The China Conundrum
The number of Chinese college students in the US has tripled in only three years:
Like nearly all the Chinese students at Delaware, Mr. Yisu was conditionally admitted — that is, he can begin taking university classes once he successfully completes an English program. He plans to major in finance and, after graduation, to return home and work for his father's construction company. He was wearing hip, dark-framed glasses and a dog tag around his neck with a Chinese dragon on it. He chose to attend college more than 7,000 miles from home, Mr. Yisu said, because "the Americans, their education is very good."
That opinion is widely shared in China, which is part of the reason the number of Chinese undergraduates in the United States has tripled in just three years, to 40,000, making them the largest group of foreign students at American colleges. While other countries, like South Korea and India, have for many years sent high numbers of undergraduates to the United States, it's the sudden and startling uptick in applicants from China that has caused a stir at universities — many of them big, public institutions with special English-language programs — that are particularly welcoming toward international students. Universities like Delaware, where the number of Chinese students has leapt to 517 this year, from 8 in 2007.
The students are mostly from China's rapidly expanding middle class and can afford to pay full tuition, a godsend for universities that have faced sharp budget cuts in recent years. But what seems at first glance a boon for colleges and students alike is, on closer inspection, a tricky fit for both.
Colleges, eager to bolster their diversity and expand their international appeal, have rushed to recruit in China, where fierce competition for seats at Chinese universities and an aggressive admissions-agent industry feed a frenzy to land spots on American campuses. College officials and consultants say they are seeing widespread fabrication on applications, whether that means a personal essay written by an agent or an English proficiency score that doesn't jibe with a student's speaking ability. American colleges, new to the Chinese market, struggle to distinguish between good applicants and those who are too good to be true.
Once in the classroom, students with limited English labor to keep up with discussions. And though they're excelling, struggling and failing at the same rate as their American counterparts, some professors say they have had to alter how they teach.
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The China Conundrum
By TOM BARTLETT and KARIN FISCHER
Published: November 3, 2011
This article is a collaboration between The New York Times and The Chronicle of Higher Education, a daily source of news, opinion and commentary for professors, administrators and others interested in academe. Tom Bartlett is a senior writer at The Chronicle covering ideas and research; Karin Fischer is a senior reporter covering international education.