French Literature Reviews - 2026
X. Liu. The Transnational Experiences of Chinese Immigrant Youth in the US. Education and Identity in Globalized Contexts
History, Politics and Society
The Transnational Experiences of Chinese Immigrant Youth in the US
Education and Identity in Globalized Contexts
Xiangyan Liu
ISBN 9780367524524
186 Pages
£120.00
Routledge
PRESENTATION
Detailing ethnographic research conducted in U.S. public high schools, this text considers how Chinese immigrant youth's educational positionality and identity are shaped by diasporic and transnational migrant experiences.
The Transnational Experiences of Chinese Immigrant Youth in the US presents a critical examination of themes relevant to Chinese immigrant education such as academic achievement, English language proficiency, and cultural and social capital. The intersection between diaspora and education is explored to highlight the existence of multi-layered youth identities, which exist beyond and between national boundaries, and which embody the concept of global citizenship. Building on this realization, chapters consider how institutional structures might be better designed to meet the needs of students who arrive in host countries due to larger global forces.
This text will primarily be of interest to doctoral students, researchers, and scholars with an interest in multicultural education and the sociology of education. Those interested in the Asian diaspora, race and ethics, and educational research methods more broadly will also benefit from this volume.
The intersection of schooling, migration, and diaspora remains a central area of inquiry within the sociology of education and multicultural studies. Scholars in these fields frequently examine how institutional environments adapt to the needs of students navigating multiple cultural frameworks. Within the broader literature on immigrant integration, researchers investigate how young people maintain ties to their countries of origin while simultaneously engaging with the social and linguistic demands of host societies. This body of work often addresses the ways in which academic achievement and language acquisition intersect with broader processes of socialization and identity formation in globalized contexts.
Readers interested in multicultural education, the sociology of education, and the Asian diaspora may find this volume relevant to their research. Xiangyan Liu details ethnographic research conducted in U.S. public high schools, focusing on how Chinese immigrant youth experience educational positionality and identity. The text examines themes such as academic achievement, English language proficiency, and cultural and social capital, while exploring how institutional structures might better address the needs of students shaped by transnational migration.