Volume 4, Issue 1 April 2021, pp. 39–55
Special Issue Articles
Multiracial Chinese American women studying abroad in China: The intersectionality of gender, race, and language learning
This case study addresses the theme of mobility and intercultural education by focusing on the study abroad experience of three multiracial Chinese Americans in China. Research on study abroad and language learning has shown the salience of gender in intercultural learning, but women from minoritized groups have rarely been the focus in the literature. Meanwhile, heritage language speakers may encounter complex negotiations of identity and belonging while studying abroad in their “ancestral homeland” (e.g., Jing-Schmidt et al., 2016). Multiracial women, who may linguistically be categorized as heritage speakers, have to respond to the challenges to which study abroad women are subjected and also make sense of their gendered ethnoracial identity. In this study, we focus on the experience of three multiracial Chinese American women. In our findings, gender emerged as a frequent theme across all focal participants, and their responses to their gendered experience aligned with their various interpretations of their multiracial Chinese identity. The results highlight the intersectionality of gender and race for women from minoritized backgrounds. We conclude that intercultural education should recognize the multiplicities of identity among our students and adopt a descriptive approach that acknowledges cultural identity to be fluid and evolving.
© Wenhao Diao, Yi Wang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Diao, W., & Wang, Y. (2021). Multiracial Chinese American women studying abroad in China: The intersectionality of gender, race, and language learning. Intercultural Communication Education, 4(1), 39–55. https://doi.org/10.29140/ice.v4n1.444
Promoting acts of kindness on campus: Views of Chinese international students in the UK
Ming Cheng, Olalekan Adekola
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 17–32.
Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study
Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền
The JALT CALL Journal Published: 2 April, 2022, Volume 18(1), 1–33.
Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners
Hiba B. Ibrahim
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 1–16.
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
Grace Yue Qi, Yuping Wang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 54–82.
The effects of corpus use on learning L2 collocations
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 34–53.
Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore, Carmen Muñoz
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 83–109.
Chinese language learners evaluating machine translation accuracy
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 110–136.
Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills
Albéric Derible, Éric Wiel
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 137–161.
Work integrated language learning: Boundary crossing, connectivity, and L2 affordances
Linda Febring, Alastair Henry
Migration and Language Education Published: 29 April, 2022, Volume 3(1), 1–22.
The role of literature in intercultural language education
Melina Porto, Michalinos Zembylas
Intercultural Communication Education Published: 10 December, 2022, Volume 5(3), 86–104.