College Satisfaction and Student Engagement of Ethnic and Han First Year Students in China

Abstract

Although student engagement is positively associated with student success, studies have largely focused on white population in the United States. Research on student engagement among diverse student groups remains limited. Several studies have explored engagement among Chinese college students, but there is a lack of research examining ethnic minority students in China. This explanatory sequential mixed methods study uses a three-article format to explore the student engagement of first year Chinese college students, with a focus on those from ethnic minority backgrounds. The study was grounded in Kuh’s theory of student engagement (2003, 2009). This study consists of three parts: a quantitative study, a mixed methods study, and a literature review. The first part of the study analyzed data from China College Student Survey (2017–2019) to examine how students’ attributes and engagement related to college satisfaction during their first year in college. Specifically, the study explored whether ethnicity, gender, generational status, one-child status, and student engagement were associated with students’ satisfaction with their college. The findings revealed first year college students in China reported a low satisfaction level. Higher college satisfaction was observed among male students, Han students, non-first generation students, and those from one-child families. Findings also indicated a positive correlation between students’ satisfaction and engagement factors, including relationships with teachers and advisors, learning motivation, interest in academic programs, and institutional support. The second manuscript employed a mixed methods approach to investigate differences across five areas of classroom engagement. It used quantitative data from the China College Student Survey (2017–2019) and incorporated qualitative insights from the perspectives of first year ethnic minority college students. Quantitative findings suggested ethnic minority students were less engaged in classroom activities compared to their Han counterparts. Qualitative findings indicated language barriers, cultural differences in educational values, and underprepared academic preparation contributed to differences in classroom engagement in first year college students of ethnic minority backgrounds. The third manuscript examined literature on the relationship between student engagement and academic achievement with an emphasis on the role of race and ethnicity on the influence of student engagement (Xue & Gloeckner, 2023). This review offered a sociocultural perspective to deepen the understanding of student engagement. Specifically, it examined Chinese student engagement from the perspective of Confucian ideology, which emphasized hierarchical relationships and defined role responsibilities. Within this sociocultural framework, students were expected to show respect for their teachers and to fulfill their academic roles. This article suggests relying on Western-centric measures of engagement may result in misleading conclusions, often misrepresenting Chinese students as less engaged. The final chapter of the dissertation presented the study’s limitations, outlined implications for Chinese higher education institutions, offered recommendations for future research, and reflected on the research process. Drawing on the findings from the three research articles, this chapter proposed several intervention programs and educational practices aimed at improving academic success and college satisfaction of first year college students in China- particularly those of ethnic minority backgrounds. Regarding future research, the author recommends a more focused examination of individual ethnic minority groups to provide deeper insights into the engagement of diverse college students.