Marginalization Experiences of Chinese International Counseling Students in Social and Cultural Diversity Courses.
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| Title: | Marginalization Experiences of Chinese International Counseling Students in Social and Cultural Diversity Courses. |
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| 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] |
| Copyright of Journal of Counselor Preparation & Supervision is the property of North Atlantic Regional Association for Counselor Education & Supervision (NARACES) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194239625 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Marginalization Experiences of Chinese International Counseling Students in Social and Cultural Diversity Courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tang%2C+Hsin-Ya%22">Tang, Hsin-Ya</searchLink><relatesTo>1</relatesTo><i> htang30@jhu.edu</i><br /><searchLink fieldCode="AR" term="%22Tang%2C+Caiwei%22">Tang, Caiwei</searchLink><relatesTo>2</relatesTo><i> iristang354@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Bi%2C+Hexin%22">Bi, Hexin</searchLink><relatesTo>3</relatesTo><i> hbi4@jhmi.edu</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Qingyue%22">Zhang, Qingyue</searchLink><relatesTo>3</relatesTo><i> qzhan112@jh.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Counselor+Preparation+%26+Supervision%22">Journal of Counselor Preparation & Supervision</searchLink>. 2026, Vol. 20 Issue 2, p1-20. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Chinese+students+in+foreign+countries%22">Chinese students in foreign countries</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+counseling%22">Educational counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+differences%22">Cross-cultural differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Counselor Preparation & Supervision is the property of North Atlantic Regional Association for Counselor Education & Supervision (NARACES) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1 Subjects: – SubjectFull: Chinese students in foreign countries Type: general – SubjectFull: Multicultural education Type: general – SubjectFull: Cultural pluralism Type: general – SubjectFull: Communication barriers Type: general – SubjectFull: Educational counseling Type: general – SubjectFull: Cross-cultural differences Type: general – SubjectFull: Social marginality Type: general – SubjectFull: Professional identity Type: general – SubjectFull: China Type: general Titles: – TitleFull: Marginalization Experiences of Chinese International Counseling Students in Social and Cultural Diversity Courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tang, Hsin-Ya – PersonEntity: Name: NameFull: Tang, Caiwei – PersonEntity: Name: NameFull: Bi, Hexin – PersonEntity: Name: NameFull: Zhang, Qingyue IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21643288 Numbering: – Type: volume Value: 20 – Type: issue Value: 2 Titles: – TitleFull: Journal of Counselor Preparation & Supervision Type: main |
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