Unspoken expectations and cultural navigation: Chinese international students’ experiences in Canadian higher education

Andrew Woods; Benton Jones

doi:10.65956/meen.2026.33

Authors

Andrew Woods Corresponding author email: andrew.woods@ucanwest.ca University Canada West https://orcid.org/0009-0005-2450-2018
Benton Jones Bryan College https://orcid.org/0000-0001-5369-8244

DOI:

https://doi.org/10.65956/meen.2026.33

Keywords:

multicultural education, Canadian higher education, Chinese students

Abstract

Chinese international students represent a substantial proportion of Canada’s international student population, yet their academic and cultural experiences remain poorly understood. This qualitative study examines the experiences of Chinese undergraduate and graduate students in terms of classroom participation, communicating with faculty, and cultural engagement within the Canadian higher education system. Semi-structured interviews were conducted with 31 students across three post-secondary institutions in Vancouver, Canada. While participants consistently described having strong academic preparation in China, many reported difficulties in navigating the unspoken expectations related to participation, initiative, and informal interactions. These experiences shaped how students engaged with classmates, instructors, and campus life more broadly. The findings highlight the limits of institutional approaches that rely on informal exposure and self-directed adaptation. Implications are discussed for multicultural education and student affairs practice, with a focus on institutional responsibility in supporting the success of international students.

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