Structures of Chinese Students Interactions in Universities of the Far Eastern Federal District of The Russian Federation: Educational and Leisure Space
Research Article
How to Cite
Vinokurova D.M., Maximov N.R., Hua J. 2022. Structures of Chinese Students Interactions in Universities of the Far Eastern Federal District of The Russian Federation: Educational and Leisure Space — Sociologicheskaja nauka i social’naja praktika. Vol. 10. No. 1. P. 41-57. DOI: https://doi.org/10.19181/snsp.2022.10.1.8868
Abstract
The article analyzes the everyday communication of Chinese students in the Far East of the Russian Federation. The empirical data are based on two studies conducted by the staff of the Institute of the East, Higher Education Research Institute of Harbin Institute of Technology and the Interdepartmental sociological laboratory of The Institute of Finances and Economics of North-Eastern Federal University in 2017 and 2019. The methodological approach of the research, based on the theory of social space, allows us to conventionally distinguish the educational field and types of neighborhood subfields. As a structure of such fields of everyday communication in a foreign ethnic environment, the following are identified: the duration of students’ stay depending on educational programs, the level of Russian language proficiency, place of residence, roommates in a dormitory, the level of material well-being of the students’ family. Of course, it is by no means denied that the main tone in the life of students is set by the cognitive environment of the learning process.
The data obtained make it possible to conditionally distinguish three types of neighborhoodhousehold subfields in the everyday extra-curricular life of students: the first can be attributed to students living with their compatriots, some of whom, having quickly adapted to local conditions, may experience difficulties in mastering the Russian language, respectively, and in general in study. The second type may include respondents who have expressed a desire to live with representatives of the local student community for closer contact with them in order to better master the Russian language. Of course, they experience difficulties at the initial stage of adaptation, which can then be compensated for by the achievement of the set goal, good command of the Russian language, the establishment of friendly relations, not only with roommates, etc. The third type can be formed by those who initially have mastered the Russian language at a sufficient level, who can communicate and study in Russia without any problems. They can live both with their fellow countrymen and with Russian students.
Keywords:
cooperation, Russian Federation, PRC, educational migration, choice of specialty, types of everyday subfields, cultural capital, material wealth, multicultural environment
References
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2. Aref’ev A. L., Sheregi F. E. (2014). Inostrannye studenty v rossijskikh vuzakh. Razdel pervyj: Rossiya na mezhdunarodnom rynke obrazovaniya. Razdel vtoroj: Formirovanie kontingenta inostrannykh studentov dlya rossijskih vuzov. [Foreign students in Russian universities. Section one: Russia in the international education market. Section two: Formation of a contingent of foreign students for Russian universities]. Ministerstvo obrazovaniya i nauki Rossijskoj Federatsii. M.: Centr sotsiologicheskih issledovanij publ. URL: https://5top100.ru/upload/iblock/be8/inostrannye_stydenty.pdf (data obrashcheniya: 13.11.2020). (In Russ.).
3. Aref’ev A. L. (2014). «V 2015 godu v Rossii budet uchit’sya eshche bol’she kitajskih studentov» Interv’yu zhurnalu Ministerstva prosveshcheniya KNR «Mirovoe obrazovanie». [In 2015, even more Chinese students will study in Russia. Interview to the journal of the Ministry of Education of the People’s Republic of China «World Education»]. Ministerstvo nauki i obrazovaniya RF. URL: https://5top100.ru/news/12982/?sphrase_id=14647 (data obrashcheniya: 23.12.2020). (In Russ.).
4. Bakshtanovskij V. I. (2018). Predislovie redaktora. [Editor’s preface]. Vedomosti prikladnoj etiki. Vyp. 51. P. 6–8. (In Russ.).
5. Burd’e P. (1994). Sotsial’noe prostranstvo i simvolicheskaya vlast’. [Social Space and Symbolic Power]. Nachala. Choses dites. Per. s frants. N. A. SHmatko. M.: Socio-Logos publ. P. 181–207. (In Russ.).
6. Burd’e P. (1994). Pole intellektual’noj deyatel’nosti kak osobyj mir. [The field of intellectual activity as a special world]. Nachala. Choses dites. Per. s frants. N. A. SHmatko. M.: Socio-Logos publ. P. 208–221. (In Russ.).
7. Larin A. G. (2012). Kitajskaya obrazovatel’naya migraciya v Rossii: neveselaya kartina. [Chinese educational migration in Russia: a sad picture]. Obshchestvo i gosudarstvo v Kitae. № 42. P. 285–289. (In Russ.).
8. Luman N. (2007). Social’nye sistemy. Ocherk obshchej sistemy. [Social systems. Outline of the general system]. Per. s nem. I. D. Gazieva; ed. by N. A. Golovina. SPb.: Nauka publ. 641 p. (In Russ.).
9. Maslovskij M. V. (2016). Mezhkul’turnoe vzaimodejstvie i sotsial’nye polya: novye teoreticheskie podkhody v evropejskoj i amerikanskoj sotsiologii. [Intercultural interaction and social fields: new theoretical approaches in European and American sociology]. Sotsiologicheskije issledovanija. № 7 (387). P. 11–18. (In Russ.).
10. Massovoe vysshee obrazovanie. Triumf BRIK? (2014). [Mass higher education. Triumph BRICK?]. Per. s angl. M. S. Dobryakovoj, L. F. Pirozhkovoj. M.: Izd. dom NIU VSHE, 2014. 525 p. (In Russ.).
11. Obschestvennaya palata RF. Obrazovanie i obshchestvo: gotova li Rossiya investirovat’ v svoe buduschee? Doklad obshchestvennoj palaty Rossijskoj Federatsii. Moskva 2007 g. [Public Chamber of the Russian Federation. Education and society: Is Russia ready to invest in its future? Report of the Public Chamber of the Russian Federation. Moscow 2007]. Voprosy obrazovaniya. № 4. P.1–103. (In Russ.).
12. Sogomonov A. Yu. (2018). «Ustojchivyj universitet» (innovatii, postuniversitet, etika). [“Sustainable University” (innovation, post-university, ethics)]. Vedomosti prikladnoj etiki. Vyp. 51. P. 112–126. (In Russ.).
13. Fedosov E. A. (2015). Kitajskij student v Tomskom gosudarstvennom universitete: tsennosti, motivatsii, bytovaya adaptatsiya. Chinese student at Tomsk State University: values, motivations, everyday adaptation]. Vestnik Tomskogo gosudarstvennogo universiteta. Istoriya. № 5 (37). P. 128–133. (In Russ.).
14. Frumin I. D. (1999). Tajny shkoly: zametki o kontekstah. [Secrets of the School: notes on contexts]. Krasnoyarskij gos. un-t. Krasnoyarsk publ. 250 p. (In Russ.).
15. Jepperson R. (1991). Institutions, institutional effects, and institutionalization. The New Institutionalism in Organizational Theory. W. Powell and P. DiMaggio (ed.) Il. University of Chicago Press. Р. 143–163.
16. Çakmaklı, Anıl Divarcı, Christophe Boone, and Arjen van Witteloostuijn. (2017). When does globalization lead to local adaptation? The emergence of hybrid Islamic schools in Turkey, 1985–2007. American Journal of Sociology. Vol 122, № 6. Р. 1822–1868.
17. Emirbayer M., Mishe A. (1997). What is `Agency. American Journal of Sociology. Vol. 103, Р. 962–1023.
18. Kagan Henya, Jo Cohen. (1990). Cultural adjustment of international students. Psychological Science. № 2. Р. 133–137
19. Chen Hui. (2003). Socio-psychological research on the social and cultural adaptation of foreign students in China. Beijing Educational University. № 6. P. 135–142.
20. Chen Qiang, Wen Wen. (2018). China’s Belt and Road Initiative in relation to the education of foreign students: challenges, problems and alternatives. Higher Education Management Journal. Vol. 12, № 3 May. P. 28–33.
21. Chen Li，Yiliman·Ai-zi-mai-ti. (2016). Study on the development and strategies for the education of students’ from countries along ‘the Belt and Road’ in China in Recent Decade. International and Comparative Education Journal. № 10. P. 27–36.
22. Fan Bao, Wu Ying. (2016). A study of trends in overseas Chinese students in higher education. Analysis based on statistical data over the past 15 years. Journal of Higher Education. February. P. 19–30.
23. Zheng Gang, Ma Le. (2016). China’s silk road initiative and the education of Chinese foreign students: an analysis based on data from 2004–2014. Journal of Education and Economics. № 4. P. 77–82.
Article
Received: 25.09.2021
Accepted: 16.03.2022
Citation Formats
Other cite formats:
Harvard
Vinokurova, D. M., Maximov, N. R. and Hua, J. (2022) ’Structures of Chinese Students Interactions in Universities of the Far Eastern Federal District of The Russian Federation: Educational and Leisure Space’, Sociologicheskaja nauka i social’naja praktika, 10(1), pp. 41-57. doi: https://doi.org/10.19181/snsp.2022.10.1.8868.
Section
SOCIOLOGY OF EDUCATION
Publisher: Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences (FCTAS RAS)