一天就有了超过六百条评论，以下是选录的一部分。
原文网址： http://www.wsj.com/articles/heavy-recruitment-of-chinese-students-sows-discord-on-u-s-campuses-1458224413
MITCHEL GALISHOFF
22 hours ago
Why are we educating people from a country who is an enemy?
GUSTAVO LUZARDO
14 hours ago
The chinese will inherit the earth... and the US
Whites are destined to perish: Football, Oxycodone, Meth, Pick up trucks, Beer every night, and above all: liberalism
Blacks: Guns, drugs, calling women baby mamas & Ho's and whining about white privilege
Latinos: Overestimating their contribution, voting here for the same politicians that made them emigrate from their home countries, and keeping their "customs" and "traditions", violence and total, total ignorance of history
JOHN NELSON
20 hours ago
Adding to the frustration of "angry" Americans are facts like these. There's been little to no protection for the displaced working class, while those who obtained a portion of their former standard of living in the BRICS are now supplanting them in their own country. Education and real estate are the two areas blistering the middle class as foreign capital pours in. Chinese here on EB-5 visas, displacing long-time residents and taking their children's places in our higher educational centers. What a shame!
The answer might well be in the nature of how we've come to think about capitalism. Milton Friedman types once evangelized free markets and capitalism were accretive to all, but it seems the truth in the macro-application is it's really only zero-sum after all. Another discredited economic theory out of the Reagan revolution.
No wonder Trump and Sanders are the candidates with such passion driving their nominations.
KEN VERMES
34 minutes ago
This situation is a disaster. Where is the government in checking to see if these schools are selling a false bill of goods? What is the difference between this situation and that of the on-line schools who were recently busted? If the schools can't afford to support the foreign students, they should not take them. The fact they are enrolling so many of these, while millions of American kids cannot get in, is one of the most horrific problems and scandals one can imagine. Those calling for less regulation should take note; these institutions are stealing money and time from youth, too cowered to demand better. It is up to us to demand better.
William Radford
35 minutes ago
The U.S.A is educating an entire army of Chinese middle class competitors. China can afford this because the U.S.A has created a 'free' trade agreement with a communist, state-run economy.
We are helping China build the most advanced military in the world, we are creating a thriving Chinese middle class and we are allowing them to manipulate their markets. Worse yet:
China is dumping U.S. Treasuries (this is very, very bad) and wants to kill the dollar as the world's reserve currency.
Tanya Kiefer
43 minutes ago
This is topic is becoming an ever growing concern. Originally this was supposed to be about attracting the best and the brightest, but that evolved into attracting a certain percentage that can page the tuition. Also, there used to be a large percentage that stayed and worked in the US, but now the majority go back and use what they have learned in US schools.
- We are teaching and training the Chinese students to better their economy,while we have educationally abandoned our children. So not only does the US score low globally at the high school level but we are not even making sure our kids have admission priority.
Maybe there is also a correlation that Chinese students taught Computer Science at our best Schools are using their training to Hack the US... I hope that the Obama administration is looking at this as a security question.
It has to stop being just about money.
Arthur Joel Miller Jr
30 minutes ago
You can bet these Chinese students are NOT wasting their time in Professor Melissa Click's classes on gay dandyism, feminine bias in advertising, and other such horse-feather subjects.
Wondering if she has found gainful employment yet.
Spencer Barrowes
1 day ago
This article overlooks one of the chief problems with regards to the large numbers of Chinese students: academic fraud.
It begins at least with the application process, where China has built up a whole industry around gaming US college admissions. Admissions specialists fabricate nearly every part of the students' applications, from transcripts to extra-curricular activities to personal statements. And the universities have neither the expertise nor the incentive to fight such fraud.
It continues on campus, where plagiarizing and passing around test answers and other forms of cheating are the norm. In my own university, Chinese students were known to gravitate towards classes with Chinese TA's known to conduct Chinese language study groups where they gave test questions, and answers, in advance.
I'm not saying any of these issues are unique to Chinese students, but in my experience they are also far, far more prevalent among them.
Dan Morris
1 day ago
Is there any American institution that isn't running a globalist scam?
Clint Tarkoe
1 day ago
the Chinese students a burden? the burden is the ill-prepared American public high school
Alfred Barclay
15 hours ago
As a native-born American who has spent several years in three different provinces in China and has family members who are native born Chinese nationals who live, or used to live in China, I feel I have an insight about the "wealthy Chinese" that most do not. Relatives of mine have held important positions in Chinese education, business (both government-controlled and "independent") and government, including mayor of a capital city in a southern, "westernized" province and a functionary in the Party machine.
Simply put, there is no doubt in my mind that most of the wealth accumulated by the wealthy Chinese who have come, or invested, here is dirty money---garnered through illicit, corrupt means. Or, guangxi, as it is referred to in China.
LAWRENCE SALUS
1 day ago
The Chinese are very astute at taking a product apart and re-engineering it, but there are certain things that cannot be re-engineered or are too costly to do so. It is very similar to the age old question of "should I build it or should I buy it" when it comes to a business deciding to enter into a new product or service.
The Chinese have concluded that it would be too costly to try to replicate a system of Universities such as has been built in the US. Thus it makes more sense to send their kids to the US and utilize the Universities we have (even paying full tuition) rather than try to replicate such an institution.
The real losers here are the US kids who are unable to attend their state owned and funded Universities because the students slots are being allocated to international students. This is a short sighted approach at best since these international alumni are going to leave and go back home and they will not be returning for alumni events and neither will their $ support
Sam Knight
1 day ago
What we should be doing is channel all these Chinese students to liberal arts programs and keep most of the places in the hard sciences and engineering to American born students. I am fine taking their dollars to study English lit or psych or whatever liberal arts garbage they want to take - it does not matter if it is American drones or Chinese drones that come out of those programs. But let's keep the science program seats for our kids.
The Chinese already steal enough in technology from us, through JV, spying, threats and bribes. Must we also teach them technology and give away our Crown Jewels?
anet Youngblood
45 minutes ago
Like much else in American culture and society since the rise of neo-conservatism,
education is for sale. The WSJ article is 40 years behind the times. The process of selling seats to communist students is well-entrenched because they will pay a higher price for their seat. Many university math departments conduct their classes in Chinese because most of the students speak Chinese and so does the low paid adjunct teaching the class. Many US citizens cannot afford to attend university because of rising tuition. We have this behemoth to feed....the university system. How else is it to be maintained without people who will pay the freight?
MARK LEVIN
1 hour ago
It sometimes seems like every one of our institutions (academia, government, etc.), has become a stinking pile of self-interested corruption and a morass of complexity that does not well serve the public purposes for which the institutions were founded.
Robert Bell
1 hour ago
Isn't it a bit ironic that colleges are heavily recruiting international students from Asia at the same time that they are actively discriminating against Asian-Americans in the admissions process?
Richard Tauchar
1 hour ago
<< At first glance, a huge wave of Chinese students entering American higher education seems beneficial for both sides. International students, in particular from China, are clamoring for American credentials, while U.S. schools want their tuition dollars, which can run two to three times the rate paid by in-state students. >>
At first glance, there are more than two sides involved. The side not mentioned above includes the citizens (often taxpayers) and their children, who are being dispossessed of their institutions.
Lara Price
2 hours ago
As a 2015 grad of one of the universities mentioned in this article, I can comment fully on how much these international students have affected my and my fellow students' academic experiences. The issue is not with high level classes or grad programs, it is with the introductory weed-out classes like Accounting 101 where the international students are a distraction in the classroom (on their phones, talking in Chinese), they do not participate in group work, and they blatantly cheat on tests. Teachers and they administration do not take measures to stop this behavior because they are paying more, putting other students behind and limiting opportunities for those who are actually putting effort in.
Robert Allen
2 hours ago
Every one of these foreign students DISPLACES an American that doesn't have the money to go to these (tax payer) funded institutions.
The GREED of the Universities is typical. Most of them are a run by Leftist/Progressives, teaching anti-American drivel.
TENURE has to be ABOLISHED by law.
Barry Borella
4 hours ago
"Provost Sabah Randhawa says Oregon State has decided to “slow down” its intake of Chinese students and tap new markets, such as Africa, Europe and Latin America, to make the campus more diverse."
Here's a radical idea: How about accepting more American students? This is academic prostitution.
Dan Laroque
5 hours ago
Oregon State University went in over its head with Chinese students starting many years ago. What it got was a ton of money. The problem with Chinese students is that they come as only children, they are spoiled, they keep entirely to their own group, they buy very expensive cars in some cases, they see America as a place to exploit, and they don't want to integrate. They also rob in-state students of a chance to go to college because OSU wants the Chinese money. Their parents also use the local banks to stash cash outside of China...and I mean lots of cash!
OSU has also been taking in a number of sabbatical professors from China. They, too, keep pretty much to their own groups. Coming to the US is a "big face" move for which they get credit when they go home.
As for being "brilliant", no! Their system of learning in China is memorization. Many of them spend hours in the library looking for answers to copy. Some want to jump their visa.
Mark Thompson
13 hours ago
The underlying theme here (not just the article by my experience in China and what I've learned from people working with study abroad kids) is that the Chinese students don't contribute to the educational environment aside from the tuition paid. The article is absolutely right about Chinese students just taking courses where the primary reading are in Chinese. Without them, many/most would fail. Chinese students (particularly mainlanders) deliberately take classes that other Chinese students are taking so that they can copy notes, papers, assignments, etc. They don't talk in class and do not mix with the population. They are not improving the educational environment and have no interest in doing so.
Many of the Chinese exchange students cheat, and cheating is rampant in China. (http://*****/qh4s3b). In fact, many of the students gain admission based on inaccurate (or outright fraudulent) applications. It's no wonder many of them struggle.(http://*****/j8svpo6).
Randee Kuehler
17 hours ago
What is most disturbing is that they are not prepared for American university rigor, let alone they are not competent in the English language! Meanwhile, our kids need to be perfect to gain acceptance to CA state schools, the best of which have acceptance rates of 17% or less as 20% of the slots go to international applicants who pay 2-3 times our tuition. What about the high CA state taxes we have been paying our whole lives? That should fit into the equation of who is funding these schools.
Heavy Recruitment of Chinese Students Sows Discord on U.S. Campuses
Chutian Shao moved from China to the Midwest college town of Champaign, Ill., a few years ago. Some days, he says, it feels as if he hasn’t traveled very far at all.
On a recent Monday, the 22-year-old woke up in the apartment he shares with three Chinese friends. He walked to an engineering class at the University of Illinois, Urbana-Champaign, where he sat with Chinese students. Then, he hit the gym with a Chinese pal before studying in the library until late into the night.
He recalls uttering two fragments in English all day. The longest was at Chipotle, where he ordered a burrito: “Double chicken, black beans, lettuce and hot sauce.”
At first glance, a huge wave of Chinese students entering American higher education seems beneficial for both sides. International students, in particular from China, are clamoring for American credentials, while U.S. schools want their tuition dollars, which can run two to three times the rate paid by in-state students.
On the ground, American campuses are struggling to absorb the rapid and growing influx—a dynamic confirmed by interviews with dozens of students, college professors and counselors.
Students such as Mr. Shao are finding themselves separated from their American peers, sometimes through choice. Many are having a tough time fitting in and keeping up with classes. School administrators and teachers bluntly say a significant portion of international students are ill prepared for an American college education, and resent having to amend their lectures as a result.
In a recent computer engineering class, Mr. Shao sat quietly in the back of a large lecture hall, dividing his time between Chinese social media on his smartphone and a lecture by Dave Nicol. He doesn’t remember ever asking a question in class.
Mr. Shao says he doesn’t want to expend the energy it would take to bridge the culture and language gaps. “The academic atmosphere is really good, which is the most important thing I care about,” he says.
He pledged a fraternity his freshmen year but soon found the drinking rituals and other demands took time away from his studies.
“I am majoring in electrical engineering,” says Mr. Shao. “It’s pretty intense.”
Mr. Nicol, the professor, says he can’t pronounce the names of many international students he teaches. He excises colloquialism from his lectures to avoid confusing the nonnative English speakers. When they do speak, he often asks them to repeat themselves. “Their questions are not always clear,” says Mr. Nicol.
Three years ago, administrators at Urbana-Champaign began traveling to China in the summer to start the orientation process early. Last year, in a bid to smooth over cultural gaps, it stopped separating international students into different orientations upon arrival.
“We’re trying to look at them less as a separate group that needs to be kept apart and mix them with other undergraduates,” says Martin McFarlane, director of international student services. “It’s a work in progress.”
Mr. Nicol, the professor, says he can’t pronounce the names of many international students he teaches. He excises colloquialism from his lectures to avoid confusing the nonnative English speakers. When they do speak, he often asks them to repeat themselves. “Their questions are not always clear,” says Mr. Nicol.
Three years ago, administrators at Urbana-Champaign began traveling to China in the summer to start the orientation process early. Last year, in a bid to smooth over cultural gaps, it stopped separating international students into different orientations upon arrival.
“We’re trying to look at them less as a separate group that needs to be kept apart and mix them with other undergraduates,” says Martin McFarlane, director of international student services. “It’s a work in progress.”
Last year, Chinese students accounted for nearly one-third of all 975,000 overseas pupils and one-third of international-student growth at American colleges and universities, according to the Institute of International Education, a nonprofit provider of programs for international studies.
Schools generally talk up the influx of international students as an opportunity to prepare all students for a more global economy.
“The whole idea was to create cultural exchange,” says Catherine Liu, a Chinese-American professor of film and media studies at the University of California, Irvine. That said, “we’re getting students here without thinking enough about the quality of their experience.”
Rebecca Karl, a professor of Chinese history at New York University, puts it more starkly: She says Chinese students can pose a “burden” on her lectures, which she needs to modify for their benefit.
Many Chinese students “are woefully underprepared,” she says. “They have very little idea what it means to be analytical about a text. They find it very difficult to fulfill basic requirements of analytical thinking or writing.”
The unhappiness appears to be mutual. Lingyun Zhang, 25 years old, came from Beijing to study business at Oregon State University. She landed in an accounting class with 11 other Chinese students and four Americans.
“I didn’t expect to go abroad and take classes with so many Chinese people,” she said during a recent lecture on the U.S. regulatory environment.
One of her Chinese roommates, determined to interact more with Americans, recently transferred to a small university in Ohio, says Ms. Zhang.
Other students say the school isn’t doing much to help them secure internships or jobs—or even teach them how to compile a résumé.
“How can we fit in this environment? How can you write a résumé, application, and how does this procedure work?” says Haiyi Li, from Guangzhou, China, a 21-year-old Oregon State student.
A decade ago, facing falling state financial support, Oregon State decided it needed to attract more students from outside the U.S. State appropriations per full-time college student have fallen 45% in the past five years.
In an effort to jump start international enrollment, Oregon State launched an English-immersion program in partnership with a private British-based firm called INTO, which accepts students with limited English skills and aims to prepare them for regular course work.
The program is housed in a $52 million state-of-the-art facility, paid for by Oregon State, which boasts a store stocked with organic and Asian food products, eco-friendly plumbing and solar panels on the roof.
“Our primary goal was to double the number of international students in five years,” says Chris A. Bell, an engineering professor who was on the team that launched the INTO partnership. “We had blown through that in four.”
Oregon State’s international population surpassed 3,300 last fall, up from 988 in 2008, the year before INTO began operating. The revenue has enabled the university to add 300 tenure-track professors and expand overall enrollment to nearly 29,000 from about 19,000 during the same period.
One concentration, the school’s accountancy masters of business, now has more Chinese than American students, says senior professor Roger Graham Jr. That raises questions, he says, such as, “Do I stick with the original learning objectives or modify them” to suit the needs of Chinese students?
Yibo Fan, from Wuhan, China, came through the INTO program, but struggled when he moved into the main school. He failed one engineering class, he says, which he plans to retake and pass when his English is stronger. He declined to divulge his current GPA.
Mr. Fan, 21, prefers to sit in class beside Chinese with whom he confers when he misses something. He occasionally asks instructors follow-up questions after a lesson. Some are patient with him, he says, “but not everyone.”
He says he has made two American friends since arriving in 2013: his former roommate, Jonathan Avery, with whom he occasionally communicates by text; and a fellow member of a local car club he met online.
“Before I came here, I would like to have many American friends,” he says. “After I came, I found language and culture is a problem.”
Mr. Avery, an Oregonian who hasn’t traveled outside the U.S., says Mr. Fan was the first Chinese person he met. “I really appreciated the exposure,” he says.
With the concentration of Chinese students so high, it is more likely for them to have a fairly insular campus experience, compared with students from countries with fewer numbers.
Provost Sabah Randhawa says Oregon State has decided to “slow down” its intake of Chinese students and tap new markets, such as Africa, Europe and Latin America, to make the campus more diverse.
The school strives “to provide greater interactions of international students with the broader university,” he says. “At the same time, it is good to get our students’ perspectives on their experience, so we can continually improve and enhance our program.”
Other schools, such as Miami University in Ohio, have considered raising some English-language requirements to ensure students have strong enough listening and speaking skills to engage in classroom discussions.
That strategy, though, has seen mixed results elsewhere. In 2012, the University of Pittsburgh raised its minimum score on the Test of English as a Foreign Language, or Toefl, from 80 to 100.
Juan J. Manfredi, vice provost for Undergraduate Studies at Pitt, says he decided to make the change after meeting with a student who had been struggling academically and discovered he couldn’t communicate with the student without a translator. The result was a 25% decline in the number of international students who enrolled.
“We knew we were taking a chance,” says Mr. Manfredi, who says the number of students has since rebounded. “I think it worked out well.”
On some campuses, wealthy Chinese students stand out for their extraordinary opulence—and fuel resentment in the process.
Ashley Yao, a student at Stony Brook University in New York, speeds to classes in a tricked-out BMW X5 M sport-utility vehicle. The 25-year-old wears haute couture and hangs out with other wealthy Chinese-born university students who drive candy-colored Lamborghinis, Ferraris and McLarens.
Ms. Yao, who lives in a four-bedroom house her parents bought for her, says she finds it difficult to connect with the U.S. students on campus.
“American students have a certain idea about how Chinese students should be,” she says, adding, “It feels a little hard to become part of American society.”
At Urbana-Champaign, Chinese students tend to gravitate to certain courses where they can find the primary reading in their native language, says Elizabeth Oyler, director of the school’s Center for East Asian and Pacific Studies. As a result, roughly half of the students in the East Asian Studies courses are Chinese—a tilt that has altered the overall dynamic. Many struggle to understand lectures and produce college-level written work.
“In a lot of cases, they don’t take part in the discussions,” says Ms. Oyler. “It can be problematic.”
The school now offers seminars for faculty and staff led by international students and scholars to help explain cultural norms. It has also tackled campus socializing, with a “sports 101” program where overseas students meet athletes from the football, basketball, baseball and hockey teams.
Mr. McFarlane, the director of international student services, acknowledges the school isn’t “where we need to be” with regard to integrating international students. But that doesn’t mean we’re not proud of how far we’ve come.”
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The whole thing is about money. The colleges can rip off foreign students with high tuition rates and rake in the cash. Meanwhile it seems this policy is starting to hurt the education of American students.
When I was in grad school I saw plenty of chinese students who drove expensive cars and wore expensive clothes, all paid for by their rich parents. No one wanted anything to do with them because they were seen as spoiled brats who could barely communicate in english.