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
EFL student and faculty perceptions of and attitudes towards online testing in the medium of Blackboard: Promises and challenges
Abdulaziz I. Fageeh
The JALT CALL Journal Published: 30 April, 2015, Volume 11(1), 41–62.
EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university
Abdulaziz Ibraheem Fageeh
The JALT CALL Journal Published: 30 April, 2011, Volume 7(1), 19–42.
Effects of Blackboard on EFL academic writing and attitudes
Abdulaziz Fageeh, Mohamed Amin A. Mekheimer
The JALT CALL Journal Published: 31 August, 2013, Volume 9(2), 169–196.
Touch the page and mimic me: Evaluation of a talking-pen learning tool
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 287–295.
A survey of Japanese university students' computer literacy skills
Adam Murray, Andrew Blyth
The JALT CALL Journal Published: 31 December, 2011, Volume 7(3), 307–318.
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70.
Encouraging autonomy through the use of a social networking system
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.