Understanding Chinese International Students’ Experiences in the U.S. Higher Education through the Trans Constructs of Transnationalism, Transculturalism, and Translanguaging

Abstract

Although the United States has a long history of welcoming students from around the world, current political discourse questions the wisdom of these programs. This qualitative research study explores how Chinese international students negotiate their lived experiences in U.S. universities through the lenses of transnationalism, transculturalism, and translanguaging. Interviews were conducted with 25 informants to qualitatively examine their experiences in higher education institutions in the West; the authors gained insights into how they navigated these aspects of their lives and shaped their complex identities. The multidimensional analysis provides an in-depth view that clarifies misconceptions about the opportunities and challenges these students encounter in U.S. universities. The conclusions reveal that Chinese international students lead complex, multifaceted lives shaped by global mobility and local academic expectations. Their stories reflect negotiations across language, cultures, and national boundaries. Yet many of their struggles remain invisible due to systemic myths and institutional unpreparedness. Greater understanding of their lived experiences can (a) guide institutional policy, (b) challenge myths and deficit narratives, and (c) promote inclusive, globally aware learning environments. This can also help reframe identity as multidimensional, improving educational offerings for all students and educators in higher education institutions.