Becoming Bicultural: The Learning Journey of Chinese Professional Women
Open AccessAbstract of Dissertation Becoming Bicultural: The Learning Journey of Chinese Professional WomenThe purpose of this phenomenological study was to understand the lived experiences of learning U.S.-Chinese bicultural competence of Chinese professional women and the factors that support and what factors hinder bicultural learning. This study was informed by foundational literature on the development of a global mindset, acculturation models, and social-experiential learning. In-depth interviews were conducted with eight bicultural Chinese professional women who began their learning of bicultural competence as China was opening to the world, and who use their bicultural competence in their professional roles. The study conclusions showed that the learning of bicultural competence by Chinese professional women was a dynamic lifelong transformational process of learning. The study participants used social, experiential, and transformational learning in addition to their formal educational to learn their bicultural competence. The continuous learning of bicultural competence is important to the participants, and the meaning of both cultures is revisited throughout their lives in response to contextual changes and important life events. In their professional roles, the study concludes that Chinese bicultural professional women seek the support and guidance of culturally competent leaders in organizations that value diverse perspectives. Future research should explore the important role of transformational learning, and how best to support the learning of young Chinese women who seek to learn bicultural competence in U.S. and Chinese cultures.
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Gaybrick_gwu_0075A_15531.pdf | 2021-05-10 | Open Access |
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