Introduction
My name is Celine Li and I am in my third year of undergraduate studies majoring in Economics with minors in Political Science and Sociology. As the daughter of two second-generation Chinese immigrants, the Chinese language has been a part of my upbringing for as long as I can remember. Every Saturday morning was spent at Chinese language school, then Chinese dance school, and then Chinese music school. I hadn’t had much of a choice as this had been the set curriculum that, looking back, I one thousand percent took for granted. If I could go back in time, I would replace the eye rolls with a hug every time my father incorporated 成语 Chengyu, idioms into our conversations.
What attracted me to the Li Ka Shing Advanced Research program was the opportunity to independently pursue an area of research of my own interest, with the added benefit of doing so in what I would later discover to be a not so familiar corner of a country I proudly call my second home. Moreover, previous research students’ overwhelmingly positive feedback regarding their experience solidified my desire to apply. In the months leading up to departure, I did as much as preparation as I could: I was a regular at Léa’s office hours, met with my supervisor every other week, and began the rigorous process of applying to 麻豆社’s Research Ethics Board.
My research
At a time of deep political unrest for many American students’ participation in on-campus activities, I chose to delve into the topic of how university culture shapes belonging and involvement for Chinese students. Further, I was curious to learn about the importance that Chinese students attributed to activities outside of class given that discourses surrounding Chinese students’ work ethic has long been associated with fierce competition, tiger parenting, academic stress, and a highly exam-oriented education due to 高考 Gaokao, China’s National Higher Education Entrance Examination. Having been spared from the Chinese education system, I wanted to learn about every facet of Chinese students’ university experience: what drove them to get involved in clubs and leadership positions, what events their faculty organized, and what they loved and hated the most about being a student at STU.
Some goals, challenges, lessons, and takeaways
Coming into the program, my main goal was to develop my research ability through designing the appropriate protocols, crafting an interview questionnaire and survey, obtaining approval from 麻豆社’s and STU’s Research Ethics Board, and extrapolating results based on the data I collected. However, the moment I arrived, I was hit with a greater challenge: I had largely underestimated how difficult it would be conduct research in a language I hadn’t been practising as much as I should have. This fear quickly dissolved in the following days as I sought help from tutors and local students, promoted Pleco and Google Translate to my most frequently used apps, and with the help of another fellow research student, turned reading road signs and billboard into a competitive game. As mentioned, my younger self had not previously given much importance to learning Chinese. This program reshaped my perspectives in many ways: being surrounded by a group of talented students that displayed a thirst for learning this language reignited my desire to try harder at improving my written and spoken Chinese and even enhanced my curiosity to understand Chinese history and philosophy more thoroughly.
The afternoons spent embracing cultural practises, such as paper cutting, calligraphy, and Tai Chi, left an indelible mark on me. Being a research student meant a lot of my time was spent alone, in my room or at the library. Add in blistering heat, humidity, and the occasional sudden downpours and it became tempting to retreat the comfort of my room’s AC. These structured blocs dedicated to learning cultural components felt refreshing after an intense morning of reading academic literature. Even though Chinese culture was not new to me, I loved how each lesson still taught me something I didn’t know. In turn, this deepened my appreciation for the breadth and diversity of Chinese culture.
As a self-proclaimed chronic over-planner, these four weeks pushed me to say yes to last minute outings, yes to trying foods I did not think could be consumed, and yes to pushing myself out of my comfort zone. In Montreal, I am used to sticking to a schedule that I’ve prepared way ahead of time but in Shantou, I adjusted my routine to be able to partake in as many activities as I could. After all, I had not flown halfway across the world with the research objective of studying extracurriculars just to not participate in any. Almost every afternoon, I showed up at Esther Hall ready to perform an intense but rewarding workout that left me drenched and revitalized, a feeling I grew to love. There was so much I had grown to love within the span of four weeks, and I’ve come out of it more flexible and adaptable, more open to new experiences, and more grounded in my capabilities.
Too many highlights
It is difficult to pinpoint the highlights of this four-week program because far too many moments are special and deserving of spotlighting. The warmth and positivity of our environment are worthy of emphasizing. Although settling into a new place and pace of life feels nerve-racking at first, the places – canteen, library, residence, and classroom, as well as the people – students, staff at Academic House, gym receptionist, couple at the fruit stand, yoga instructor, and crucially, the tutors, made me feel at ease and at home. Their welcoming spirit made learning feel like exploring, and made adapting feel natural, as they were infinitely patient and encouraging. Despite our different backgrounds, passports, and first languages, we seamlessly went from strangers to good friends. These four weeks can only be summarized as the happiest hello and the hardest goodbye. I leave China with endless gratitude and a greater desire to explore all the parts I have yet to see. Although I will continue to call Beijing my second home (by virtue of my relatives residing there), Shantou will forever have a piece of my heart. No words can express how thankful I am for this opportunity which could not have been possible without the Li Ka Shing Foundation, as well as Léa, 王老师, and Professor Buckley’s dedication to making this program come to life.
