Internationalization of activities has significantly influenced the nature of activities people undertake in the contemporary society. Indeed, a majority of citizens from one country have crossed to other nations for the purposes of studies or business thus influencing the manner in which societies need to operate and accommodate the foreigners. Apart from the European countries, a majority of scholars from Africa or Asia have resorted to moving to America to improve their studies hence become famous personalities in their societies or develop proficient skills in the management of international affairs (Hu, 2014). Notably, a majority of Chinese have resorted to pursuing their education in the American institutions hence the need for schools in China to develop strategies for ensuring learners promptly fit the international education systems. The focus of this research article is to analyze the influence of American culture on Chinese high school education and various factors that have led to changes in education programs in China.
Literature Review
Studies that scholars have conducted indicate that the influence of American culture has led to the introduction of special international college prepetition plans, which aim at preparing learners to promptly fit into the international education programs (Hu, 2014). The preparation programs are essential in creating an environment within which Chinese students can learn necessary elements such as the English language that helps in the integration of such students in the American colleges or society. Indeed, the change in Chinese secondary education program to fit the American language has been important in ensuring that foreign students learn promptly and develop the required proficiencies in their areas of specialization while at the American colleges (Tung, 2016). Apart from the introduction of English language, Chinese secondary school system has incorporated college study skills which are vital in making the learners promptly suit study programs in American universities (Gordon " Liu, 2014). The study skills that secondary schools in China have introduced involves preparing the learners for hard work and commitment.
According to the studies that researchers have conducted, American society consists of personalities who are committed to their duties and have high aspirations for achieving the plans that they have set (Liu " Feng, 2015). Consequently, it is essential that learners from China develop proper study skills that will enable them to effectively compete with their American counterparts. The need to influence the Chinese into working hard to help achieve specific goals that they have set has led to the introduction of intensive programs that have considerably improved the nature of the learning processes in secondary schools in China (Gordon " Liu, 2014). Besides, teachers in Chinese secondary schools have consistently tailored their teaching programs to help make learners become hardworking and fit the necessary expectations as required by the education managers. For instance, the intensity with which tutors handle specific subjects in secondary schools in China considerably portrays the need to ensure that learners proficiently suit the competitive learning environments in American colleges.
Analyses that scholars have conducted also indicates that American culture has prompted secondary school administrators in the Chinese society to introduce college application programs (Zhao, 2015). The focus of university application plans helps in providing learners with skills that enable learners to develop strategies for acquiring entry into the international colleges in America. Also, the college application programs in Chinese secondary schools are essential in providing students with the opportunity to effectively suit the international requirements regarding education in foreign institutions. For instance, the college application programs are effective in making learners become acquainted with the policies that guide education in the American societies and other parts of the world. Therefore, college application programs which Chinese education administrators have introduced in their secondary school systems play a critical role in making learners relevant and ready for the education in the western societies.
Research also indicate that the American culture has considerably influenced the number of personalities who enroll their children in Chinese secondary schools (Gordon " Liu, 2014). Feng and Liu (2015) further indicate that Chinese nationals have a notion that the American education systems are vital in creating opportunities for graduates to get employment in the international organizations operating in China due to the recognition of degrees that graduates obtain from foreign universities. Precisely, according to some Chinese, college degree from international universities promptly increases the value that international graduates have over their counterparts who pursued their studies locally. Therefore, due to the biased perceptions that Chinese have towards the American culture, a majority of them resort to enrolling their students in secondary schools in China with the aim of transferring them to the international colleges in America. Hu (2014) opines that the desires for the American cultures have led to an increase in the number of learners in Chinese secondary schools. However, some policies that organizations in Chinese education sector have set adversely affect the need to transfer children to the foreign colleges.
Scholars have also discovered that the American culture has immensely influenced secondary school education in China by making education providers to include psychology programs, which they perceive to be essential in making learners adjust to foreign life (Gordon " Liu, 2014). Hu (2014) also argues that scientists have discovered that Chinese learners who resort to pursuing their education in the American colleges often suffer from low self-esteem, homesickness and lack of self-efficacy thus impeding their success in attaining their set goals. Consequently, education managers in China have resorted to providing learners with studies that aid in making the latter promptly fit in the foreign countries and fit the cultures that are prevalent in the American society. Indeed, the decisions by the Chinese education providers to tailor the training that they offer to learners in secondary schools to suit the American traditions have significantly contributed in improving the welfare of learners.
Finally, analysts opine that American culture has prompted educators in Chinese society to develop strategies for changing the philosophies and principles that they provide to learners in institutions in China (Gordon " Liu, 2014). The changes in educational contents that educators provide majorly involve cultural practices in the Chinese society. Notably, there is a significant change in religious programs that learners in China receive with the aim of ensuring that students promptly adjust to the cultural practices that are acceptable in American colleges. However, an extensive examination of secondary education in Chinese society indicates that American culture significantly contributes to the eradication of traditions in China's communities. Therefore, it is critical that education administrators become cautious when providing training to learners hence ensure that they do not lose their cultural practices. Also, education providers should ensure that they do not infiltrate Chinese secondary schools with programs that only aim at preparing learners to suit the American culture.
Methodology
In the course of analyzing the impacts of American culture on secondary education in China, this research article focused on qualitative elements. A qualitative study focusses on the features that are evident in a given issue that a researcher is studying hence providing opportunities through which a scholar effectively examines a situation in a society. In this research article, the elements that aided in providing information regarding the impacts of American culture on Chinese secondary schooling involved perceptions about the tradition of Americans and the educational structure that the officials in China have developed. Indeed, the information regarding preparations that Chinese education providers have made to help learners adjust to the American culture is essential in analyzing the adjustments that education providers have initiated to help in the internationalization of learning programs.
According to Seers (2014), qualitative studies are significant in the course of analyzing a particular issue because they allow for a deeper and in-depth understanding of a concept. For instance, qualitative studies offer a researcher with the avenues through which one can efficiently analyze the impacts of an issue and factors that have contributed to the rise of a given situation in the society. For instance, application of qualitative studies on the issue of the influence of American culture on the Chinese secondary education has provided opportunities for proper analysis of conditions that have led to the need for international education and the manner in which education managers have tailored secondary school studies to suit the American society. During the process of conducting the research on the influence of American culture on education in China, this research article retrieved documents from the internet, especially from websites that have reliable details concerning educational trends in Chinese societies. Precisely, a majority of literary materials that this research article analyzed originates from google scholar and Ebsco, which are some of the major websites for information regarding social activities in the contemporary world.
As a way of coding information literary materials, I engaged in extensive reading and critic of the details that are evident in every article. Also, the identification of proper document that aids in an extensive analysis of topic under discussion involved comparison of literary articles to help in eradicating irrelevant materials. Indeed, the extensive analysis of various internet resources played a critical role in establishing significant data about the influence of American culture on the nature of education that China provide to learners who are in secondary schools.
Discussion
The influence of American culture on Chinese secondary education system has immensely helped in ensuring that students in China have adequate opportunities for getting skills that enable them to survive in dynamic societies such as the European nations. For instance, the introduction of English language in secondary schools in China has considerably improved the abilities of Chinese learners to interact with other people from Europe and America. Besides, an introduction to psychological preparation plans in secondary schools in China is vital in making learners adapt to the changes in their environments (Liu " Feng, 2015). Notably, the psychological training that learners receive is critical in making them become comfortable in their new surrounding thus improving the learners' academic performance, a critical aspect for learners’ competitiveness in academic performance. Consequently, a majority of learners in China who opt to transition to America to advance their education have substantial benefits from the psychological programs they receive from their tutors at the secondary school levels.
Decisions by the China's education managers to tailor their teaching programs to suit the American culture has adverse impacts on the traditions of the Chinese communities. Notably, the introduction of American cultural practices in secondary education programs in American society will lead to the loss of traditional practices among the Chinese hence a disappearance of essential distinctive practices in China (Liu " Gordon, 2014). Besides, the tailoring of China's education system to enable learners to acquire opportunities for learning in the America will significantly enhance America's domination over China thereby impeding the latter's desires to supplant the former as the world's superpower. Notably, Chinese who resort to studying in America will acquire western culture hence spread foreign practices which will enable Americans to exert their authorities and powers over China. Furthermore, American culture will lead to a total overhaul of secondary education systems in China to help in making all learners become acquainted with international education programs.
Finally, the influence of American culture on secondary education in China will lead to diversification of learning programs in the latter country thus making the students be suitable for international organizations. For instance, globalization has led to spread of firms to other regions that require the use of intermediary languages such as English hence making the learners suitable to get employment in regions that speak other languages apart from Chinese. Also, the influence of American culture on secondary education programs in China will lead to a proper diversification of learning programs in China thus making learners properly suited to perform their duties diligently. Precisely, the western culture of hard work and commitment hence improving the productivity of Chinese who undertake various productive activities.
The improvement in plans of Chinese due to influence by American culture will lead to improvement in economic growth and development which are essential for the improved competitiveness of China in an international arena. According to Gordon and Liu (2014), the diversification of education systems of a given country is important for the enhancement of inventions which are important for increased productivity. Consequently, western culture, which will lead to diversification of Chinese education, will be important for an improvement in China's economic prosperity.
Conclusion
Internationalization of education programs and globalization have immensely contributed to the spread of cultures from one region to another. As evident in this essay, American culture has significantly infiltrated secondary education program in China. Through this essay, one learns that introduction of some tenet of American culture, especially English language, plays a vital role in preparing learners to engage in international activities. The studies that scholars have conducted indicates that American culture has immensely prompted Chinese educators to deviate from the traditions of China hence a loss of important cultural values. This research article provides critical insight that the analysis of various literature materials from the internet enhance opportunities for identifying appropriate documents that have significant information on the negative and positive influence of American culture on secondary education programs in Chinese society. However, future studies need to discuss the strategies Chinese government should establish to avoid the loss of vital traditional values among the young generations.
References
Gordon, J. A., " Liu, X. (2014). Preparation for Transnationalism: Changes in China's Top Secondary Schools. Journal of International Education and Leadership, 4(1), n1. Retrieved from https://files.eric.ed.gov/fulltext/EJ1136047.pdf
Hu, J. (2014). Chinese high school to American university: The effects and outcomes of international college preparation programs (Doctoral dissertation, Iowa State University). Retrieved from https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer=https://www.google.com/"httpsredir =1"article=5039"context=etd
Liu, S. N., " Feng, D. M. (2015). How culture matters in educational borrowing? Chinese teachers’ dilemmas in a global era. Cogent Education, 2(1), 1046410. Retrieved from https://www.tandfonline.com/doi/full/10.1080/2331186X.2015.1046410
Seers, K. (2015). Qualitative systematic reviews: their importance for our understanding of research relevant to pain. British journal of pain, 9(1), 36-40. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4616987/
Tung, M. L. (2016). The Roots of the Challenge: Undergraduate Chinese Students Adjusting to American College Life. International Journal of Higher Education, 5(3), 121. Retrieved from https://files.eric.ed.gov/fulltext/EJ1110283.pdf
Zhao, X., Selman, R. L., " Haste, H. (2015). Academic stress in Chinese schools and a proposed preventive intervention program. Cogent Education, 2(1), 1000477. Retrieved from https://www.tandfonline.com/doi/full/10.1080/2331186X.2014.1000477
