ETHNIC IDENTITY AND CULTURAL ADAPTATION EXPERIENCE OF ETHNIC MINORITY STUDENTS = căn TÍNH tộc NGƯỜI và TRẢI NGHIỆM hòa NHẬP văn hóa của SINH VIÊN dân tộc THIỂU số

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF LINGUISTICS & CULTURES OF ENGLISH-SPEAKING COUNTRIES GRADUATION PAPER ETHNIC IDENTITY AND CULTURAL ADAPTATION EXPERIENCE OF ETHNIC MINORITY STUDENTS Supervisor: Nguyễn Thanh Hà, Ph.D Student: Phạm Khánh Duyên Course: QH2017 F1 E3 HÀ NỘI – 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA NGÔN NGỮ VÀ VĂN HỐ CÁC NƯỚC NĨI TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP CĂN TÍNH TỘC NGƯỜI VÀ TRẢI NGHIỆM HỊA NHẬP VĂN HĨA CỦA SINH VIÊN DÂN TỘC THIỂU SỐ Giáo viên hướng dẫn: TS Nguyễn Thanh Hà Sinh viên: Phạm Khánh Duyên Khóa: QH2017 F1 E3 HÀ NỘI – 2021 Supervisor’s approval I hereby state that I: Phạm Khánh Duyên, 17E3, being a candidate for the degree of Bachelor of Arts (English Language Teacher Education) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature May 3rd , 2021 ACKNOWLEDGEMENT Firstly, I would like to express my sincere gratitude to my research supervisor, Dr Nguyen Thanh Ha, for her great assistance and encouragement I really appreciate her precious time and her enthusiasm for reviewing and giving feedback on my work They contributed to improving my research and helped me gain valuable insights on academic writing and widened my general knowledge Without her specific instructions and tremendous spirit, I would not have been motivated enough to complete the dissertation for the best Secondly, I highly value and respect all the lecturers in the Faculty of Linguistics and Cultures of English-speaking Countries for their kind support during the research time Their comments on the progress reports were of invaluable help for my study Particularly, I am extremely grateful to Dr Hanh Hoang for her clear and comprehensive instruction in conducting research as well as her regular reminders Those greatly helped me to keep track of the schedule and meet the deadlines on time I would also like to give my warmest thanks to my family and all of my friends for their wholehearted support, especially when I was under pressure and discouraged Thank you, Dung and Yen, for always standing by my side and backing me up from the beginning of the thesis to its completion Last but not least, I want to thank all participants in my research Had it not been for their open-mindedness to share their stories, I could not have collected such detailed and comprehensive data and figured out interesting findings for the study I ABSTRACT Prior research on the ethnic identity of college students from a minority group has often focused on racial, rather than cultural elements The Vietnamese context, where the population is generally racially homogeneous but culturally diverse with Kinh as the predominant group, therefore, raises a different set of questions This case study involves four ethnic minority students in the Faculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS), and explores how they see themselves in relation to their ethnic groups and how they adapt to life in Hanoi and at ULIS as cultural minorities Through in-depth interviews and based on Phinney’s concept of ethnic identity (1990), Cervantes and Cordova’s (2011) framework of acculturative stress and Berry and Sam’s (2006) cultural adaptation patterns, the study presented some significant findings First, the strength of ethnic self-image varies among the participants and is manifested differently in their self-labelling, attitudes and relationship with their ethnic communities, and involvement in cultural traditions and daily practice Second, their adaptation seems to follow different patterns, ranging from Separation (strong attachment to their ethnic group at the expense of learning the new culture) to Assimilation (immersion in the dominant culture and limited attachment to their original ethnic group), and Integration (maintenance and strengthening of ethnic identity while adapting to the new culture) In addition, the participants experience some common stressors such as communication problems, cultural shock, challenges with learning English and other academic difficulties This case study highlights the importance of further support from academic institutions and sensitivity from the dominant community II TABLE OF CONTENT ACKNOWLEDGEMENT i ABSTRACT ii TABLE OF CONTENT .iii CHAPTER I INTRODUCTION .1 1.1 Statement of the Research Problem and Rationale 1.2 Scope of the Study 1.3 Significance of the Study CHAPTER I INTRODUCTION .4 2.1 Ethnic Identity 2.1.1 Ethnic Identity Definition and Development .4 2.1.2 Ethnic Identity Construction: Phinney’s Framework (1990) .5 2.1.3 Ethnic Identity Salience 2.2 Cultural adaptation 2.2.1 Definition 2.2.2 Acculturative Stress 10 2.2.3 Cultural Adaptation Patterns 13 CHAPTER III METHODOLOGY 16 3.1 Participants 16 3.2 Data Collection .17 3.3 Data Analysis 18 CHAPTER IV FINDINGS AND DISCUSSION 19 4.1 Ethnic Identity 19 4.1.1 Hoa’s Strong Ethnic Identity as a Dzao Person 19 4.1.2 May’s Strong Ethnic Identity as a H’mong Person 22 4.1.3 An’s Mixed Ethnic Identity 24 4.1.4 Trung’s Weak Ethnic Identity 27 4.1.5 Discussion of Ethnic Identity .29 III 4.2 Experience of Acculturative Stress 32 4.2.1 Language and Communication Stress 32 4.2.2 Academic Stress 33 4.2.3 Social Stress in Hanoi 35 4.2.4 Economic Stress 37 4.2.5 Discussion of Acculturative Stress 38 4.3 Adaptation Patterns 39 4.3.1 Hoa’s Separation Tendency 39 4.3.2 May’s Strong Integration 42 4.3.3 An’s Partial Integration 44 4.3.4 Trung’s Assimilation Tendency 46 4.3.5 Discussion of Adaptation Experience 48 CHAPTER V CONCLUSION 50 5.1 Summary of Findings 50 5.2 Implications 51 5.3 Limitations and Suggestions for Further Studies 52 REFERENCE 584 APPENDIX 58 IV CHAPTER I INTRODUCTION 1.1 Statement of the Research Problem and Rationale As migration and mobility has significantly increased nowadays, many individuals or groups from non-dominant cultures now live, study, and work within a majority culture As they move to a new culture, the newcomers are not only attached to their heritage community but are also in contact with the dominant culture As a result, much attention has been paid to how they see themselves and how they get adapted to the new society Most big universities and colleges are home to an ethnically diverse student population Many researchers have studied minority students and explored their ethnic identity and cultural adaptation For example, Phinney (1992) focused on the identity of ethnically and racially diverse students in the US, including Asian American, African American, Hispanic and Whites With the same scope of participants, Bernal, Saenz and Knight (1991) and Santos et al (2007) explored the relationship between ethnic identity and student adjustment in ethnically diverse schools in the US Verkuyten and de Wolf (2002), interested in the same phenomenon, involved Chinese students studying in the Netherlands Research has also been done on the acculturation and adaptation of students from different cultures such as Barger’s (1977) comparative study of Inuit (Eskimo) and Indians in Quebec, Canada It could be seen from those studies that race is more of a concern than ethnicity In other words, researchers often focus on demographic aspects and racially recognizable factors such as skin color instead of ethnic elements, which are “socially and culturally constructed” (Mooney & Evan, 2015, p 133) In fact, not much research has been conducted on the ethnic identity and adaptation experience of those belonging to the same racial group but different ethnic communities In Vietnam, students from 53 ethnic minority groups attend colleges and universities with those of the dominant culture, the Kinh people The ethnic identity of those from minority groups is often poorly represented with many stereotypes, simplifications, and inaccuracies For example, they are normally assumed by the larger society to live in remote areas with backward, poor living conditions and low academic performance Moreover, when moving to a new society, they may experience cultural shock and challenges in adapting to the language, beliefs, values or practices of the new environment, which may be further exacerbated by the society's misunderstandings and lack of awareness of their culture While policies such as financial support, bonus scores or direct offers to university can be helpful in facilitating their academic achievement, more attention should be paid to how they manage in such a new environment, and what social and cultural support may be necessary University of Languages and International Studies (ULIS) is also a multicultural environment since it gathers students from various ethnic groups such as Kinh, Tay, Muong, Dzao and so on Nevertheless, there has been very little research focusing on how ULIS minority students identify themselves ethnically and how they adapt to both the academic environment and the life in Hanoi As a senior in the Faculty of English Language Teacher Education (FELTE) who has friends from different ethnic groups, I have recognized the different levels of their performances both academically and socially While most of them tend to hide their ethnic background and have negative experiences, others experience few difficulties when moving to the new culture Particularly, some are exceptionally outstanding and seem to be well-adapted to the dominant society I am curious about what underlies these differences and find it significant to conduct this study for more insights into how FELTE ethnic minority students identify themselves and their adaptation process her ability to speak four languages, which were her Thai mother tongue, Vietnamese, English, and the Thai language spoken by people in Thailand This also facilitated her job opportunities and cultural experience: Speaking multiple languages at the same time, I can quickly translate the information and switch them back and forth Therefore, I successfully applied for translation and part-time teaching assistant jobs and made an impression on the employers and other Kinh colleagues Moreover, as I could speak the Thailand language well since it was quite similar to my mother tongue, I not only got high scores in the second foreign language subject but also won a scholarship to this country for cultural exchange I was so proud of that as not many students had that valuable chance Her wide knowledge about different cultures also helped her excell in some cultural subjects at university and impressed both her teachers and her peers The friendly, open-minded environment in ULIS allowed her to easily share cultural knowledge, thus promoting her communication with those from the dominant group Outside of school, An was quickly involved in life in Hanoi while maintaining most of the Thai daily practices On the one hand, she took part in many social activities and applied for various part-time jobs Specifically, she had been a voluntary teacher, supporter, and collaborator of many events She also did numerous part-time jobs, from steward, shop assistant to tutor, part-time teacher, or translator She confided: “This lessened my feelings of loneliness and enhanced the interaction with the dominant community Moreover, I have become more familiar with the working environments in Hanoi.” On the other hand, An still kept strong involvement in ethnic cultural practice and with Thai people She often wore the Thai traditional dress or sang Thai songs and posted them on social media such as Tiktok, Facebook, or Instagram - “It feels like I am prettier and more gentle when wearing them Some Thai songs are good too, especially the melody.” An also insisted on the Thai communication style as she thought it showed more politeness to the hearers In addition, though living in Hanoi, 45 she heavily stuck to Thai food, especially sticky rice cakes, a Thai sauce called “chẩm chéo” and grilled meat, which were “indispensable” in her meals Besides, like Hoa and May, An also maintained closer relationships with in-group members by sharing a rented apartment with a Thai group and frequently contacting old Thai friends She regarded in-group friendship as where she lived as herself However, An was distinctive from other participants in the fact that she carefully avoided both dominant and ethnic communities if she found them problematic When she was assigned with heavier work than Kinh people in the restaurant or got verbally bullied by the students and their parents when she was a tutor, she quickly left those jobs An also chose not to join some groups for Thai people, both online and offline, as she was aware of their dark side: I don’t like to take part in such groups whose leaders often take advantage of the members and its reputation for private purposes I knew a Thai singer who tried to spread his fame based on the reputation of the Thai fan page in which he was the admin To sum up, An was very well aware of her strengths and weaknesses, and also the context she was in Although she did not focus on improving her weaknesses, she made good use of her ethnic advantages to construct a comfortable life 4.3.4 Trung’s Assimilation Tendency While Trung unconsciously practiced the mixed culture when he was little, he started to notice cultural differences when he encountered more people: “I used to think that all Vietnamese people practice the same kind of culture Only when moving to Hanoi where most of the residents are Kinh did I realize some difference.” In Hanoi, he was totally engaged in the Kinh community To be more specific, he tended to hide his ethnic roots at first, changing himself to be more like a Kinh person, and amplifying his strengths to stand out 46 When first moving to Hanoi, as afraid of prejudice and discrimination, Trung took precautions and tended to hide his Tay origin In both the academic and working environment, he only revealed his ethnic roots when he was asked and after careful observation Moreover, he opted for a job that was not affected by ethnic identity: “I am a collaborator in game designing In this job, people just care about the working efficiency instead of where they are from, so I easily integrate into the colleague group without telling my ethnic origin.” Secondly, aware of some cultural differences, especially in language and communication, Trung actively changed himself to fit the environment Despite some initial embarrassment, I find the language difference so interesting that I could widen my vocabulary diversity I never hesitate to ask others for new knowledge Concerning my accent, after two years of practicing in everyday communication, it was considerably improved No one can tell me from other Kinh people Besides learning the new culture, Trung made use of his own strengths to better be involved in the dominant culture Similar to An, Trung relied on his multilingual ability and his cultural curiosity as motivation to get engaged in communication with Kinh people He often took language differences as the main conversation topic and impressed others with his bilingual speaking With such a clear strategy, he could “easily make friends with new people and stand out among others.” Moreover, his vast cultural knowledge and curiosity also impressed others and highly motivated him in the learning and adapting process Trung also took advantage of his surrounding environment, both the academic environment and the urban life in Hanoi Trung highlighted that ULIS is “a good university with subjects, teachers and peers, and institution policies” that strongly supported his experiences He considered some subjects such as Vietnamese cultures or Intercultural communication helpful as they “increased the public understanding about cultural diversity and lessened the stereotypes about 47 ethnic groups” and gave him the chance to share about his heritage ethnicity Secondly, he found most lecturers and students in ULIS to be friendly, open-minded, and tactful to those from different cultural groups: “In general, they don’t have much bias and mostly treat others equally, regardless of ethnic roots.” Moreover, the institution also “did very well in lessening the cultural gap and engaging ethnic students to the bigger community by encouraging policies and equal chances to every student.” In general, Trung appreciated the non-discriminatory environment in ULIS Additionally, urban life in Hanoi also motivated him to quickly immerse in the dominant culture Trung was interested in many activities and cultural events such as workshops, conferences or clubs in Hanoi, which were not available in his hometown More importantly, he loved the openness of Kinh people: As people here get used to the migration of different groups to Hanoi, they seem to be more open with the cultural diversity, and thus not being so harsh to ethnic immigrants I also everything I want without too much attention or prejudice from others, unlike those in my hometown To conclude, while Trung’s previous awareness showed his natural acquisition of the blended culture, his later adaptive behaviors indicated that he intentionally assimilated into the dominant culture His adaptive strategies considerably facilitated his studying and life in the new environment 4.3.5 Discussion of Adaptation Experience As shown above, the adaptation of ethnic individuals in the new environment can go into diverse patterns, from Integration, Separation to Assimilation Moreover, the different integration patterns of May and An showed the complexity and diversity of adaptation patterns in reality It could be seen that ethnic identity salience is not a good predictor of successful adaptation as both Hoa and May had a strong ethnic identity, but they 48 followed totally different adaptation patterns While Hoa encountered many negative experiences and separated herself from the dominant community, May was well engaged in it thanks to her integration strategy Moreover, most participants could leverage aspects of their ethnic identity such as multilingual speaking, ethnic name, or diverse cultural knowledge to get more involved in the dominant culture The narratives of participants also suggested the important role of support from the community and family Firstly, the friendly, open academic environment in ULIS largely facilitated the adaptation of ethnic students The interest, curiosity, and respect of teachers, and most Kinh peers could enhance the participants’ engagement in the dominant community Moreover, despite the existence of prejudices from some Kinh people, and division among cultural groups in Vietnam, there was little discrimination or serious problems such as insulting or bullying as suggested in many Western studies (Berry & Sam, 2006; Cervantes & Cordova, 2011; Bernal, Saenz & Knight, 1991) Secondly, the data also implied the importance of social networks in the adaptation experience of minority students in the new environment To be more specific, the ethnic social groups helped May and Hoa to gain more confidence and improve the sense of belonging to their ethnic community This supports the importance of social networks to in-group members living in the dominant culture as mentioned by Cohen (2004) and Berry and Sam (2006) Besides community support, the narratives highlighted the great influence of family Hoa and May regarded their family as the motivation for them to get into the new environment, while the mixed culture in An’s family allowed her to evaluate and choose the most suitable responses Trung’s mother's open-mindedness encouraged him to get more involved in the Kinh culture It could be realized that, in those cases, the family was not a stress for participants as listed in Cervantes and Cordova’s framework (2011), but functioned as a facilitator in their adaptation process 49 CHAPTER V CONCLUSION 5.1 Summary of Findings Through in-depth interviews with four FELTE-ULIS students from different ethnic minorities in Vietnam, I have managed to answer the two research questions: (1) How the participants identify themselves ethnically? and (2) How did the participants experience cultural adaptation in the new environment? For the first question, the data was analyzed based on the framework of ethnic identity construction proposed by Phinney (1990) The findings showed that participants possessed ethnic identity in different degrees Hoa and May’s strong ethnic identity was manifested through self-labelling as completely ethnic, positive attitudes and close relationship with their communities, strong involvement in cultural traditions and daily practices Meanwhile, An acquired a mixed ethnic identity as the result of earlier exposure to the Thai-Kinh blended culture Specifically, she identified herself as partly ethnic, had both positive and critical attitudes about Thai community and practiced both cultures Different from other participants, Trung manifested his weak ethnic identity through his selfidentification as a Kinh person, his marginalized attitudes towards both communities and the unquestioned preference for Kinh cultural practices For the second question about adaptation experience, the data was processed using Cervantes and Cordova’s framework (2011) about acculturative stress and Berry and Sam’s framework (2006) of adaptation patterns The results indicated several common stressors experienced by participants when moving to the new environment They included difficulty with the dominant language and communication, low performance and peer pressure at university as academic stress, cultural shock and prejudice as social stress in Hanoi, and economic stress Some participants encountered a number of negative feelings and emotions To deal with such experiences, the participants had various responses, belonging to different 50 adaptive patterns To be more specific, while Hoa had the tendency for Separation and relied on the ethnic group, Trung assimilated into the Kinh culture and life in Hanoi May and An, on the other hand, showed their Integration strategies at different degrees May was strongly engaged in the dominant society but maintained all of her ethnic identity and close attachment to her H’mong group, whereas An presented a mixed pattern of integration, which could add to Berry and Sam’s (2011) framework 5.2 Implications Firstly, the findings implied the joint responsibility of family and society to provide students with sufficient knowledge and necessary skills before immigration to the new culture In the research, some major problems that most participants encountered were homesickness, cultural shock or miscommunication If better prepared, ethnic students may have fewer negative experiences and better adapt to the new society Since the family and educational institutions have significant influence on their early life, it is essential for them to bridge that gap Secondly, universities and the dominant community should facilitate ethnic students’ adaptation Besides providing ethnic students with policies such as financial support or bonus scores in entrance examinations, it may be more important to offer them equal chances and the same treatment as others In the study, both Hoa and Trung felt they were prejudiced due to the bonus scores for ethnic candidates This means that special treatments could sometimes create more bias Moreover, the Kinh community should be more tactful to ethnic students For instance, recognizing Hoa and An as ethnic, many Kinh students asked questions about charms with mockery and fear due to stereotypes and misunderstandings of ethnic cultures Another example was Kinh students’ surprises when hearing An and May’s ethnic names All of those reactions embarrassed the ethnic students In 51 contrast, the teachers in ULIS were generally tactful, which encouraged the participants to better adapt in the new academic environment Last but not least, ethnic individuals should keep an open mind to learn new cultures The research demonstrated the enormous influence of emotions and attitudes on the participants’ experiences and responding behaviors in the new environment Specifically, while Trung, May, and An kept the learning attitudes with positive emotions and easily adapted to Kinh society, Hoa seemed to be more scared and worried, leading to a difficult time with more negative experiences In short, through gaining insights into student’s ethnic identity and their cultural adaptation, educators and other stakeholders can gain more awareness of the current situation of minority group students regarding their ethnic self-image and acculturation experience Accordingly, in addition to providing support in terms of finance or learning resources, educational institutions and organizations can consider other supporting policies for this group Moreover, ethnic minority students could relate the data to their own situations and work out suitable adaptation strategies for themselves It is also significant for students from the dominant group in Vietnam to be more informed and more sensitive in communication and support their minority peers 5.3 Limitations and Suggestions for Further Studies The research has several limitations, which also present the opportunities for further research Firstly, there was little research on the ethnic identity and cultural adaptation of Vietnamese ethnic minorities Although many foreign studies addressed this issue, the contexts abroad (mostly Western) considerably differed from that of Vietnam Consequently, many terms, theories and frameworks not completely fit the Vietnamese situation However, through such lack of literature sources, this study 52 would contribute as a starting point to initiate and encourage more research about Vietnam ethnic identity and cultural adaptation in the dominant culture The second obstacle of this study was the limited time and the lack of opportunities for ethnographic observation The tight schedule of study and work prevented me from being overly ambitious with my research The participants also have tight schedules, so it took much time to arrange for interviews In addition, the long distances and COVID19 meant some interviews happened online and it was impossible to follow them in their daily life for richer data This could be a ground for further research The complexity of the research problem was also one of the research limitations In the study, all cases provided a large amount of information My analysis was limited due to the scope of the thesis However, this idea of complexity in ethnic identity and adaptation patterns may inspire other researchers Moreover, due to the limited scope of study, only four cases of ethnic students were analyzed Further research could employ more cases for richer findings 53 REFERENCES Barger, W K (1977) Culture change and psychosocial adjustment American Ethnologist, 4(3), 471–495 Bernal, M E., Saenz, D S., & Knight, G P (1991) Ethnic identity and adaptation of Mexican American Youths in school settings Hispanic Journal of Behavioral Sciences, 13(2), 135–154 Bochner, S (1982) Cultures in contact: Studies in cross-cultural interaction Pergamon Bracey, R., Gómez, 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Is your community separate from other minorities? Are your family members of ethnic minorities? Do you think you are a member of your ethnic minority? Why? What you think about your community? Are you planning to return to work or work in your home country after graduation? Are you planning to marry people in your community, Kinh people or anyone from other groups? Do you and your family regularly practice cultural activities in your community? Did you study with other ethnic people or the Kinh people before going to university? 10 Did you have culture shock after moving to Hanoi for university? 11 Do you have any difficulties in communicating with Kinh people? 12 Have you ever heard or experienced a conflict with the Kinh people? 13 Have there been any misunderstandings between you and Kinh people? 14 Did you encounter any difficulties or pressures while studying at the university? 15 How is your relationship with the Kinh students around? 16 Which group you have a closer relationship with? Kinh people or your community members? 17 Do you think that the university environment is conducive or pressurizing? (teachers, friends, school policy, etc.) 18 Are the school subjects helpful to you with regard to cultural adaptation? 19 Do you have part-time jobs besides studying at university? 58 20 Have you encountered any cultural conflict or negative experiences when working part-time? 21 What have you done to cope with these negative situations? 22 How did you adapt to the new culture in Hanoi? 23 Do you participate in any organizations/clubs that include most Kinh people? 24 Did you try to integrate into the new community? 25 How have you changed after or years studying and living with the Kinh people in the dominant culture? 59 ... NGƠN NGỮ VÀ VĂN HỐ CÁC NƯỚC NĨI TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP CĂN TÍNH TỘC NGƯỜI VÀ TRẢI NGHIỆM HỊA NHẬP VĂN HĨA CỦA SINH VIÊN DÂN TỘC THIỂU SỐ Giáo viên hướng dẫn: TS Nguyễn Thanh Hà Sinh viên: ... the ethnic identity and adaptation experience of those belonging to the same racial group but different ethnic communities In Vietnam, students from 53 ethnic minority groups attend colleges and. .. overall adaptation patterns 1.2 Scope of the Study The study focuses on the ethnic identity and adaptation experience of four senior students in FELTE, ULIS They come from different ethnic minority