Chinese Students in America Policies, Issues, and Numbers (1988) / Chapter Skim
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Introduction
Introduction
Pages 1-16
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In December 1986 and January 1987, the world was once again startled by the news from China of student demonstrations, the expulsion of some highly placed intellectuals from their posts, the dismissal of Hu Yaobang as General Secretary of the Communist Party, and what, at that time, appeared to be a victory for the "conservative" elements in the leadership. The general concern about the *
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For example, Fang Lizhi, the fired Vice-President of the University of Science and Technology in Hefei (Anhui Province) and one of the most outspoken advocates of more independent thinking, was adamant in his criticism of the "undemocratic practices in the society" and the "doctrine of obedience" practiced by his colleagues, proclaiming that democracy embodies the recognition of individual rights.2 Other critics were only slightly more discreet, couching their demands in more appropriate language.
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As the marches continued, however, the call went out for greater student restraint and the use of "normal democratic channels." Some students expressed the view that one of the compelling reasons for China's quick decision to calm domestic concerns and to use relatively gentle means in reprimanding the dissidents was an awareness of the adverse effects stronger measures might have had on students and scholars who were abroad.4 The pacification campaign initiated by the Communist Party after the disturbances was directed primarily at two groups most sensitive to any policy changes: foreign investors and Chinese intellectuals. Foreign investors were assured that the policy against "bourgeois liberalization" did not contradict the policy of opening to the outside world, that the number of contracts signed and money invested will continue to increase, and that foreign investors who take a wait-and-see attitude will lose out in the long run.5 As for the intellectuals, trusted scholars and respected officials were enlisted to 4 Some students also maintained that it was their demonstrations for democracy that spurred Zhao Ziyang, the then General Secretary of the Communist Party of China (CPC)
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the door has not been opened wide enough." it Although foreign apprehension continued to be fed by quotations attributed to innumerable unidentified ~observers" who were citing a conservative victory and, some wishfully and some apprehensively, warning that "Maoist winds are howling with a vengeance" in China, by late 1987 it seemed clear that China was not backtracking either with regard to economic reforms or to the opening to the outside world. In hindsight, however, we know that 1987 was indeed a pivotal year with regard to students studying in the United States.
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In 1987 it became much more common for students to voice their desire to postpone the return decision until they were personally assured that conditions at home were nonthreatening and, more important, that if they returned, they would be working in prestigious institutions and within their specialties conditions that China admittedly has difficulty in meeting. Others, apparently, do not hesitate in expressing their desire to remain in the United States a fairly common impression among professors and college administrators who have routine professional contact with Chinese students.
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. OFFICIALLY SPONSORED Refers to those PRO students and scholars who have been chosen to come to the United States by the Chinese government and/or subordinate organiza
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The money for their support usually comes from overseas relatives, although they also may qualify for scholarships and fellowships from American institutions. TWO-YEAR RULE An American legal regulation that applies to some persons issued J-1 visas, which requires that the person reside outside of the United States for two years following the time in which they held a J-1 visa in the United States before they are eligible to apply for an immigrant visa or certain categories of nonimmigrant visas.
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Despite rumor and confusion, there is no reason to question Beijing's assurances that the policy of sending scholars abroad- and specifically to the United States will survive. The Chinese may see foreign education as a source of undesired social change, but the knowledge and skills brought back by returning students are too important to sacrifice.
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As of this writing, and concerns about "bourgeois liberalization" notwithstanding, the flow of Chinese students to the United States and other countries has shown no sign of abatement and China contends that the policy will continue sin a planned way for a long time to come." ~ It is estimated that in January 1988 there were approximately 21,000 Chinese scholars and students with J-1 visas and approximately 7,000 students with F-1 visas enrolled in degree programs or doing research in U.S. universities, for a total of 28,000.
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students and scholars in the United States. SOURCE: From Table 5-27 and estimates in Chapter 5.
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In 1979, 54 percent of the students and scholars with J-1 visas were supported by the Chinese government or by their work unit. By 1985, however, this proportion dropped to only 17 percent, while 57 percent of these academically competitive and highly motivated individuals managed to find funding from U.S.
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12 ~ Scow ~ ~ Peter Engineering 50 20 an o .
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go abroad only under official auspices and that they apply for J-1 visas, which have more definite limitations on length of stay in the United States. So far, this policy has not been reflected in a reduction of F-1 visas issued by the U.S.
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. Some of the new measures introduced by Beijing to increase the likelihood that new students going abroad will return include: the shifting of the responsibility for selecting students for foreign education to individual work units; the introduction of signed contracts between the units and the individuals going abroad, stipulating the rights and responsibilities of each party in some cases requiring a guarantor to financially promise their return; the provision that graduates of Chinese universities spend two years working before going abroad for advanced degrees; and, at the same time, the continuation of efforts to improve the living and working conditions at home for all intellectuals.
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Consequently, while authorities hope to improve the job assignment process, they also stress the need for students to select specialties that will more closely match Chinese requirements and priorities and, while abroad, supplement their academic courses with as much practical experience as possible especially within industrial enterprises.
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