Negotiating Identity in Intercultural Communication: Experiences of South Asian Students in Chinese Higher Education

Rathnapala J.P.I.T. and Li Chongyue
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Rathnapala J.P.I.T.: School of Foreign Languages, Jiangsu University
Li Chongyue: School of Foreign Languages, Jiangsu University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 1558-1573

Abstract: The study examines the dynamic process of cultural identity negotiation among South Asian students within Chinese higher education institutions, employing Identity Management Theory (IMT) as the primary theoretical framework. Based on qualitative analysis of semi-structured interviews with 29 South Asian students across six Chinese universities, the research addresses three questions: (1) How do South Asian students perceive, express or suppress their cultural identity in China, (2) What communicative strategies do they employ to manage identity tensions and (3) How do institutional, interpersonal, and contextual dynamics shape identity negotiation in intercultural settings? Thematic analysis reveals five interrelated dimensions of identity negotiation: situational awareness and strategic expression of cultural identity, facework strategies to manage identity tensions, institutional barriers and peer solidarity, experiences of identity freezing and stereotyping, and the emergence of hybrid identity formation. Findings reveals that identity negotiation in this specific context is shaped by asymmetric power relations, experiences of cultural misrecognition and ongoing processes of communicative adaptation occurring within a predominantly Confucian-influenced educational environment. Participants engage in both preventive and corrective facework to navigate tensions between cultural maintenance and host-context conformity. Moreover, the emergence of hybrid identities reflects both cultural resilience and strategic adaptation. The study contributes to the field of intercultural communication studies by extending IMT to non-western academic settings such as China and critically foregrounding the intra-regional diversity within the South Asian student body. It offers practical implications for developing culturally responsive institutional practices and enhancing support systems within Chinese universities to foster more effective intercultural engagement.

Date: 2025
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