Negotiating Minority Identity in Chinese Language Education

Abstract

Amid persistent Sino-Vietnamese geopolitical tensions and periodic surges of online nationalism, ethnic Chinese (Hoa) students studying Chinese language in Vietnam may face unique challenges related to identity and belonging. This study explores how Hoa university students negotiate identity, belonging, and educational aspirations while pursuing Chinese language studies in a socio-political environment marked by anti-Chinese sentiment. Drawing on identity negotiation theory, context collapse, and scholarship on nationalism, it examines how minority learners may make sense of their academic choices and online experiences. Using a descriptive qualitative design, the study involved two rounds of semi-structured interviews with twelve Hoa students enrolled in a Chinese language program at a Vietnamese university. Data were analyzed using reflexive thematic analysis. The findings reveal that the participants viewed Chinese language learning as a potential pathway to educational and professional advancement rather than an expression of political affiliation. However, their ethnic background and field of study often exposed them to public scrutiny, accusations of divided loyalty, online harassment, and challenges to their sense of belonging during periods of heightened nationalist discourse. In response, the participants adopted strategies such as selective self-disclosure, self-censorship, and engagement in trusted online communities that provided support and identity affirmation. The study contributes to understanding how ethnolinguistic minority students may negotiate intersecting identities across educational and digital contexts, and highlights the importance of fostering inclusive higher education environments that support identity security, well-being, and equitable participation.