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The Practice of Mainland Chinese Students Adopting English Names and Its Motivations City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2019 The Practice of Mainland Chinese Students Adopting English Names and Its Motivations T. Leo Schmitt Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/3225 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE PRACTICE OF MAINLAND CHINESE STUDENTS ADOPTING ENGLISH NAMES AND ITS MOTIVATIONS by T. (LEO) SCHMITT A dissertation submitted to the Graduate Faculty in Linguistics in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York. 2019 ©2019 T. (LEO) SCHMITT All Rights Reserved ii The Practice of Mainland Chinese Students Adopting English Names and its Motivations By T. Leo Schmitt This manuscript has been read and accepted for the Graduate Faculty in Linguistics in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. _________________ _________________________________________ Date Cecelia Cutler Chair of Examining Committee _________________ _________________________________________ Date Gita Martohardjono Executive Officer Supervisory Committee: Cecelia Cutler Gita Martohardjono Miki Makihara External Reader: Paul McPherron THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT The Practice of Mainland Chinese Students Adopting English Names and Its Motivations By T. Leo Schmitt Advisor: Cecelia Cutler This dissertation examines the Chinese practice of adopting English names in the context of Chinese international students studying at American institutions of higher education. This work adopts the position of Bourdieu (1991) that there is a fundamental unity of the market, in that economic and political capital is connected to linguistic and cultural capital. Prosperity in one area is linked to others; people who have wealth and power tend to use language and have names that are similarly valued. In this situation, we are able to make choices about our linguistic and cultural stances based on our status within society. Such choices from what Mathews (2000) terms the cultural supermarket allow us to access varying levels of linguistic and cultural power. Such choices are subject to constant contestation depending on the ever fluctuating position of socioeconomic status (Volosinov, 1929/1973) and this study takes into account the sociocultural context in which name choices are made. It further considers, following von Bruck and Bodenhorn (2006), that names are entities in their own right. That is to say that names are not simply signifiers, but that they entail considerable indexical qualities. Individuals have a sense of ownership and attachment to their names (Valentine, Brennen, & Breddart, 1996). Using these paradigms, this study surveyed (N=228) and interviewed (N=23) mainland Chinese international students in the United States about their use or non-use of English names. The study confirmed previous studies’ (e.g. Duthie 2002, Edwards 2006, McPherron 2009, Heffernan 2010, Chien 2012, Bailey & Lie 2013, Sercombe et al 2014, etc.) findings that English name adoption iv remains a dominant practice widely perceived as driven by pronunciation issues. This was the first such formal study of which the author is aware to be conducted in the United States. The study also explores the potential advantages of adopting an English name beyond the frequently cited issue of pronunciation (e.g. Duthie 2002, Edwards 2006, McPherron 2009, Heffernan 2010, Chen 2016, etc.) and memorability (e.g. Edwards 2006, McPherron 2009, Chen 2016, etc.) In particular, the Chinese preference for titles over names in formal situations (Blum 1997, Sercombe, et al., 2014) along with Chinese given names typically being used only by family and close friends means that anglophone contexts (U.S. universities, international corporations, etc.) presents a challenge. Where neither Chinese given names (because they index a private life) nor titles, with or without family names, (because they contradict anglophone social mores) can be used, English names can fill an important gap. However, the adoption of English names is constructed from a Chinese perspective that does not necessarily fit American perspectives. The study also explores the stances of those who do not adopt English names while studying in the United States and argues that one factor influencing those who use their Chinese given names in anglophone contexts is their increasing familiarity with the American cultural practice of using only their given name. This contrasts with the greater flexibility of Chinese practice (e.g. Jones, 1997) of adopting multiple names. v ACKNOWLEDGMENTS While my name appears on this dissertation as the author and I accept full responsibility for everything here, I fully recognize that none of what I have achieved, either here or elsewhere, would have been possible without the enormous support of many, many people. The tradition of the Prophet Muhammad teaches us “He has not thanked Allah who has not thanked people.” (abu Dawood 4811, n.d.) Because of the interconnectedness of our lives, I acknowledge that the list is endless. I acknowledge the countless people who came before me and established the circumstances in which I am able to complete my work. Those who built up a university system operating within a relatively peaceful and secure society where our basic needs are met have been indispensable for my work. Such work and sacrifice should not be taken for granted. Within that bigger picture, I must also acknowledge the many teachers I have had throughout my life, starting with my parents, Charles and Catherine Schmitt. For the purposes of this particular oeuvre, I particularly acknowledge the help of my dissertation adviser, Dr. Cecelia Cutler. Dr. Cutler’s constant support and encouragement have made this long journey far more bearable and illuminating than it might otherwise have been. Her insights and suggestions have made this a much stronger work than I could ever have achieved on my own, and I owe a debt of gratitude for this most welcome assistance. I must also thank the other members of my committee. Dr. Gita Martohardjono taught me principles of linguistics and second language acquisition that have allowed me to engage with the field in more meaningful ways and were fundamental in my following this current study. My work with Dr. Miki Makihara introduced me to currents in language ideologies and how they affect our thinking. I have striven to remain mindful of this throughout my work, but also acknowledge that I am affected by the language regimes in which I have been acculturated. I also gratefully acknowledge the support of Dr. Paul vi McPherron, whose familiarity with the topic matter (McPherron, 2009, 2016a) made him an invaluable member of my committee. His support and insights, particularly those informed by his own study on this subject in mainland China, helped me to see patterns and differences with Chinese international students in the United States. I would also like to thank the many people I have known from so many backgrounds who have taken the time to share their personal narratives with me as a way to better understand the role of culture and lived experiences in our lives. This extends particularly to the many participants in this study who willingly shared their insights and stories without any form of compensation. Their willingness to share their voices and their desire to be understood by me has been a humbling experience. I owe each and every one of them a debt to be a voice for their aspirations and hope that this meagre study can in some way help advocate for them and for those who come after them for an easier path and more opportunities to build a better and more just world. As the Chinese saying goes, 前人种树，后人乘凉 (Chien ren zai shu, hou ren cheng liang) meaning those who come first plant trees; those who come after enjoy the shade. I hope that future travelers from every background may enjoy a little of the benefits that their predecessors have created for them. I would also like to thank all the faculty and staff at the City University of New York’s Graduate Center for their support in helping me to grow as a scholar and researcher. In particular, I must mention Nishi Bisoondial, who was invariably generous with her support and advice on how to navigate the practical elements of CUNY’s requirements. I also wish to thank my current institution, the New School, who have encouraged and supported my work on my dissertation, in particular Lesley Painter-Farrell and Dean Melissa Friedling. vii I must also acknowledge the many friends and professional colleagues who have encouraged me and given me valuable feedback on the topic. They are far too many to mention here, but I am grateful to each of them. Finally, I must express my undying appreciation for the patience and support of my immediate family. My wife, Inés, and my children Ayesha, Aziz, and Omar have been with me through this long and winding path and I appreciate their presence in my life in ways that I can never truly express. They have helped me with this dissertation in direct ways and much, much more in a plethora of indirect ways. viii TABLE OF CONTENTS LIST OF IMAGES xi LIST OF TABLES xii CHAPTER
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