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An Exploration of Taiwanese Adolescent Cross-Strait

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An Exploration of Taiwanese Adolescent Cross-Strait AN EXPLORATION OF TAIWANESE ADOLESCENT CROSS-STRAIT TRANSMIGRATION, EDUCATION, AND IDENTIFICATION Hsiang-ning Wang Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the School of Education, Indiana University February 2015 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Doctoral Committee ________________________________________ Chair, Heidi Ross, Ph.D. ________________________________________ Bradley Levinson, Ph.D. ________________________________________ Sara Friedman, Ph.D. ________________________________________ Patricia McManus, Ph.D. February 3, 2015 ii Copyright © 2015 Hsiang-ning Wang iii To my most beloved father. iv Acknowledgements I would like to express my deep and sincere gratitude to the many people who have kindly helped and supported me along this journey to obtain my doctorate. First of all, I am truly indebted to my advisor, Dr. Heidi Ross, for her invaluable mentorship and remarkable support. She has been the best role model for me, both academically and personally. She has shown me how to be a passionate and conscientious researcher, and also how to be a good educator, caring for, being patient with, and always believing in her students. Most importantly, she has shown me how to be a positive person, to love people around us with our hearts, and to love the life that we live only once. I hope that I can be as inspiring and supportive a teacher as Heidi to my future students. I also want to thank Dr. Sara Friedman for all the support and guidance she has given me during these years. I cannot count the number of days and nights that she opened her door to me in my highs and lows. I will always appreciate all the encouragement that she and her family have given me. These two intelligent and strong female professors have not only guided me academically, but have also inspired me with their wisdom. Additionally, I would like to thank Dr. Bradley Levinson and Dr. Patricia McManus for their patience with and support of my dissertation writing process. I could not complete this dissertation without the great help of all of these wonderful committee members. On this long road, incredible friendship has accompanied me through many ups and downs. I particularly want to thank Ching-hui Chang and Jui-lin Tai, two friends in Taiwan who are always accessible to me, love me unconditionally, and persistently encourage me. I would like to give special thanks to all of my roommates in Bloomington who have become sisters in life, Fanfei Tai, Ting-fang Hsu, and Yun Chang, for their accommodation of my good and bad times, and for sharing laughter and tears with me. I would also like to express my appreciation to Ke Li, v Ming-chu Hsu, Chia-wen Chang, and Sharalyn Featherstone for walking with me on this long path. Without the strong support given by these friends, I could not overcome the many challenges in my life during this long period of doctoral research. I would also like to extend my thanks to all the people who have generously helped me in China during my year of fieldwork, particularly to those young souls who I met throughout the year. I thank them for sharing their lives with me, which has inspired me to continue my academic work and also to rethink of my own life. Special thanks go to Justin Lai, Jessica Chang and Vince Fang, whose optimism and energy made the year unforgettable, and their encouragement has kept me moving forward. Finally, I want to thank my family, particularly my mother and also my godmother, Hsiu-ling Chen, for their great patience and understanding of the difficulties I had on my doctoral journey, and for their continuous support all the way up to the completion of my dissertation. Also, I would like to deeply thank both my sisters for taking care of our parents while I was away from home for years. This dissertation is sincerely dedicated to one of the most important people in my life, Andy Lu, who passed away in 2008, and also to my most beloved father who passed away in 2012. Both of them will live in my heart forever. vi Hsiang-ning Wang AN EXPLORATION OF TAIWANESE ADOLESCENT CROSS-STRAIT TRANSMIGRATION, EDUCATION, AND IDENTIFICATION This dissertation explores the identification of Taiwanese adolescents with Taiwan and/or China as a process and outcome of cross-Strait transmigration. Given their explicit or implicit identification with Taiwan, and their need to accommodate Chinese social norms, transmigrant youth are identified as “third culture kids,” not belonging fully to either culture but to an in- between status and location that they have been forced to negotiate. From political, societal, and cultural perspectives, this dissertation analyzes how identity is legitimized, contested, and negotiated through the dynamic interplay among institutional sources of power such as the state and schools, public discourses on cross-Strait relations, social interactions among individuals, and individual subjectivity. Drawing on data from a one-year multi-sited ethnographic study in both Mainland China and Taiwan, this dissertation reveals the lived experiences of Taiwanese transmigrant youth by addressing political and ideological challenges, disparity of social norms and status, and cultural challenges and opportunities they encounter in their large social and educational ecology composed of family, school, community, and cross-Strait societies. The daily identification practices and performances of these young Taiwanese transmigrants shape an integrated and collective Taiwanese identity closely connected to a strong awareness of and response to cultural, political and normative differences between themselves and the Chinese they come to know and interact with on the Mainland; their respect for their host country is generally limited to its economic power. Transmigrant youths show diverse individual differences in their identification with Taiwan and China as seen in their selective assimilation, accommodation, and resistance, which are unsettled and changing. The complexities behind their identification with Taiwan are reflected in their shifting use of languages and behaviors based on vii varied circumstances that can be characterized as expressions of political defensive identity, differentiated identity, coexisting romanticized and pragmatic identity, class identity, and youth culture identity. Doctoral Committee ________________________________________ Chair, Heidi Ross, Ph.D. ________________________________________ Bradley Levinson, Ph.D. ________________________________________ Sara Friedman, Ph.D. ________________________________________ Patricia McManus, Ph.D. viii Table of Contents Chapter 1: Introduction 1 Chapter 2: Theoretical Framework and Literature Review 10 Migration Studies 11 Transnationalism and Transmigration 14 Assimilation, Accommodation, and Integration 16 Identity Studies 17 Identity Literature on Migrants 20 Situational Identity and Resistance Identity 21 Transmigrants’ Identity 22 Migrant Youth Identity 23 Taiwanese Identity 24 Cultural (Re)production and Capital (Re)production through Education 29 Third Culture Kids (TCKs) 34 Chapter 3: Research Context and Methodology 39 Research Context 39 Preliminary Fieldwork in 2007 51 Research Sites: Taishang and Mingdao 55 Dissertation Fieldwork between 2008 and 2009 59 Data Coding and Analysis 70 Main Fieldwork Challenges 71 ix Chapter 4: Political Identity 74 Introduction 74 Political Ideology in School 76 School as Battleground or Incubator 93 Resistance to Chinese Ideology 93 Resistance within School 94 Resistance to Political Ideology in Textbooks 95 Resistance in the Classroom 97 Resistance through School Activity 102 Teacher and Political Identity 113 Peers Political Identity Challenges in Mainland China 130 Society and Political Identity 142 Family and Political Identity 146 Summary and Conclusion 153 Chapter 5: Group Identity 160 Social Identity and Social Norms 162 Political Identity and Social Grouping 168 Societal Identity and Social Grouping 171 Societal Openness and Closure 172 Civilization in Society 176 Wealth Gap between Rich and Poor 183 Social Trust 187 Familiarity to Cross-Strait Societies 193 x Cultural Identity and Social Grouping 194 Language Use 195 Local and Traditional Culture 208 Youth Culture 214 Educational Values 221 Conclusion 230 Chapter 6: Migration, Capital, and the Third Culture Kids 235 Transmigration between Mainland China and Taiwan 237 Transmigration in the Eyes of Youth— Home, Motherland and Country 243 Production and Reproduction of Capital 253 Third Culture Youth 274 Conclusion 280 Chapter 7: Conclusion 284 Significant Findings of Each Chapter 285 Young Taiwanese People as Transmigrant Youth 288 Taiwanese Identification 292 Transnational Identity 301 Limitation of Research and Position of Researcher 305 Contribution of This Research 307 Future Research Directions 309 Bibliography 312 Appendix A 335 Curriculum Vitae xi List of Tables Table 3-1 Daily Schedule of Taishang School 57 Table 3-2 Daily Schedule of Mingdao School 58 Table 3-3 Recruited Numbers of Student Participants in the study 63 Table 3-4 Textbooks Selected for Analysis from Taishang and Mingdao School 69 xii List of Figures Figure 3-1 Educational Systems in Taiwan and China 47 Figure 3-2 Schooling Options of Taiwanese High School Students in Mainland China 49 Figure 6-1 Creation, Accumulation and Transformation of Capital 268 xiii Chapter
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