Perceived Stress Among Chinese Families with College Students in the US: A Mixed-Methods Study

Abstract

Existing literature on Chinese international students has primarily been interpreted through Eurocentric theories; thus, little is known about these perspectives from a culturally contextualized Chinese perspective. To address this gap, this study adopted a mixed-methods approach and explored how Chinese international college students in the US and their parents in China navigate perceived stress during the sociocultural, familial, and developmental transitions. A total of 32 students and 16 parents completed an online questionnaire; five student-parent dyads and twelve student individuals also participated in semi-structured follow-up interviews. Findings indicated that both students and parents reported moderate to low levels of perceived stress, and no statistically significant correlations between perceived stress and experiences during sociocultural transition, parent-child relationships, or parenting practices. Qualitative responses emphasized the importance of mutual support, autonomy, and open communication in managing perceived stress for both students and their parents. The findings advocate for the empowerment of families with knowledge and strategies to support their children's studying abroad experience and coping with their perceived stress. Additionally, this study underscored the need for universities to develop culturally sensitive support systems that foster an environment of open communication and autonomy for international students and their parents.