese%20patriarchal%20society" title=" the Chinese patriarchal society"> the Chinese patriarchal society</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20role" title=" gender role"> gender role</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20culture" title=" Chinese culture"> Chinese culture</a> </p> <a href="https://publications.waset.org/abstracts/98311/understanding-the-third-gender-a-qualitative-study-of-the-perception-of-being-a-leftover-woman-among-chinese-female-phd-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8435</span> Exploring a Teaching Model in Cultural Education Using Video-Focused Social Networking Apps: An Example of Chinese Language Teaching for African Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Hong">Zhao Hong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When international students study Chinese as a foreign or second language, it is important for them to form constructive viewpoints and possess an open mindset on Chinese culture. This helps them to make faster progress in their language acquisition. Observations from African students at Liaoning Institute of Science and Technology show that by integrating video-focused social networking apps such as Tiktok (“Douyin”) on a controlled basis, students raise their interest not only in making an effort in learning the Chinese language, but also in the understanding of the Chinese culture. During the last twelve months, our research group explored a teaching model using selected contents in certain classroom settings, including virtual classrooms during lockdown periods due to the COVID-19 pandemic. Using interviews, a survey was conducted on international students from African countries at the Liaoning Institute of Science and Technology in Chinese language courses. Based on the results, a teaching model was built for Chinese language acquisition by entering the "mobile Chinese culture". <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20foreign%20language" title="Chinese as a foreign language">Chinese as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20education" title=" cultural education"> cultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20apps" title=" social networking apps"> social networking apps</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model" title=" teaching model"> teaching model</a> </p> <a href="https://publications.waset.org/abstracts/144534/exploring-a-teaching-model-in-cultural-education-using-video-focused-social-networking-apps-an-example-of-chinese-language-teaching-for-african-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144534.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8434</span> Innovative Pictogram Chinese Characters Representation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20H.%20Low">J. H. Low</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20H.%20Hew"> S. H. Hew</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20O.%20Wong"> C. O. Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes an innovative approach to represent the pictogram Chinese characters. The advantage of this representation is using an extraordinary to represent the pictogram Chinese character. This extraordinary representation is created accordingly to the original pictogram Chinese characters revolution. The purpose of this innovative creation is to assistant the learner learning Chinese as second language (SCL) in Chinese language learning specifically on memorize Chinese characters. Commonly, the SCL will give up and frustrate easily while memorize the Chinese characters by rote. So, our innovative representation is able to help on memorize the Chinese character by the help of visually storytelling. This innovative representation enhances the Chinese language learning experience of SCL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20e-learning" title="Chinese e-learning">Chinese e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20Chinese%20character%20representation" title=" innovative Chinese character representation"> innovative Chinese character representation</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/4346/innovative-pictogram-chinese-characters-representation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8433</span> Sexual Diversity Training for Hong Kong Teachers Preliminary Themes Identified from Qualitative Interviews </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20K.%20Kwok">Diana K. Kwok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the fact that Hong Kong government aims to develop an inclusive society, sexual minority students continue to encounter sexual prejudice without legal protection. They also have difficulties accessing relevant services from mental health and educational professionals, who do not receive systematic training to work with sexual minority students. Informed by the literature on sexual prejudice, heterosexual hegemony, genderism, as well as code of practice for frontline practitioners, the authors explored self-perceived knowledge of teachers and sexual minorities on sexuality and sexual prejudice, and how they perceive prejudice towards sexual minorities in Chinese cultural context. Semi-structure qualitative interviews were carried out with 31 school personnel informants (school teachers and counseling team members) and 25 sexual minority informants on their understanding of sexuality knowledge, their perception of sexual prejudice within school context in Hong Kong, as well as their suggested themes on teachers training on sexual prejudice reduction. This presentation specifically focuses on transcripts from sexual minority informants. Data analysis was carried out through NVivo, and followed the procedures spelt out in the qualitative research literature. Trustworthiness of the study was addressed through various strategies. Preliminary themes emerged from transcript content analysis: 1) A gap of knowledge between sexual minority informants and teachers; 2) Perception on sexual prejudice within cultural context; 3) Heterosexual hegemony and genderism within school system; 4) Needs for mandatory training: contents and strategies. The sexual minority informants found that teachers they encountered were predominantly adopted concepts of binary sex and dichotomous gender. Informants also indicated that the teachings of Confucianism cultural values, religiosity in Hong Kong might well be important cultural forces contributing to sexual prejudice manifested in school context. Although human rights and social justice concepts were embedded in professional code of practice of teachers and school helping professionals, informants found that teachers they encountered may face a dilemma when supporting sexual minority students navigating heterosexual hegemony and genderism in, as a consequence of their personal, institutional, cultural and religious backgrounds. Acknowledgments: The sexual prejudice project was funded by the Hong Kong Research Grant Council (ECS28401614), 2015 to 2017. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sexual%20prejudice" title="sexual prejudice">sexual prejudice</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20teachers" title=" Chinese teachers"> Chinese teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20sexual%20minorities" title=" Chinese sexual minorities"> Chinese sexual minorities</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/51082/sexual-diversity-training-for-hong-kong-teachers-preliminary-themes-identified-from-qualitative-interviews" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8432</span> The 2017 Shanghai Model Breaking Stalemate in Chinese Education Reform: A Discussion of China’s Scheduled Experiment in Access to Higher Education Between 2017 and 2020</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ping%20Chou">Ping Chou</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoyan%20Zhou"> Xiaoyan Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Domestically and internationally, the Chinese education has long been criticized for being test-oriented, and in spite of efforts made by the Chinese government, it remains hard to find a solution. This paper intends to look at the situation in a comparatively objective manner and discuss the significance of the Shanghai Model as a newly-scheduled experiment for education reform. As a breakthrough, in addition to comprehensive inner-quality evaluation, a small but important step is to be taken in shifting focus of attention back to students by giving them more freedom in selecting certain courses for aptitude tests for college admission. As the first author of the paper has studied and taught both in Chinese and American colleges and universities, comparisons are made when the situation becomes relevant. The official solution for test-oriented education is to make students well-rounded but the writers of this paper believe that it is even more important to make the system well-rounded so it can accept a spectrum of diverse individuals with different potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20admission" title="college admission">college admission</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reform" title=" education reform"> education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanghai%20model" title=" Shanghai model"> Shanghai model</a>, <a href="https://publications.waset.org/abstracts/search?q=test-oriented%20education" title=" test-oriented education"> test-oriented education</a> </p> <a href="https://publications.waset.org/abstracts/47006/the-2017-shanghai-model-breaking-stalemate-in-chinese-education-reform-a-discussion-of-chinas-scheduled-experiment-in-access-to-higher-education-between-2017-and-2020" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8431</span> The Status Quo, Consensus and Debates on Urbanization in Chinese Education: A General Overview of Research from the 1990s</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingqian%20Xiao">Jingqian Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid wave of urbanization triggered by China’s economic growth over the past few decades has inevitably impacted the country’s educational landscape. Educational spaces in China shifted during the 1990s when, due to the government’s tax reforms, large numbers of rural schools were abolished or merged with urban schools, resulting in an “urbanization” of school content and values. While urbanized education is now the status quo, there is as yet no literature review, to our best knowledge, that comprehensively summarizes academic work on this phenomenon. Besides, most research on Chinese educational urbanization relies on basic policy deductions, and there is room for improvement in both the quality and quantity of empirical research on this topic. This paper, therefore, reviews relevant literature on educational urbanization in China from three interrelated factors that shape educational inequality between urban and rural China, namely the urbanization in educational space, school content, and educational values. Results find that the main discussion on Chinese educational urbanization often addresses how Chinese rural education can be improved by reforming the urbanization model to revitalize rural society. While the complete urbanization of Chinese education does not seem feasible, the rapidly changing nature of China’s development patterns and political landscape means the course of Chinese education may shift at any time. When the government does decide to fulfill its intentions to improve the countryside, many formerly dilapidated rural schools may be revived, but for the moment, both rural and urban education in China suffers from governmental neglect. In addition, the breakout of COVID-19, which led to a sudden spread of online education that reopened the gap between the educational conditions and the cultural capital of families in rural and urban areas, has also posed new challenges for China’s attempts to resolve conflicting interests between urban and rural schools and promote educational equality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20education" title="Chinese education">Chinese education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20inequality" title=" educational inequality"> educational inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20and%20urban%20education" title=" rural and urban education"> rural and urban education</a>, <a href="https://publications.waset.org/abstracts/search?q=urbanization%20in%20education" title=" urbanization in education"> urbanization in education</a> </p> <a href="https://publications.waset.org/abstracts/140115/the-status-quo-consensus-and-debates-on-urbanization-in-chinese-education-a-general-overview-of-research-from-the-1990s" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8430</span> Teachers' Views on Mother Tongue Language Curriculum Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wai%20Ha%20Leung">Wai Ha Leung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language subject he or she is teaching has a direct effect on the curriculum delivery and pedagogies used. It is, therefore, important to investigate what is the language teachers' perception of MTL education, and whether the current school curriculum can meet the teachers' expectation as well as achieve the aims of MTL education. Given this context, this study explored the views of Hong Kong Chinese language teachers on MTL education. The data indicate that teachers showed a strong resentment towards the current curriculum. Results may have implications on mother tongue language curriculum development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20education" title="Chinese language education">Chinese language education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20language%20education" title=" mother tongue language education"> mother tongue language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20perception" title=" teachers' perception"> teachers' perception</a> </p> <a href="https://publications.waset.org/abstracts/36797/teachers-views-on-mother-tongue-language-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8429</span> Perceptions of Chinese Top-up Students Transitioning through a Regional UK University: A Longitudinal Study Using the U-Curve Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xianghan%20O%27Dea">Xianghan O'Dea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article argues an urgent need to better understand the personal experiences of Chinese top-up students studying in the UK since the number of Chinese students taking year-long top-up programmes in the UK has risen rapidly in recent years. This lack of knowledge could potentially have implications for the reputation of some UK institutions and also the attractiveness of the UK higher education sector to future international students. This longitudinal study explored the academic and social experiences of twelve Chinese top-up students in a UK institution in-depth and revealed that the students felt their experiences were influenced significantly by their surrounding contexts at the macro and meso levels, which, however, have been largely overlooked in existing research. This article suggests the importance of improving the communications between the partner institutions in China and the UK, and also providing sufficient pre-departure and after arrival support to Chinese top-up students at the institutional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=articulation%20agreements" title="articulation agreements">articulation agreements</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20top-up%20students" title=" Chinese top-up students"> Chinese top-up students</a>, <a href="https://publications.waset.org/abstracts/search?q=top-up%20programmes" title=" top-up programmes"> top-up programmes</a>, <a href="https://publications.waset.org/abstracts/search?q=U-curve" title=" U-curve"> U-curve</a> </p> <a href="https://publications.waset.org/abstracts/133738/perceptions-of-chinese-top-up-students-transitioning-through-a-regional-uk-university-a-longitudinal-study-using-the-u-curve-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8428</span> The Relevance of Shared Cultural Leadership in the Survival of the Language and of the Francophone Culture in a Minority Language Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lyne%20Chantal%20Boudreau">Lyne Chantal Boudreau</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudine%20Auger"> Claudine Auger</a>, <a href="https://publications.waset.org/abstracts/search?q=Arline%20Laforest"> Arline Laforest</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As an English-speaking country, Canada faces challenges in French-language education. During both editions of a provincial congress on education planned and conducted under shared cultural leadership, three organizers created a Francophone space where, for the first time in the province of New Brunswick (the only officially bilingual province in Canada), a group of stakeholders from the school, post-secondary and community sectors have succeeded in contributing to reflections on specific topics by sharing winning practices to meet the challenges of learning in a minority Francophone environment. Shared cultural leadership is a hybrid between theories of leadership styles in minority communities and theories of shared leadership. Through shared cultural leadership, the goal is simply to guide leadership and to set up all minority leaderships in minority context through shared leadership. This leadership style requires leaders to transition from a hierarchical to a horizontal approach, that is, to an approach where each individual is at the same level. In this exploratory research, it has been demonstrated that shared leadership exercised under the T-learning model best fosters the mobilization of all partners in advancing in-depth knowledge in a particular field while simultaneously allowing learning of the elements related to the domain in question. This session will present how it is possible to mobilize the whole community through leaders who continually develop their knowledge and skills in their specific field but also in related fields. Leaders in this style of management associated to shared cultural leadership acquire the ability to consider solutions to problems from a holistic perspective and to develop a collective power derived from the leadership of each and everyone in a space where all are rallied to promote the ultimate advancement of society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20context" title=" minority context"> minority context</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20leadership" title=" shared leadership"> shared leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=t-leaning" title=" t-leaning"> t-leaning</a> </p> <a href="https://publications.waset.org/abstracts/85301/the-relevance-of-shared-cultural-leadership-in-the-survival-of-the-language-and-of-the-francophone-culture-in-a-minority-language-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8427</span> Different Perceptions of Distance and Full-time Teaching Depending on Different Cultural Backgrounds: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Ecler">Daniel Ecler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to compare the data obtained using semi-structured questionnaires and find some connections between them, which could help to understand what factors affect the perception of the advantages and disadvantages of distance learning compared to conventional education. The data collected came from respondents from Czech and Chinese university students, and expectations were such that the different cultural environments from which the two groups come would have an impact on different experiences of distance education. With the help of variation-finding comparison, it turned out that Chinese students did not have such difficulties with the transition to distance learning as students from the Czech Republic, as most of them came into contact with some form of distance education in the past. In addition, it has also been shown that Chinese students use modern technology to a much greater extent, which has also made it easier for them to become accustomed to another form of teaching. In conclusion, Chinese students have greater preconditions for easier management of distance learning, while Czech students prefer more personal contact, and thus full-time teaching. It is obvious that both approaches have their pros and cons; now, it is necessary to find out how to use them for maximum efficiency of the educational process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20college%20students" title="Chinese college students">Chinese college students</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20background" title=" cultural background"> cultural background</a>, <a href="https://publications.waset.org/abstracts/search?q=Czech%20college%20students" title=" Czech college students"> Czech college students</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=full-time%20teaching" title=" full-time teaching"> full-time teaching</a> </p> <a href="https://publications.waset.org/abstracts/142472/different-perceptions-of-distance-and-full-time-teaching-depending-on-different-cultural-backgrounds-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8426</span> Assessing Finance by Ethnic Entrepreneurs in United Kingdom and Policy Implication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliyu%20Aminu%20Baba">Aliyu Aminu Baba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ethnic entrepreneurship is defined as a set of connections and regular patterns of interaction among people sharing common national background or migration experience. The disadvantage faced by ethnic minority on paid labour induced them to become self-employed. Also, enclaves motivates trading, creativity, innovation are all to provide specific service or products to certain people. These ethnic minorities are African –Caribbean, Indians, Pakistanis, Banghaladashi and Chinese. For policy development ethnic diversity was among the problem of developing policy in United Kingdom. The study finds that there is a danger in treating all ethnic minority businesses as homogeneous rather than heterogeneous. The diversity is due to religious beliefs, culture and race. This indicates that there is a wide range have shortfall in addressing the peculiarities of ethnic minority businesses in policy formulation. Also, there are differences between ethnic minorities in accessing finance. It is recommended that diversity and peculiarities between ethnic minorities should be considered in policy formulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20entrepreneurship" title="ethnic entrepreneurship">ethnic entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=finance" title=" finance"> finance</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20implication" title=" policy implication"> policy implication</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a> </p> <a href="https://publications.waset.org/abstracts/13752/assessing-finance-by-ethnic-entrepreneurs-in-united-kingdom-and-policy-implication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8425</span> The Relationship between Sexual Minority Stress and Sexual Satisfaction: A Meta-Analytic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Terri%20A.%20Croteau">Terri A. Croteau</a>, <a href="https://publications.waset.org/abstracts/search?q=Todd%20G.%20Morrison"> Todd G. Morrison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite increased scholarly attention paid to minority stress and sexual satisfaction among sexual minorities, to the authors’ knowledge, no researchers, to date, have attempted to synthesize this literature. To address this omission, the authors conducted a meta-analytic review of the association between sexual minority stress (i.e., sexual identity stigma, internalized sexual identity stigma, and sexual identity concealment) and sexual satisfaction. Twenty-seven articles containing 58 effect sizes were analyzed (N = 183,582). Findings indicated a small, inverse relationship between these constructs, indicating that minority stress may lead to diminished sexual satisfaction among gay/lesbian and bisexual individuals. Further, the overall effect size varied as a function of minority stress type, such that the effect for internalized stigma was significantly larger than the effects for stigma or concealment. Age also moderated the relationship between minority stress and sexual satisfaction; specifically, older age was associated with a smaller effect, suggesting that older adults may be better at coping with minority stress than younger adults. Limitations, implications, and directions for future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=minority%20stress" title="minority stress">minority stress</a>, <a href="https://publications.waset.org/abstracts/search?q=stigma" title=" stigma"> stigma</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20satisfaction" title=" sexual satisfaction"> sexual satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20minorities" title=" sexual minorities"> sexual minorities</a> </p> <a href="https://publications.waset.org/abstracts/176573/the-relationship-between-sexual-minority-stress-and-sexual-satisfaction-a-meta-analytic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8424</span> Re-Defining Academic Literacy: An Information Literacy Approach to Helping Chinese International Students Succeed in American Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Ding">Yi Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the upsurge of Chinese international students in American higher education, serious academic problems Chinese international students are suffering from are also striking. While most practices and research in higher education focus on the role of professors, writing centers, and tutoring centers to help international students succeed in college, this research study focuses on a more fundamental skill that is neglected in most conversations: information literacy, which is usually addressed by academic librarians. Transitioning from an East-Asian, developing educational system that values authority, set knowledge more than independent thinking, scholarly conversation, Chinese international students need support from academic librarians to acquire information literacy, which is crucial to understand expectations of a Western academic setting and thus to succeed in college. This research study illustrates how academic librarians can play an integral role in helping Chinese international students acclimate to the expectations of American higher education by teaching information literacy as academic literacy unique to the Western academic setting. Six keys of information literacy put forward by Association of College and Research Libraries, which are 'Authority Is Constructed and Contextual', 'Information Creation as a Process', 'Information Has Value', 'Research as Inquiry', 'Scholarship as Conversation', and 'Searching as Strategic Exploration', are analyzed through the lens of Chinese educational system and students’ backgrounds. Based on the analysis as well as results from surveys and interviews among academic librarians, professors, and international students, this research further examines current practices from a wide range of academic libraries and finally, provides evidence-based recommendations for academic librarians to use information literacy instruction to help Chinese international students succeed in American higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20librarians" title="academic librarians">academic librarians</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20international%20students" title=" Chinese international students"> Chinese international students</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title=" information literacy"> information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/79861/re-defining-academic-literacy-an-information-literacy-approach-to-helping-chinese-international-students-succeed-in-american-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8423</span> A Sociological Exploration of How Chinese Highly Educated Women Respond to the Gender Stereotype in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qian%20Wang">Qian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, Chinese highly educated women referred to those women who are currently doing their Ph.D. studies, and those who have already had Ph.D. degrees. In ancient Chinese society, women were subordinated to men. The only gender role of women was to be a wife and a mother. With the rapid development of China, women are encouraged to pursue higher education. As a result of this, the number of highly educated women is growing very quickly. However, people, especially men, believe that highly educated women are challenging the traditional image of Chinese women. It is thus believed that highly educated women are very different with the traditional women. They are demonstrating an image of independent and confident women with promising careers. Plus, with the reinforcement of mass media, highly educated women are regarded as non-traditional women. People stigmatize them as the 'third gender' on the basis of male and female. Now, the 'third gender' has become a gender stereotype of highly educated women. In this study, 20 participants were interviewed to explore their perceptions of self and how these highly educated women respond to the stereotype. The study finds that Chinese highly educated women are facing a variety of problems and difficulties in their daily life, and they believe that one of the leading causes is the contradiction between patriarchal values and the views of gender equality in contemporary China. This study gives rich qualitative data in the research of Chinese women and will help to extend the current Chinese gender studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20highly%20educated%20women" title="Chinese highly educated women">Chinese highly educated women</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20stereotype" title=" gender stereotype"> gender stereotype</a>, <a href="https://publications.waset.org/abstracts/search?q=self" title=" self"> self</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20%E2%80%98third%20gender%E2%80%99" title=" the ‘third gender’"> the ‘third gender’</a> </p> <a href="https://publications.waset.org/abstracts/98816/a-sociological-exploration-of-how-chinese-highly-educated-women-respond-to-the-gender-stereotype-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8422</span> Theorising Chinese as a Foreign Language Curriculum Justice in the Australian School Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen%20Xu">Wen Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The expansion of Confucius institutes and Chinese as a Foreign Language (CFL) education is often considered as cultural invasion and part of much bigger, if not ambitious, Chinese central government agenda among Western public opinion. The CFL knowledge and teaching practice inherent in textbooks are also harshly critiqued as failing to align with Western educational principles. This paper takes up these concerns and attempts to articulate that Confucius’s idea of ‘education without discrimination’ appears to have become synonymous with social justice touted in contemporary Australian education and policy discourses. To do so, it capitalises on Bernstein's conceptualization of classification and pedagogic rights to articulate CFL curriculum's potential of drawing in and drawing out curriculum boundaries to achieve educational justice. In this way, the potential useful knowledge of CFL constitutes a worthwhile tool to engage in a peripheral Western country’s education issues, as well as to include disenfranchised students in the multicultural Australian society. It opens spaces for critically theorising CFL curricular justice in Australian educational contexts, and makes an original contribution to scholarly argumentation that CFL curriculum has the potential of including socially and economically disenfranchised students in schooling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20justice" title="curriculum justice">curriculum justice</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20Foreign%20Language%20curriculum" title=" Chinese as a Foreign Language curriculum"> Chinese as a Foreign Language curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernstein" title=" Bernstein"> Bernstein</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a> </p> <a href="https://publications.waset.org/abstracts/118725/theorising-chinese-as-a-foreign-language-curriculum-justice-in-the-australian-school-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118725.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8421</span> Tracking Subjectivity in Political Socialization: University Students' Perceptions of Citizenship Learning Experiences in Chinese Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chong%20Zhang">Chong Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is widespread debate about the nationalistic top-down approach to citizenship education. Employing the notion of cultural citizenship as a useful theoretical lens, citizenship education research tends to focus on the process of subjectivity construction among students’ citizenship learning process. As the Communist Party of China (CPC) plays a dominant role in cultivating citizens through ideological and political education (IaPE) in Chinese universities, the research problem herein focuses on the dynamics and complexity of how Chinese university students construct their subjectivities regarding citizenship learning through IaPE, mediated by the interaction between the state and university teachers. Drawing on questionnaire data from 212 students and interview data from 25 students in one university in China, this paper examines the ways in which students understand and respond to dominant discourses. Its findings reveal there is a deficit of citizenship learning in IaPE, and that students feel ideologically pressurized. From its analysis of social contexts’ influence, the article suggests Chinese higher education students act as either mild changemakers or active self-motivators to enact complex subjectivities, in that they must involve themselves in IaPE for personal academic and career development, yet adopt covert strategies to realise their self-conscious citizenship learning expectations. These strategies take the form of passive and active freedoms, ranging from obediently completing basic curriculum requirements and distancing themselves by studying abroad, to actively searching for learning opportunities from other courses and social media. This paper contributes to the research on citizenship education by recognizing the complexities of how subjectivities are formed in formal university settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20students" title="university students">university students</a>, <a href="https://publications.waset.org/abstracts/search?q=citizenship%20learning" title=" citizenship learning"> citizenship learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20citizenship" title=" cultural citizenship"> cultural citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=subjectivity" title=" subjectivity"> subjectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20higher%20education" title=" Chinese higher education"> Chinese higher education</a> </p> <a href="https://publications.waset.org/abstracts/104369/tracking-subjectivity-in-political-socialization-university-students-perceptions-of-citizenship-learning-experiences-in-chinese-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8420</span> An Exploratory Study of Chinese Paper-Cut Art in Household Product Design </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruining%20%20Wu">Ruining Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Na%20Song"> Na Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Paper-cut, as one of the Chinese traditional folk decoration art, has become a unique visual aesthetic characteristics of the Chinese nation in the long-term evolution of cultural symbols. Chinese paper-cut art is the treasure-house for product design in natural resources. This paper first analyzed Chinese folk art of historical origin, cultural background, cultural values, aesthetic value, style features of Chinese paper cut art, then analyzed the design thought and design cases of paper-cut art application in different areas, such as clothing design, logo design and product design areas. Through the research of Chinese paper-cut art culture and design elements, this paper aims to build a household product design concept of Chinese traditional culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=paper-cut%20art" title="paper-cut art">paper-cut art</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=household%20products" title=" household products"> household products</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/64971/an-exploratory-study-of-chinese-paper-cut-art-in-household-product-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64971.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">613</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8419</span> First-Year Experience Initiatives for Minority Groups in College and University: Promoting Inclusion and Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anastassis%20Kozanitis">Anastassis Kozanitis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first year of college or university can be particularly challenging for students from minority groups, who often face unique obstacles related to their cultural background, socioeconomic status, or underrepresented identities. Recognizing the importance of fostering inclusivity and supporting the success of these students, educational institutions in Quebec, Canada, have implemented a range of initiatives tailored to address their specific needs. This presentation provides an overview of four key first-year experience measures for minority groups, focusing on mentorship programs, student-lead cultural centers, walk-in support offices, and diversity training, all aimed at promoting inclusion and enhancing the academic journey and overall well-being of these students. Semi-structured individual interviews were conducted with individuals working in connection with the measures of interest. A qualitative content analysis allowed for the characterization of facilitating factors of the support measures identified. Hence, all four measures have proven to be instrumental in supporting the transition and success of first-year students from minority groups. These initiatives provide safe spaces where students can connect with their cultural heritage, engage in dialogue, and celebrate diversity. In conclusion, first-year experience initiatives for minority groups in college and university play a pivotal role in fostering inclusivity and supporting the success of students from underrepresented backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20year" title=" first year"> first year</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20groups" title=" minority groups"> minority groups</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20measures" title=" support measures"> support measures</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/168674/first-year-experience-initiatives-for-minority-groups-in-college-and-university-promoting-inclusion-and-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8418</span> Digital Development of Cultural Heritage: Construction of Traditional Chinese Pattern Database</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaojian%20Li">Shaojian Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional Chinese patterns, as an integral part of Chinese culture, possess unique values in history, culture, and art. However, with the passage of time and societal changes, many of these traditional patterns are at risk of being lost, damaged, or forgotten. To undertake the digital preservation and protection of these traditional patterns, this paper will collect and organize images of traditional Chinese patterns. It will provide exhaustive and comprehensive semantic annotations, creating a resource library of traditional Chinese pattern images. This will support the digital preservation and application of traditional Chinese patterns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitization%20of%20cultural%20heritage" title="digitization of cultural heritage">digitization of cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20Chinese%20patterns" title=" traditional Chinese patterns"> traditional Chinese patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20humanities" title=" digital humanities"> digital humanities</a>, <a href="https://publications.waset.org/abstracts/search?q=database%20construction" title=" database construction"> database construction</a> </p> <a href="https://publications.waset.org/abstracts/182148/digital-development-of-cultural-heritage-construction-of-traditional-chinese-pattern-database" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8417</span> Relationships between Chinese Educated and Talented Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jianghe%20Niu">Jianghe Niu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mu-Qing%20Huang"> Mu-Qing Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research applies qualitative approach to conduct literature review to explore and analyze the relationship between three pairs of female Chinese public figure with high levels of education and social recognitionto understand the role of male admiration in driving hostile response from the female pairs. Commonalities in the cases were found. Hong Huang and SuMang, both are coaches in the Chinese fashion industry, and their contemporaries are also editors-in-chief of major fashion publications. Lin Huiyin and XieBingxin are successful women in the field of literature and architecture. They are of similar age and share similar place of origin and family background; the former received high levels of male admiration, while the latter did not. Zhang Ailing and Su Qing, they are both highly established in the field of literature with very similar style, and they shared great admiration for each other’s talent once upon a time. Zhang’s husband used to be Su Qing's lover, and it was only through Su Qing that He met Zhang Ailing. Conclusion: The relationship between Chinese women, especially women with high levels of education and social recognition, the degree of similarities, and the closeness of relationship of these attributes (such as age, family background, education level, peer similarity, appearance, family, marriage) is positively correlated with increased level of discord, hostility, and hostility. This is observed across the three samples. The relationship between Chinese women, especially women with high levels of education and social recognition - if there are men romantically involved and the levels of male admiration is not equal between the two females - the imbalance of male admiration will act as a leverage that further drives up the levels of negative relationship between the women. This is the case with the first two examples above. The relationship between Chinese women, especially women with high levels of education and social recognition - if there is a man romantically involved and if he’s a previous lover to one woman - the transfer of male romantic interest from the first women to the second women, the new union will bring the hostile and negative relationship with the two females to a peak. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/148453/relationships-between-chinese-educated-and-talented-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Chinese%20minority%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Chinese%20minority%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Chinese%20minority%20education&page=4">4</a></li> <li class="page-item"><a class="page-link" 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