Understanding ourselves to understand others
Innovation isn’t just about thinking anew, but about thinking together.
This piece, the first of its kind in the Sandbox, was authored by Dan, our OFC/OPS Coordinator, and Tianyu, our business analyst. Dan is an American who was once an expat in China. Tianyu is a Chinese expat who lives and works in the United States.
Reflect with us on formative experience, as shaped by two approaches to public education.
Dan says...
It’s no secret that different cultures have different ways to look at and even experience the world. As part of our Sandbox, we wanted to compare and contrast the foundational years between Chinese and American students at the high school level and how that may cultivate different attitudes toward engaging with the wider world.
Peabody Institute Library, Danvers, Massachusetts
To do so, we considered the classroom structure in China—an environment that focuses on memorization, hierarchy, and chain of command—in comparison to the United States. The US differs in that adults and students often take on a collaborative approach, instilling students with values of civic/civil engagement, sportsmanship, organization, charity, and even activism.
In contrast to China’s top-down focus, evident in their classroom structure, teaching and classroom management in the US is through teacher-student relationship management. While faculty and administration ultimately remain in charge, there is considerable effort to keep students proactive in learning and wider student life.
I reached out to Principal Federico of Danvers High School in Massachusetts to gather some context regarding the role of student government in schools. In relating to student government, we discussed the role of peer-level leadership in reintegrating the student body to large-scale social events post-COVID-19.
Such activities are vital to the development and socialization of young adults. It was through student government that faculty and school administrators were able to accurately assess the prevailing post-pandemic attitudes and concerns of the student population. This level of mutual engagement helped facilitate social recovery and has proven indispensable in mitigating other issues such as bullying and hazing.
Principal Federico was keen to note that students elected to these positions seem to run the gambit; there is no “typical” student archetype in student government. Instead, these students seem to come from different in-school social groups along the Breakfast Club spectrum!
The Breakfast Club, 1985: The Outcast, The Rebel, The Jock, The Geek, The Princess
To demonstrate the cultivated values of engagement, social organization, and charity a humorous anecdote was shared regarding the time-honored tradition of the senior prank (a rite of passage for many graduating classes across the US).
The student government had managed to coordinate—under the nose of school faculty and administration—the school population to fundraise the money necessary to hire a mariachi band to follow Principal Federico for a day. Their fundraising efforts were so effective, student government was able to make a significant contribution to charity with the surplus funds.
While learning is the central part of schooling, socialization takes on a great importance in Massachusetts schools. The Commonwealth’s longstanding commitment to education demonstrates that schools are viewed as civic institutions that will touch the lives of each resident in a community. It is an education that emphasizes the importance of producing well-rounded, capable individuals.
The broader vision being that students cultivated by these institutions are instilled with the skills to participate in broader society and go on to live enriching and fulfilling lives.
As a Danvers High School Alumni, I’d be remiss not to mention the following:
“Ladies and Gentlemen Always.”
Danvers High School, 1962
Danvers High School (Danvers, MA) — Go Falcons!
Tianyu says...
"The strategy for recruiting students from Vietnam is different from Brazil," says Ben Waxman, CEO of Intead.
When entering a new overseas market, relying solely on data to understand where students want to go, their desired majors, institutions, and degrees is insufficient. Without knowing the cultural differences, you cannot grasp the nuances that influence their decision to study abroad.
Let's dive into understanding your audience.
Take a regular Chinese high school student's day, for example. They arrive at school by 7 AM, attend nine classes each day, and have structured schedules for meals and exercise. They hold specific roles in the class organizational structure, and by the time they get home at 10 PM, they are often too tired to discuss their day with their parents.
When these students finally study at your school, they enter a brand new environment and culture. Imagine a student noticing they don’t need to follow anyone else’s orders, sometimes not even the professors’.
They realize the flexibility students have in managing their own actions, like going to the bathroom without needing permission. In class, they can participate freely without formal procedures like raising hands and waiting to be called.
They are not weird: they come from a completely different background and culture.
Understanding who you are trying to communicate with is the first step. Now, it's time to put this knowledge into action and start recruiting.
By embracing cultural differences and tailoring your approach, you can create a welcoming environment and communication for international students, making them feel understood and valued. This not only improves their experience but also enhances your institution’s reputation as a global education leader.