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Chinese 320: Cross-Cultural Perspective Chinese Culture/Society
Interview Essay
Fall, 2020

大流行:网络角色

by 国美梦 (Mei), 潘姿依 (Zoe), 陈祈福 (Lissie)

摘要:在二〇二〇年,冠状病毒大流行改变了全世界每个人的日常生活。极大地改变了人们的社交、工作、和上学的方式。 为了继续我们的日常生活,我们许多人变得非常更依赖网络。人们开始担心如何再次开学。 我们都会疑问,“我们如何才能安全地把孩子送到学校去,必须做出什么改变?” 此外,我们知道这些变化会带来许多负面的影响,但是我们也想知道这些变化带来哪些正面影响。我们可以在冠状病毒的袭击下学到知识吗?

 

目的:研究的目标是了解在新冠时期有关网络使用的不同观点。从此我们可以对未来进行预测一部分,因此我们希望我们的研究将帮助决策者,学者找到新的创新方式,提供给学生和教师教学,学习和交流的方式。

程序:我们列出了一系列问题,然后通过对学生的采访进行了研究。 我们提出问题的目标是了解受访者对这种流行病的看法,例如我们想了解他们注意到的哪些正面和负面的影响,以及他们是否喜欢远程授课等等。我们提出的问题如下:

- 这个疫情怎么影响了你的生活? 
- 在网上上课有那些好处?和那些坏处?
- 上网课对你个人来说带来了哪些便利和不便?
- 你更希望上网课还是面对面上课?为什么?
- 你期望下个学期是什么样呢?为什么?
- 如果你是大学校长的话、你觉得你会采取不同的措施来保证学生的安全和学习效果吗?如果会的话、会是什么措施?


调查结果: 


受访者一:
我们的第一个受访者会介绍一下她的新情况,因为社会的变化由于这个病毒。她感觉网上上课是各有利弊的。她还在美国大学上学、没有回到中国。在网上上课有些好处、因为不用出门和时间比较充裕、但是这个病毒有许多坏处。关于网上上课、 她说、 【注意力不够集中、认知能力无法提升、没有更多和老师同学交流的机会、学习到了多少知识也完全是看自己的自律性】。她觉得面对面上课比网上上课好,因为大学校园里的学习和生活氛围是很重要的。她更喜欢面对面上课因为这才是她来大学的理由, 她留学不是为了和教授在电脑上交流的。她认为我们应该注重于大学校园里的学习和生活氛围。她期望下个学期可以回到正常的校园生活、因为这是我们来大学的原因,除了接受教育之外,她也想体验大学的生活。如果她是大学校长的话,她说了她想不到更好的办法。并且她觉得对于不同的大学情况而言,措施也应该不一样。她觉得这个学期也没有办法、因为病毒让学校的正常的生活很不方便。

受访者二:
我们的第二个受访者会介绍一下这个疫情的影响在她的生活中。由于这个疫情她回到了在北京的家,但现在的情况和往常不同。因为这个病毒,世界都变的不正常了,但是这突如其来的情况让她的家庭关系变得更好了、也懂得了如何在不确定因素中适应生活的变化。她觉得网上上课有帮助、因为可以无限次看回放,所以如果她哪里不明白或者没听懂她可以反复看直到理解为止。她觉得网上上课可以教你关于学习的新的可能性。她说 【上网课很考验一个人的时间管理能力、这很好也不好。因为可能会需要一段时间来适应这种学习方式,但也可能会让一个人变得更有效率,更自觉】。还有就是网上上课的一个坏处是不能跟别的同学交朋友。 以及她说上网课的坏处之一是与人沟通,尤其是少了面对面的交流,无论是对同学还是教授,可能最后不会与她人成为朋友或建立一种良好的关系。网上上课是比较方便、因为不用离开房间、但是就不能跟别人在一起导致个人关系很难深入。

议论:因为我们的采访资料比较少,所以请记得我们的调查结果是很主观的。我们采访的这些人:两个都是大三的学生,都是国际学生, 我们第一个受访者在校内学习,另外一位在中国学习,学期开始她决定回家。在一些方面,他们对于网课的好处有一样的看法:准备上课的时间比较少,比方说不用出门, 还可以无限次看录影。她们认为在线课程很大程度上靠的是自律还有学习以及适应新的教学方法。因为她们的情况不一样,所以对于坏处的回答也不一样,比方说,在中国的受访者必须在美国时间上课,中美时差是不方便的。校内的学生说了在网课里很难集中精力,因此无法提高认知能力。

我们的两个受访者, 都喜欢面对面上课。 她们之所以喜欢是因为学习和生活的氛围,让她们受到教育的过程,来大学不是跟教授在网上交流的。虽然面对面上课是她们喜欢的办法,也期望下个学期疫情有所好转,但她们都认为学校提供的方案已经极大程度的去满足了每个学生在疫情下对学习的需求。

关于学校的措施来保证学生的安全和学习效果、她们都觉得St. Olaf大学的应用措施对别的学校可能管用,但千万要考虑每一个人和每一个大学都是不一样的,所以对于不同大学的情况而言,如何满足每个学生对学习的需求是不一样的。其中一位受访者认为,St. Olaf大学的措施也可以改善一下,比如:确保有全网课的课程安排, 加上如果一个人选择全网课有适当减少学费,以及对于面授课可以进行人数限制,分流吃饭时间,和出入校限制的措施。

结论:正如我们之前提到的,我们的调查结果是暂定的因为我们只有两个受访者,两个国际学生。从她们的采访我们可以得出这些结论:为了疫情有很多课程转入网课。所以学生们需要学习如何快速适应变化, 网课在社会中起到了举足轻重的作用。虽是我们不够面试的人,我们可以推断网课最大的好处是网课让学生可以在宿舍上课也 可以随时随地看录影,是比较方便的,最大的坏处是不有全部的大学的经历,而学习比较难的。 

 

如果要进一步调查我们应该有更多的采访资料,而且受访者不应该只是国际学生也应该包含国内的学生,教授,学生的家人,等等,因为疫情对他们也有大的影响。我们想要问补充的问题:如果受访者听到大学的计划是否会考虑休学一年,因为我们想要看看疫情对个人有多少的影响。 

IR398: Identities of Chinese Adoptees

Coming to Terms with my Shame and Disconnect from my Chinese Identity

My progression of understanding my identity became increasingly complex going into adulthood. People’s perceptions of me never crossed my mind. Frequently, my childhood self perceived myself as white because my parents and the majority of my peers were, but I subconsciously understood I was perceived differently. Ethnically, I am Chinese, and I never struggled to disclose it on applications. Despite that, checking the “Asian” box in no way encompasses how I define my identity. I’ve learned that the environment and peers I surround myself with determine the identity I attempt to selectively choose in the moment. In the context of the multifaceted Asian American identity, college prompted me to deeply question my belonging to the Asian American community.

 

I know my white friends’ privilege does not extend to me, and I had an Asian American friend who saw me as “not Asian enough”. Thoughts like this convinced me I was not Asian enough, and I continue to experience uncomfortable moments around “real” Asians. Is there such a thing? No. Either way, I find myself in an indistinguishable grey zone trying to convince myself that I am enough.

 

There are many discourses covering aspects of Chinese adoptees’ journey. I focus on the situation and perspective I am most familiar with, white adoptive parents to a Chinese girl. This is an unsurprising family structure because 92% of U.S. parents who adopt internationally are white. A majority of Chinese adoptees not living in densely populated areas of Asian Americans like San Francisco or New York are in the Midwest. My parents are from Minnesota and Wisconsin, and I have an older sister adopted from the same province. We look like your typical family of older white parents with Chinese girls. We are as dysfunctional as the next family. 

 

The following topic sections are how I come to terms with my shame and disconnect from my Chinese identity.

Identity: Preservation and formulation 

Formulation and preservation of your identity depend on your interpretation of identity. Are your relatives, language skills, or cultural environment defining you? Some parents attempt to retain their child’s Chineseness, but is that authentic Chineseness? Do their purchases of Chinese dolls, jade beads, and red dresses preserve cultural identity? Participation in commodified practices and selective exposure to Chinese capitalism is among the most recognized efforts to retain adoptive childrens’ connection to their birth culture. My family and I belonged to Families with Children from China (FCC). Leading organizers were white, and some parents were board members. We ate take-out dumplings and listened to Chinese songs we couldn’t understand. Most of what I considered my cultural experiences consisted of my American upbringing and Chinese culture snippets through FCC and culture camps. Parents like mine intended for their children to gain a sense of Chinese identity, but is it justifiable to call our experiences authentic Chineseness?

Half of the time, there is no second thought to the negotiation between Chineseness and Americanness. My participation in constructed Chinese culture dwindled severely as my interest did not exist as a child. I believe children of parents who did not teach their children about Chinese culture had no more interest than myself. My belief is that no amount of effort by my parent or myself allowed me to feel at home in any community. I could not make myself any more white or Chinese.

 

Chinese cultural Authenticity

My version of cultural exposure was not the same as non-adopted Chinese children. How authentic am I compared to Chinese children raised by Chinese parents? Since college, I have found it challenging to claim Chinese status amongst other Asians. Are our newly created traditions made by our white parents a reinvention of Chinese Americanness? In mainland China, they have a range of varying ethnic Chinese cultural practices affected by history and geopolitical factors. White parents celebrating our multiculturalism is our best option or version of reframing Chinese American culture that we do not inherit. The cost to us is our decontextualized forms of celebrating our multiculturalism. I did not grow up feeling any connection to immigrant history, nor did my parents know how to address racism. It is difficult to gain a sense of comfort or validation when it is a white person validating your racist experience.

I appreciate my parents wanting to make an effort to teach me about Chinese culture. Growing up, most of our meals were Chinese, and I have plenty of tangible pieces that symbolize China. Despite persistent efforts to expose me to Chinese culture, how much of my white parents’ culture construction developed my understanding of race and culture? No matter the Chinese exposure I was always more comfortable verbalizing my identity as an American than Chinese. Adoptees will never have cultural authenticity of life without adoption, but their Chineseness cannot be unauthenticated. I will always remember that my Chinese American identity is bound by a permanent loss of people and culture, but the loss coexists with the gain of another culture family.

White Adoptive Parent Privilege 

White adoptive parents experience their racial and ethnic identities differently than their adoptive children. Regardless of parents’ intentions, their children may experience bonding and abandonment issues. To this day my mother is convinced that I have attachment issues because I was adopted at the age of two. Beneath the surface, I imagine that belief strengthens the obligatory feeling to acknowledge her child’s racial and cultural origins. My biological parents were not the ones who consensually removed me from my birth county nor am I a child of Chinese immigrants. Nevertheless, myself and other adoptees are perceived collectively through stereotypes. White familial upbringing does not automatically extend the white privilege to Chinese adoptees. Methods parents may use such as colorblind approaches inhibit adoptees' ability to deal with racist and discriminatory remarks. Heritage can be ignored for a time, but minority groups do not have the privilege to pick and choose when they want to express their heritage. Racial minorities are permanently linked to histories of prejudice and oppression. We cannot choose when to display or hide select aspects of our ethnicity.

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