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The Effects of the American University Experience on the Political THE EFFECTS OF THE AMERICAN UNIVERSITY EXPERIENCE ON THE POLITICAL VALUES OF CHINESE STUDENTS Daniel Jonathan Idziak Submitted to the Faculty of the University Graduate School of Indiana University in partial fulfillment of the requirements for the degree Master of Arts in the Department of East Asian Languages and Cultures Indiana University December 2015 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Master of Arts. Master's Thesis Committee ___________________________________ Committee Chair: Scott Kennedy, Ph.D. ___________________________________ Second Reader: Ethan Michelson, Ph.D. ___________________________________ Third Reader: Scott O'Bryan, Ph.D. ii © 2015 Daniel Idziak iii Idziak, Daniel Jonathan The Effects of the American University Experience on the Political Values of Chinese Students A non-randomized anonymous online IRB-approved survey of 335 students, comprising 10% of the Chinese international population of the Indiana University system recorded the degree to which Chinese students reported confidence in and support for Chinese and US institutions of politics and governance. Responses suggest that Chinese students in the Indiana University system are a richly heterogeneous population, with gender, degree status, and socio- economic status serving as key variables in describing differences witnessed in political values. Previous studies of Chinese students in the US have focused primarily on nationalism finding that Chinese students become more nationalistic the longer they are in the US. However, these studies do not usefully subdivide the term "Chinese student" into discrete elements to identify political values variation among different groups of students. They also do not attempt a rigorous explanation for the mechanisms by which political values change may occur. Given the potential weaknesses of earlier research, this study seeks to explore in greater depth variation across the Chinese student population targeting the role that gender, student degree status, and socio-economic status play in reported measures of confidence in and support for institutions of governance and politics. Although this is not a longitudinal study, and is instead a cross-sectional study with data from only a single point in time about any specific individual, the data from this study suggest that political values of undergraduates may change with time spent in the US. Namely, support for US institutions among Chinese undergraduates is progressively lower for students who have been in the US for longer periods of time. iv Additionally, this study suggests that Chinese students in the US do not hold a zero-sum conception of politics where support for China is inversely correlated with support for the US. Rather, support for and confidence in institutions of Chinese politics and governance are positively correlated with support for and confidence in institutions of the US-- that is, a student who gives high ratings of support for or confidence in an institution of China is also likely to give high ratings of support for or confidence in an institution of the United States. Similarly, lower support for China also predicts lower support for the US. v Acknowledgements My course of study for my M.A. degree in East Asian Studies has been marked by fortune beyond all prior imagination. I will be forever grateful to the faculty and staff of Indiana University who have assisted my development and helped me in the quest to find a niche in the world. I would like to thank first and foremost Professor Scott Kennedy for the inspiration, which initiated this project and for the guidance, which has made its conduct possible. Professor Kennedy is a highly-renowned authority in contemporary China studies, and it has been my very great fortune to know him and learn from him. Professor Kennedy has devoted an inordinate amount of his time and energy to me, and done what only a very few (and only the very best) professors do, and that is take an engaged interest in their students and involve them in their work. Professor Kennedy, you have taken your interests and passions and made a career of them, and in so doing serve as an example to me that this rarely achieved goal is possible. Thank you for all you have done for me, offering your time and counsel, even when just returning from the other side of the world. Professor Scott O'Bryan, thank you. It is to you I owe my experience of being at Indiana. It has been perhaps the most fruitful and educational period of my life. Thank you for your faith in me that I could assist you in teaching East Asian studies and for giving me the opportunity to serve as an AI. I have learned an incredible amount from you, but more importantly, the way that I think has been changed. Listening to you speak and the way you clearly construct arguments and deliver them with eloquence has been a powerful inducer to my own aspirations towards improvement. Beyond your role as a professor you have served as an invaluable mentor Your command of and passion for the discipline of history are effusive and inspirational and your vi insightful ways of picking apart language to express deeper and more accurate meanings--to annihilate platitudes and mealy-mouth talk of little substance--have impressed me to no end. Professor Ethan Michelson, your syllabus in Law and Society contained a line that has echoed and resonated in my brain; that one must boil down the essential argument of a paper and express this succinctly in one sentence. Thank you for this powerful insight and for the opportunity to apply it in your class. Thank you also for your tolerance and patience with my verily delayed thesis progress, your sponsorship of my independent research study, your critiques and insights on my survey and analysis, your generous proffering of ideas and encouragement, and sharing of your resources and knowledge. Using Qualtrics was your idea, which enabled me to do my analysis and data collection. Thank you also for being the primary investigator for this study, and I hope that my methods were not out of line in conducting my research. Special thanks is extended to my friends and associates, who, were it not for their help, help, this survey would never have been possible to design or undertake, nor would the inspiration of its conception have ever been conceived. Xiao Meng who was my partner in my earliest efforts at surveying Chinese students on the Indiana University campus. Xiao Meng cooked dumplings with me and assisted me enormously in moral support on a cold November 2012 morning in front of Wells Library with a converted tricycle dumpling-cooking machine. She also helped greatly in selecting appropriate interview questions for this thesis. Thanks is also greatly due to Yanfei whose conversation acted as a vital sounding board for many ideas and whose insightful criticism and encouragement allowed a more robust survey design than would otherwise have been possible. vii Amanda whose translation into graceful and elegant Chinese of my crude Chinese rendering of a survey recruitment email was undoubtedly responsible largely for the great fortune I enjoyed in so many responses to a time-demanding survey with no-reward offered to respondents. Thank you also to Han Yang, who commiserated with me on the unavoidable suffering in the writing of master’s theses, and whose stalwart, ox-like dedication to his writing serves as an inspiration to me. To Sherry who graciously allowed me to test-run many of my interview questions on her patience, and who served as a focus group of one concerning the way that my questions might be received. To Shuang who served as a vital sounding board for better understanding some of the survey responses from students and caused me to rethink the premises of many of my ideas and prejudices. To Chris whose encyclopedic knowledge of many things related to issues of Chinese government and politics and willingness to listen to my prattle on various topics aided me immeasurably. To my fellow M.A. classmates and extended cohort at Indiana University, those friends whom I have had the great pleasure to be thrown together with my first year, for your elder guidance and wisdom, to the joys of discussing topics of our narrow interests, to the moment when we realized that many words in Chinese, Korean, and Japanese sound almost exactly the same. Finally to the hope that we will all finish our theses with great expedition, and receive our degrees, this thesis is dedicated. Jude, Anthony, David, Amy, Kellie, Tiphani, Marina, and 小麥, good luck! viii Special thanks is due to my earliest professors at the College of William & Mary, Professor Yanfang Tang, Professor T.J. Cheng, Yang Laoshi, and Professor Bin Yang for providing the firmament in China-related studies that has made all subsequent efforts possible. ix TABLE OF CONTENTS Abstract iv Acknowledgements vi List of Figures xii Chapter 1: Introduction 1 Chapter 2: Literature Review and Background 14 Chapter 3: Description of Research Focus, Research Design, and Hypotheses 30 Variables Hypothesized to Correlate with Political Values 37 Calculating Support for Institutions of Politics and Governance 39 Chapter 4: Description of Data 43 Demographic and Cultural Background of Survey Population 44 Chapter 5: Analysis of the Results 50 Introduction of Results 50 I. Taxonomy of the Chinese Student 52 II. Comparison of IU Survey to World Values Survey Wave 6 56 Survey Description 61 Key Demographic Variables that Influence Political Values 73 Gender Tests 73 Socio-Economic Status (Wealth) as variable 78 Wealth Tests 79 III: The Effect of Time in the US on Political Values 84 IV: Undergraduate Time in the US and Political Values 90 Variable Hypothesis Correlation Results 99 Chapter 6: Conclusions and Implications 121 How the Chinese government views Chinese overseas students 125 How America sees Chinese Students 129 Chapter 7: Appendix 143 Data Collection Section 148 Psychological and Sociological Mapping of Chinese 156 Students in the US Bibliography 164 Curriculum Vitae x LIST OF FIGURES 1-1 IUB Chinese Intl.
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