Document Type

Conference Paper

Publication Date

2026

Abstract

Rising to more than 1.1 million in 2024, the number of international students in the United States continues to be a significant portion of the student population in higher education. Although no definitive number is readily available, anecdotal and my personal teaching experiences suggest that a sizable number of international students studying music in the United States are Chinese-native speakers from Confucian Heritage Cultures (CHC).

Much of the literature on Chinese international students is non-discipline specific, treating them as a homogenous whole. These students’ challenges and coping strategies are commonly categorized into language- and culture-related issues, which are inevitably intertwined. However, based on my experiences as a student from Hong Kong and later as a faculty member at three U.S. institutions, I have observed that international music students face a distinct set of challenges.

Following an exploration of how Confucian values shape these students’ conceptions of music education as well as their interactions with peers and professors, this session suggests ways to better integrate Chinese-speaking international music students into the learning community of American universities and provide with them a student-centered education that prepares them to become professional musicians. Instructors and students can use the information and discussion guides from this project to explore together how the study of music differs in the East and the West. Such understanding and awareness of the root causes of the challenges are the first steps toward successful academic and social adaptations on the part of the students, and a culturally-responsive learning environment on the part of the instructors and institutions.

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