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 learners’ peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education and Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education and Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.