History of Chinese Students Studying Abroad or in the U.S.

The third section of the essay uses narration but also analysis, as Liu examines the effects of his assimilation. As Liu narrates his experiences in college, he analyzes their importance as related to his own acceptance into white American culture. Liu examines the cause and effect of his acts in college, like how he chose not to be pigeonholed by the race-specific clubs. He considers whether it was a good idea to distance himself from his Chinese culture in order to achieve success and respect in America. The third section deals with Liu’s college experience and how it played a part in his

The Chinese Experience records the history of the Chinese in the United States. The three-part documentary shows how the first arrivals from China, their descendants, and recent immigrants have “become American.” It is a story about identity and belonging that is relative to all Americans. The documentary is divided into three programs, each with a focus on a particular time in history. Program 1 describes the first arrivals from China, beginning in the early 1800’s and ending in 1882, the year Congress passed the first Chinese exclusion act. Program 2, which details the years of exclusion and the way they shaped and distorted Chinese American

Before World-War II, the Chinese immigrants to the U.S had many characteristics. First, the Chinese immigrants mainly came from mainland China, such as the Guangdong province. The Chinese immigrants mainly came from the Guangdong province of China because of the location of Guangdong province. The Guangdong province was close to coastal areas where Guangong people could take the boasts and migrate to America. Also, Guangdong people was far away from the Chinese government's control. Therefore, Chinese immigrants could easily migrated from the Guangdong province of China to America. Second, most of the Chinese immigrants were poor and came from rural areas in China. They migrated to America because they suffered from poor harvests and

In 1880, the Hayes Administration authorized a well known U.S. diplomat named James B. Angell. His job was to negotiate and control a new treaty they were planning with China. The treaty was called the Angell Treaty, which permitted the United States to restrict or prohibit Chinese immigration. In 1882, the Congress passed the Chinese Exclusion Act, which eliminated the process of immigration of any Chinese laborers, whether it were skilled workers or unskilled workers for 10 years. The Act also required every Chinese person going on a voyage in or out of the country to carry a certificate identifying his or her occupation as a laborer, scholar, diplomat, or merchant. This Act was the first in the whole American history to place broad restrictions

with their friends. Both Americans and the Chinese value education and feel that education is

Around the mid 1800’s we started to see the movement of the Chinese immigrants in the pacific-coast of the united states, more specifically in California. They laid railroad tracks in the west coast and also serviced in mining during the California gold rush. You start to see the success of the Chinese immigrants which encouraged the poor Chinese to come to America. The Chinese started to spread and settle in Oregon as well as in Washington in the 1860’s providing labor for the state’s mines and salmon canneries and also setting up the Northern Pacific Railroad which connected Lake Superior to Tacoma, Washington and also helped build the Seattle to Newcastle railroad.(cite #2) These immigrants were very industrious, willing to work long hours

Furthermore, from this debate in 1936, there has two opposing views emerged. The first one by Robert Dunn, is expressing allegiance to America and advocating for a future in America. The other one is by Kaye Hong, is expressing allegiance to and in China due to the racial prejudice in America. Although they were showing their allegiance to different country, they both made strong and positive assertions about what it means to be American born Chinese. In addition, Robert Dunn is showing his appreciation much to America although his parents have keep telling him to be profound of the “China’s four thousand years of glorious…” (60). Dunn thinks he owe much appreciation to America because it has provided an equal and fair education system for

John Pomfret began his story Chinese Lessons as a third year Stanford student that felt extremely optimistic about gaining the opportunity to benefit from American political efforts to create friendly relations with China. He begins in 1979; here the author takes the reader through the immense difficulties associated with Americans studying abroad on Chinese soil. He describes his first interaction with Cao Guisheng, a Chinese spy (unknown at the time), working as a Chinese Diplomat. With his help, John was then permitted to study the Chinese language at Beijing languages Institute. After the author developed tedious study habits, he applied for Nanjing University, a school that allowed foreigners to

Each country has its own kind of education, and education always plays an important role in affecting students’ life and study on many aspects. Having received ten years of education in China and two years of education in the U.S. I would like to compare and contrast a few significant aspects of these two different kinds of educations. Knowing that no two education systems are the same, the differences between American education and Chinese education allow countries to take the essence and discard the dross through learning from each other so as to improve their own current education systems.

One experience so far in China that left a strong impression on my mind was a visit to the Shaanxi museum of history. Our tour guide was a locally educated young woman in her twenties. As she took us through the different periods of Chinese history, at every exhibit showing some sort of tool or mechanistic contraption she would turn and say “as you can see, the Chinese people are very smart!” She also recounted a story in which she was very offended that an American made a comment that Chinese people are short, to which she replied “yes, we are, but we have five thousand years of history and culture!” Both the richness and vastness of Chinese history was a huge source of pride for her, as her slightly illogical response to the American’s comment shows. In retrospect, her age denotes that she grew up on the government’s campaign in the 1990s to educated students about China’s greatness, to foster pride.

The differences that exist between the Chinese and American education systems are great and obvious. However, some of these differences don’t play to the strengths of the representative country. American schools allow for greater freedom of movement and choice, while Chinese schools decide the “what”, “where”, and “how” of educational circumstance for the students (Bush, tony, and Qiang Haiyan). These differences in structure should lead to a greater educational standard being held by China, but that isn’t always the case. This paper will examine the differences in education system in the two countries and show that the Chinese system, while

The differences between the Chinese education and the American education are more obvious in people’s mind, not only to the international students, but also to the native students and some people who study on this. As more and more Chinese students come to America to have better education, we should think about why the American education system is better and how could we change our system to have a new education system in China. These differences have some deeply reason, like the American is the nation which loves freedom. It took long time to make such a big difference between the two education systems, and we need longer time to change it. An undeniable

“As a international students, I care a lot about the difference of education system between the U.S. and China.”(culture shock) I realized that the educational ideas

Along with Prince Gong’s active role in ‘seeking to improve China’s diplomatic relations and advance the military’11, the dominant leaders of modernization sought to ‘take the foreigners as their teachers and models; then they may come to the same level and be their equals; finally they may move ahead and surpass them’. Their ideas were supported by a number of provincial governors and scholar-officials who began to ‘seek out an effective path for reform’12. These efforts would become known as the Self-Strengthening Movement. The leading theorist of the movement was the scholar-official Feng Guifen who believed in order to ‘strengthen the Qing state, traditional Confucian culture and institutions must be preserved’ and ‘supplemented by Western weapons and technological learning’. Although the reforms proposed modernization, a cultural change was needed for it to truly be in effect. With the establishment of the Ministry of Foreign Affairs (Zongli Yamen), Zeng advised to send students to Western countries for technical training and in result a mission was sent to the United States of America the following year. However after a few years the students were instructed to return to China claiming that they spent to much time on Western learning and not enough on their Chinese studies. Although, the officials most likely feared that the students were ‘learning democratic or republican ideas’13

Because of all the factories closing, and difficulty finding jobs growing rapidly, some people are going to be forced to look for work in other countries, and maybe even another continent. And that’s where we come in. While they are losing factories (and jobs) we are making more to replace what they used to make in their factories. And the Chinese see this. They cram studying in as much as possible. They can be found studying all day on weekends, and it had even come to the point where the study so much that it damages their vision. They strive for perfection as work gets harder to find. They also have more people graduating from college each year than us. They have 7 million while we only have 2.8 million each year. This means that they have many very good student graduation that may try to come here to get jobs, which therefore takes one away from an American. This will affect me because the more they continue their changes in China, the more Chinese will look for jobs here, and the harder it will be for me to find one after I graduate college.