My Artifacts

Drawing from anthropological theories and our personal experiences, my classmate and I discuss the significant influence that culture, familial expectations and gender stereotypes can have on the learning experiences of individual Chinese students. Even though both of us have chosen to study abroad in the US and grew up in the same city, our educational and family backgrounds are widely different. Based on our gender, we are also affected by different sets of social expectations and stereotypes. In this podcast, we examine these similarities and differences that exist even within the same culture, the concept of culture, and their effects on us today as international students in the US.

 

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With a rigorous and exam-based mainstream education system, homeschooling and alternative education in China has been a relatively new and under-researched concept, but a practice that has been increasing in numbers in recent years. Drawing upon cross-cultural comparisons with the US, where homeschooling is legally recognized and accepted nationwide, this paper examines the phenomenon of homeschooling in China, its development across history, the various forms it takes within the Chinese socioeconomic context, and its challenges and potential in Chinese society. Through looking at specific cases of homeschooling and education laws in both China and the US, this paper proposes that homeschooling and alternative education in China is growing in popularity, and could benefit from government support and further research.

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Examining socioeconomic status, cognitive and physical abilities, and gender, the three dimensions of human identity that feel most relevant to me, I reflect on how they shape my perspective on privilege and oppression in this paper. Born and raised in Beijing, my hukou and middle-class background offered me privileges such as educational and financial stability, while my cognitive and physical abilities allowed me to navigate society without barriers. However, as a woman, I face societal oppression including gendered career stereotypes and pressures surrounding marriage. By exploring these aspects of my identity, I gain a deeper understanding of systemic inequalities, and aim to use any privileges I have to advocate for greater inclusivity and equality in my future work.

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Established at the University of Pennsylvania, CAMRA (Collective for Advancing Multimodal Research Arts) is a student-led organization that fosters collaborations between scholars, artists and educators to expand academic research by utilizing multimedia approaches such as visual and audio presentations. In this documentary, our film team explores the history and significance of CAMRA from the perspectives of current members. Through individual interviews and showcases of CAMRA projects over the years, this documentary invites members to share their stories both within and beyond CAMRA, their research focuses, what multimodal scholarship means to them, and the accessibility of multimedia research in the current academic world.

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When you were in high school, what were your dreams? Were there also voices saying you couldn’t do it, and others supporting you every step of the way? Do you still believe in your dreams now? In the world nowadays, it is so easy to think of “hopes and dreams” as cliché and unattainable. But in West Philadelphia High School, students share their dreams and aspirations with us in shyness, boldness, and eyes filled with stars. There were challenges in their past, and there are difficulties that they will have to face in the present and future. But in this moment, here at West, we catch a glimpse of them growing courageously, painting their future with rainbow colors, and on their way to achieve those dreams that will never be too big or too grand.

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This paper reflects on my in-class counseling practice sessions, where I assumed the role of a helper and applied various counseling skills learned in class to assist my client. I identified my strengths as a helper including minimal encouragement, approval-reassurance, and open questions and probes for feelings, which helped create a supportive environment for my client. Additionally, I identified areas for improvement, such as open questions and probes for insight, challenges of discrepancies, and interpretations. To improve my skills, I aim to practice framing deeper questions, addressing contradictions with empathy, and making thoughtful interpretations. These skills will be valuable in my future role as a helper in various settings, helping my clients navigate complex emotions and challenges.

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