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Nihon-Jin (Japanese) or Nikkei-Jin (Japanese-American): Japanese Exchange students and self-identity in the American University |
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Four female Japanese College students were interviewed for their opinions and experiences concerning their one-year exchange at a large Midwestern University. Interviews were conducted as an informational exercise in investigating the contrast of social inferences cross-culturally in the opinions of an international college student. Subjects were interviewed by asking open-ended topic questions, from which an assessment of their motives, and experiences as exchange students could be recorded. Specifically subjects were asked specific topic questions regarding personal identity as an International student, or as an Asian-American student. Researcher intuition would suggest that at a University of low minority enrollment such as the one in question, the identity of an international student would be reaffirmed socially by their ethnic background. International students from Japan would react to the environment of low minority enrollment by asserting a stronger self-identity as an International student from Japan asserts. For the most part all three subjects seemed to be unaffected in their identity by their implied minority status due to ethnicity, save for a few isolated incidents of questioned ethnic identity. All four subjects asserted that they did not feel like they were perceived as an international student, although new experiences involved with being in American seemed to pertain more than issues of race and identity. Introduction Nikkei-Jin is the Japanese word for “Asian-American” more specifically, “Japanese-American”. There is a definite distinction between Nikkei-Jin and Nihon-Jin, which means “Japanese”. College is supposedly a time for soul searching, life defining, a time in ones’ life of realizing ability, interests and most importantly self-identity. For many students, pursuing an education at the university provides unlimited resources and experiences for personal growth both inside and outside the classroom. This is the case for all students at the college age, regardless of nationality or citizenship. For many it is an experience of abrupt, extreme culture shock. For many minority students, the environment of a predominantly white college campus can be potentially hostile, in some cases evoking a confusing range of emotions and feelings, revelations and at times distraught states of anomie. In such an environment, the issues of race come into play in all factions of day to day life. Overrepresentation of one group leads to over-definition of all ethnic groups, promoting the tendency for people to self-segregate themselves according to familiar surroundings; namely in this case to persons who represent similar ethnic traits. People tend to stick “with their own kind”. This phenomenon increases the conflict between ethnic groups, and can be seen in all facets of university life, inside and outside the classrooms. This type of socialized behavior effects the perception of underrepresented minorities to the general populace, thus leading to general assumptions of persons resembling a certain minority group to share general characteristics. As much of the studies on ethnic relations have been done between African Americans and Caucasian Americans, it would prove beneficial to the social sciences to study the self-identities of the more invisible minority group—Asian Americans. The fact that the largest number of recent immigrants to the United States are of Asian ancestry provides the opportunity to compare the attitudes and opinions of self-identity of two groups of persons, similar in racial and ethnic identity, yet different in citizenship and nationality. Also with regards to previous studies conducted with ethnic minorities within the U.S., it proves valuable to study the accounts of International students from Asia who are often mistaken by others as Asian-Americans. The perspectives of International students studying in America on an exchange program might experience similar, or at the least notice the ethnic and racial issues involved with persons of color living in America. As this study is not a comprehensive comparison between attitudes of Asian Americans and Asian Internationals, but merely as a quantitative study for future research in the area of ethnic/racial self-identity in a racially homogeneous setting. Methods 1. Sampling Subjects were selected on the basis of person to person availability, initially the subject was to be any international student of Asian ancestry, as the course of the study resulted, four exchange students from Japan were interviewed. The fact that the researcher lives in an International house under the University housing division was used as an advantage in finding the initial subject to be interviewed. In the process of the initial interview, the subject’s roommate (who also fit the criteria of the intended subject) joined in the interview, provoking the researcher to conduct a group-interview with two subjects simultaneously. The remaining two subjects were chosen as friends of the two initial subjects who were also students from Japan on one-year exchange programs. In the event that this study is repeated for further research, it is the suggestion of the researcher that the subjects be selected in a slightly more random and more diverse method, perhaps spanning country of origin, and acquaintance. 2. The sample The sample interviewed for this study consisted of 4 female Japanese College students on one-year exchange programs at a large Midwestern University. Ages of subjects ranged from 20-21, all four of them reported that they had at least 4 years of instruction in English prior to the program. Subjects reported their hometowns as large metropolitan cities in Japan, namely from Tokyo, Osaka, and Nagoya. All were juniors or seniors at their respective home universities, and had a rather diverse area of academic majors and study. 3. Conducting the Interviews Interviews were conducted in the subject’s rooms, and the researcher’s room in the evening hours during the month of November 1999 for approximately 30-45 minutes. Responses were recorded on a notepad and taped on a microcasette recorder. Interviewees were assured anonymity, however all expressed a low level of concern for personal privacy or issues of confidentiality, beyond friendly jest and banter. The purpose of the interview was presented to the subjects as a relaxed, evaluative inquiry of their experiences and opinions so far as studying at the university. Interview format was semi-structured with respects to a one specific question pertaining to a correct self-identity (Do you feel like people look at you as an International student?) as opposed to the alternative, being considered as an Asian-American. Besides additional logistical questions such as age, major, interest in study abroad, questions asked in interviews were based on response and conversation flow. 4. Changes in Procedures Initial procedure in interviews was not set in stone, save the general inquiry of ethnic identity with regards to the fact that subjects resembled on the outside, Asian-Americans. Many questions asked of subjects were follow-ups to previous answers to questions that opened up more interesting fields of inquiry, as all four subjects did not seem very interested in discussing racial and ethnic identity as the researcher had originally hoped. Nonetheless, there was enough response to give some qualitative value to the study. Results 1. Interviewees response In response to the general question of their experience in the United States as students on exchange, all four subjects expressed overall enjoyment and satisfaction. The cultural differences between Japan and the United States did not appear to pose problematic to the subjects’ well being. When asked if they felt like they were considered an international student, all responded “no”. However none of them decided that they felt like an Asian-American either, as one subject noted that the researcher himself was of Asian-American descent, and she didn’t totally familiarize with him either. One subject responded that she was mistaken as an Asian American in conversation a few times, in which professor talked to her in fast, Standard English before she was informed that the subject was in fact a Japanese exchange student. 2. Common themes All 4 subjects expressed their desire to study in the United States as a change of pace, or new experiences as opposed to studying in Japan. One subject stated that her studying for a year in the U.S. was a way of delaying her pressures of graduation and finding a job, as another reported studying in America was something “interesting to do”. Another common theme was the comparison of academic rigor and expectations between an American university and a Japanese university. Subjects all reported in agreement that the academic rigor is much harder in the U.S. mainly due to the differences in education systems between the two countries. According to one subject, Japanese universities are “difficult to get into, but easy to graduate from”. All four subjects had what appeared to be an extensive experienced instruction in English, however they all varied in speech and personal competency. One subject expressed her embarrassment as her English was “not good enough”. All four subjects also stated their hometown as being a large, metropolitan city. 3. Other Interesting was the fact that all but one of the subjects interviewed reported that the current university as their first choice in their exchange programs. Some of the other universities that the subjects had chosen ahead were located in Honolulu, DC, Boston, and Vermont. The reasons for these schools were for major/area of interest reasons, and location. One subject was an International/Political Science major, who was interested in the opportunities offered in Georgetown, and Boston College, while another subject preferred the warm climate of Honolulu and the ocean. The one subject who chose the home university of this study listed it because of the Environmental studies program was rated high. One subject noted the differences in teaching styles between Japan and America, she noted that her professors in Japan were hardly accessible to students, and that their entire semester accumulated to one final exam administered at the end of the term. Interesting points in identity issues, another subject expressed a confused opinion on race relations in America, as that she “didn’t understand how strongly people felt about race”. “In Japan, its just something you don’t talk about”. Discussion 1. Support/Disapproval of Theory Reports collected from interviews provided some support as well as disapproval of theory. Subjects for the most part did not seem to be affected by the questioned perception of the general university population to their status as an International, or domestic student of Asian ancestry. However when the topic of race relations in America was brought up in interview, it was undeniable that the issue had not been at one time addressed perhaps even internally. 2. Outside Variables Reports of self-identity and opinion of subjects were possibly influenced by several outside factors. One subject had spent 3 years living in London, England, thus making her familiar with spoken English, and giving her a British accent, which may have influenced her thoughts of self-identity. Another subject despite having several years of formal English instruction in Japan expressed her concern and difficulty learning and speaking English in the classroom. Also the major of study of one of the subjects as being in International Relations/Political Science could have given her a more global, established identity as an international student studying in America regardless of the climate or atmosphere at the university. Also the nature of the unstructured interview is one that opens the door wide for confounds and outside errors. 3. Hypothesis Discovery As for alternative and future hypothesis developed from this study, a study attempting to measure the extent of cultural and ideological assimilation of international students in the American university setting in terms of attitudes toward American-based stereotypes of ethnic and racial minorities would be very interesting. Based on the limited information gathered in the interviews with Japanese exchange students, it could be hypothesized that over period of time longer than a year, individuals would assume the certain racial and ethnic stereotypes in self-identity and opinion through socialization in a given environment such as the college campus. 4. External Validity External Validity in this study was limited considering statistical confounds with sampling procedures and precise interviewing techniques, nevertheless the findings in this study sounded of basic, honest inferences of intelligent, competent college students on their experiences in a foreign country. Upon being asked questions of self-identity and race, the subjects answered in logical, thoughtful statements; at times conversing with each other in Japanese to make sure their assessments were accurate in translation. All subjects struck the researcher as average, representative Japanese College students, with similar concerns and perceptions to American counterparts based on personal inference. 5. Larger Significance In an ethnically homogenous society, there exists a discrepancy in identity of those who fit the norms of the society and those who do not. Although years have increased the civility of cultural differences and understanding, one may argue that discrimination has taken a more subtle, silent turn, one that is not as blatant, oppressive, offensive, yet still a reality. Theresa Mok (1999), in her lecture on Asian-American women stereotypes, brings up the point of the disproportion of minority male to female ratios in interracial couples. She also noted that Asian-American gender stereotypes strongly enforced in the media are often crossed with those of Asian descent regardless of country of origin, suggesting a grouping of Asian-Americans and Asian Internationals into one group. Images reinforcing age-old stereotypes as the Asian American woman as the seductive and exotic “dragon lady” can be seen in the latest women’s fashion magazine, or on the latest box office. With several accounts and previous studies conducted on Asian-American attitudes and opinions on self-identity, the discrepancies seen in the opinions of Japanese exchange students as far as their own self-identity statements suggest a distinctly unique experience for Americans of Asian ancestry in the United States. As Americans, we are a culture that is obsessed with identity. The individualism of America stems from in large part our upbringing, place of birth, as well as the countless media influences, TV, pop culture, not to mention the ideal of the “American dream” of self-sufficiency and capital success. However when asked to define ones identity as means of nationality, or citizenship, suddenly the issue of ethnicity comes into wide play. The definition of what is “American” takes on many different shades of meaning depending on to whom the question is asked to. Following the “melting pot” metaphor, being American simply means to hold American citizenship or having a hometown within the borders of the 50 states. America still remains today a homogenous white society, with the majority of Americans being descendants of Anglo-Saxon, European, Caucasian settlers. Logically, what is considered normal to such a society is defined by the cultural norms of the dominant ethnic group. Those that are newcomers to the culture, or those who do not fit the cultural norm of that has been established are sometimes not accepted entirely, and in many ways viewed as outsiders, immigrants “fresh off the boat”. Their own personal assessment of self-identity is one that has potential to an alternative perspective in the race issue in America. 6. Other interesting Analysis What this study hoped to accomplish was to explore in a different light, the personal opinions and self-identities of not Asian-Americans, but instead International students who happened to be of Asian descent. From this different perspective, perhaps future studies may be conducted from the information found. If in fact the findings of this interview study are representative of many other international students of Asian ancestry, being that they do not feel affected in self-identity as being an Asian-minority, then it is a statement in itself the power of ethnicity on the socialized identity of the individual. Ideally, diversity in the college environment will create a more open and friendly environment for all ethnic groups, as when each group is sufficiently represented in presence, color barriers begin to break down, self-segregating patterns should in time break down. In the learning atmosphere of the college campus we may come closer to the idea of the American dream, a “tossed salad” or cultural “melting pot” of different cultures, people and ethnicity. Evaluation For the extent of which this study was an unstructured, informational interview, in the opinion of the researcher, the procedure other than sampling issues was satisfactory. Perhaps a slightly more structured format of interviewing and specific topic questions might have been helpful. If this study were to be repeated in the future it might be suggested that a more diverse sample would be selected in terms of country of origin, age, gender, major, hometown, personality. In many ways that is probably obvious in the presentation of this paper, the researcher felt constrained in trying to support, discuss, and assess the specific topic question, when both the subjects as well as the researcher had more of an interest in other, less analytical topics. Part of the appeal of the interview method in research is the reasserted fact that each of the subjects are people, each with their own story, their own experiences, their own laughter, their own dreams. As a shameless plug to the fields of social science, the researcher would like to state that this interview project in his opinion is one of the most tedious scientific papers written, but because of the subjects, one he will hold eternally in memory and personal |