Marginalization Experiences of Chinese International Counseling Students in Social and Cultural Diversity Courses.

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Bibliographic Details
Title:	Marginalization Experiences of Chinese International Counseling Students in Social and Cultural Diversity Courses.
Authors:	Tang, Hsin-Ya¹ htang30@jhu.edu, Tang, Caiwei² iristang354@gmail.com, Bi, Hexin³ hbi4@jhmi.edu, Zhang, Qingyue³ qzhan112@jh.edu
Source:	Journal of Counselor Preparation & Supervision. 2026, Vol. 20 Issue 2, p1-20. 20p.
Subject Terms:	Chinese students in foreign countries, Multicultural education, Cultural pluralism, Communication barriers, *Educational counseling, Cross-cultural differences, Social marginality, Professional identity
Geographic Terms:	China
Abstract:	This study explored the lived experiences of marginalization among Chinese international counseling students who completed CACREP-accredited social and cultural diversity courses. Using Interpretative Phenomenological Analysis, in-depth interviews with 10 participants examined how they navigated cultural differences, classroom participation, and professional identity development. Analysis identified four interrelated themes: (1) balancing the discourse between China and the U.S., highlighting challenges in negotiating cultural and pedagogical differences; (2) fitting in, reflecting struggles with language barriers, identity recognition, and pressures to conform; (3) connecting and disconnecting, capturing experiences of inclusion, exclusion, and emotional vigilance in peer interactions; and (4) taking ownership, illustrating proactive strategies to engage, advocate, and develop bicultural competence. These themes revealed the nuanced interplay of cultural background, systemic marginalization, and personal agency in shaping students’ academic and professional trajectories. Implications for counselor education include incorporating global perspectives into curricula, employing culturally responsive assessment and engagement strategies, supporting faculty cross-cultural competence, and providing targeted resources for international students. Findings also highlighted the significance of language and positionality in pedagogical design and suggested avenues for future research to enhance inclusivity, equity, and professional development in counselor training. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explored the lived experiences of marginalization among Chinese international counseling students who completed CACREP-accredited social and cultural diversity courses. Using Interpretative Phenomenological Analysis, in-depth interviews with 10 participants examined how they navigated cultural differences, classroom participation, and professional identity development. Analysis identified four interrelated themes: (1) balancing the discourse between China and the U.S., highlighting challenges in negotiating cultural and pedagogical differences; (2) fitting in, reflecting struggles with language barriers, identity recognition, and pressures to conform; (3) connecting and disconnecting, capturing experiences of inclusion, exclusion, and emotional vigilance in peer interactions; and (4) taking ownership, illustrating proactive strategies to engage, advocate, and develop bicultural competence. These themes revealed the nuanced interplay of cultural background, systemic marginalization, and personal agency in shaping students’ academic and professional trajectories. Implications for counselor education include incorporating global perspectives into curricula, employing culturally responsive assessment and engagement strategies, supporting faculty cross-cultural competence, and providing targeted resources for international students. Findings also highlighted the significance of language and positionality in pedagogical design and suggested avenues for future research to enhance inclusivity, equity, and professional development in counselor training. [ABSTRACT FROM AUTHOR]
ISSN:	21643288