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Japanese Female Border Crossers: Perspectives from a Midwestern U.S

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Japanese Female Border Crossers: Perspectives from a Midwestern U.S Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Sumiko Miyafusa June 2009 © 2009 Sumiko Miyafusa. All Rights Reserved. 2 This dissertation titled Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University by Sumiko Miyafusa has been approved for the Department of Educational Studies and the College of Education by Francis E. Godwyll Assistant Professor of Educational Studies Renée A. Middleton Dean, College of Education 3 ABSTRACT MIYAFUSA, SUMIKO, Ph.D., June 2009, Curriculum and Instruction, Cultural Studies Japanese Female Border Crossers: Perspectives from a Midwestern U.S. University (206 pp.) Director of Dissertation: Francis E. Godwyll This research is a phenomenological study that seeks to understand the challenges Japanese female graduate students face while adjusting to speaking English and socializing with peers in a U.S. university. Because they crossed the border out of Japan and crossed the border into the United States of America I termed them “border crossers.” In this research, I focused on what kind of coping and adjustment strategies they utilized at a Midwestern U.S. university. The study investigated language-related challenges. Respondents felt fearful when they first experienced American living styles and using English in American educational settings. The study also explored on- and off- campus experiences, and this section revealed difficulties interacting with American roommates and public service members. In addition, this study examined academic challenges on U.S. campuses. The design of this research was a case study to critically examine social reality and to describe in-depth analysis. Adopting a qualitative research, this study was conducted in a Midwestern U.S. university where there were few networks of international communities. Participants for this study included nine Japanese graduate female students purposively sampled. Data analysis focused on the interview transcripts and observational descriptions, while coding categories and finding themes. Based on each research question, categories and themes were described based on patterns. 4 The examinations of this study disclosed six findings based on participants’ voices and observations. These include fear of living in a new country, challenges of intercultural communications, identity development, anxiety in the classroom, and impact from Japanese education and gender roles. Fearful feelings paralyzed students’ fluency in English and this commonly happened in public service settings. The study also revealed the necessity of understanding and accepting different communication styles to avoid misunderstanding between Japanese and Americans. While Japanese used polite speech and exhibited care about others, their behavior and speech were seen as rude and with no curiosity about other cultures. Due to these differences, my border crossers struggled with having moderate self-esteem and with settling their social identity in the U.S. Similarly, they were overwhelmed by different expectation of students and faculty in the U.S. educational system. Approved: _____________________________________________________________ Francis E. Godwyll Assistant Professor of Educational Studies 5 ACKNOWLEDGMENTS The completion of this dissertation would not have been possible without assistance, support and encouragement from a special group of people. I would like to recognize all the positive spirit I received throughout my three years as a doctoral student. I would like to express a special appreciation to my advisor and chair, Dr. Francis Godwyll, for his guidance of my doctoral program. His help and diligent devotion motivated me to complete this dissertation. My respect goes to him for believing in me whatever path I took. I thank him for being my mentor for academia and life. My sincere gratitude is extended to my dissertation committee members, Dr. Scott Jarvis, Dr. Debra Henderson and Dr. Rosalie Romano. I appreciate their commitment, invaluable guidance, and expertise that improved the content of my dissertation. Most importantly, I am grateful to them for their consideration, flexibility and understanding. The participants played a critical role in this research. I am pleased about their agreement, openness and cooperation during the fieldwork, by providing memorable and emotional stories during the interviews, and demonstrating challenges during class observations. Thank you all so much for trusting me and allowing me to understand your unique experiences in a U.S. university. I am please to utilize beneficial literatures for this research, while introducing, analyzing and concluding. I am grateful to all the authors whose work I used for my research. I am also grateful to all my friends who inspired me to continue my doctoral program while sharing enjoyable times, learning together, and creating networks. During the final stages of this research, several friends particularly in the Cultural Studies 6 program provided moral support. I appreciate Mito Takeuchi for sharing a critical time of her life with me in practicing the dissertation defense presentations for countless times. I thank her for her kindness and feedback. In addition, I am grateful to Hiroko Godaiin for caring about my progress to the extent that she had a sleepless night the day before my dissertation defense as if it was her big day. I will never forget her tears of joy shared for my accomplishment. I am a lucky person to have such wonderful friends. My special thanks go to Kosei Takahashi and Nui Voranij Vasuratna who have followed the progress all through my graduate studies. Their sincere friendship and love were always supportive. Kosei’s kindness helped me to relax regardless of hard work. Nui’s cheerful smile and sense of humor gave me happiness in different circumstances. Finally, I appreciate my family for their patience, mental and financial encouragement in assisting my further education. Their endless support has been priceless and has made the completion of my doctoral program possible by keeping me physically and psychologically healthy, active and concentrated on my studies. With your strong support and encouragement, I was able to come thus far. Thank you all for your positive energy, care and love that made this academic journey real. TABLE OF CONTENTS Page ABSTRACT ........................................................................................................................ 3 ACKNOWLEDGMENTS .................................................................................................. 5 LIST OF TABLES ............................................................................................................ 12 LIST OF FIGURES .......................................................................................................... 13 CHAPTER ONE: INTRODUCTION ............................................................................... 14 Background of the Study .............................................................................................. 14 Statement of the Problem .............................................................................................. 23 Research Questions ....................................................................................................... 24 Purpose of the Study ..................................................................................................... 24 Significance of the Study .............................................................................................. 25 Delimitations of this Study ........................................................................................... 26 Organization of the Study ............................................................................................. 28 CHAPTER TWO: REVIEW OF RELATED LITERATURE .......................................... 29 Rationale for the Selected Areas for Review ................................................................ 29 Overview of the History of Education in Japan ............................................................ 30 Philosophical Foundations that Influenced Education in Japan ................................ 41 Summary ................................................................................................................... 46 Japanese International Students in the U.S. .................................................................. 46 Identity Adjustment at U.S. Universities ...................................................................... 48 Collectivism/Individualism ........................................................................................... 51 Individualism and Collectivism: Linguistic Challenges ........................................... 52 8 Individualism and Collectivism: Educational Pedagogy and Philosophy ................ 54 Summary ................................................................................................................... 55 Socialization Process of Women in Japan .................................................................... 55 Gender and Schooling in Japan ................................................................................. 56 Negotiation of Japanese Women’s Speech Styles .................................................... 58 Intercultural Communications: Japanese
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