User:Happyweekdays/Chinese Americans draft

Immigration and education
The earliest records of China sending scholars to the United States dates back to the late Qing Dynasty. During 1872 and 1875, the Chinese government gave permission to send 120 Chinese to study in the United States. The number of scholars that traveled overseas did not increase until China experienced a temporary end to the Sino-Japanese War, after which point the number of people traveling overseas to seek a better life increased.(Wang 1965) Approximately 36,000 Chinese students were studying in the United States by 1951, a number that dipped to almost zero at the beginning of 1978. This led to the Chinese government creating a series of scenarios and regulations to promote the development of modernization in the late 70s, as China was experiencing a crucial reform on various fields.(Dow 1975) In order to reinforce the scientific research capability and cultivate experts for certain areas, the demand for international cooperation and exchange on technology led to an increased flow of Chinese students to the United States and promoted the primary stage of U.S-China educational exchange.(Lampton et al. 1986) An agreement between the United States and China to exchange technology and increase international cooperation, as well as programs such as the U.S-China Education Clearinghouse, have contributed to the growth of Chinese students to approximately 20,030 students in 1988, a number that has continued to rise. With the overwhelmingly growing population, Chinese students have become the second largest group among international students in the United States (Orleans 1988; Wan 2001).

Research into Chinese students has shown that although 1.39 million Chinese students studied in the United States between the years of 1978 and 2008, most of them chose to remain in order to search for jobs or seek further education, as well as to apply for a permanent citizenship. However recent data has shown a rise in Chinese students returning to China, which some scholars believe to be a result of the economic reform issued by Chinese government and visible international influence. Experiences in the United States are also assumed to play a role in this due to a difficulty finding employment,new immigration policies launched by President Donald Trump, and a reported high-rate rejection of H-1B visas, which most Chinese students rely on to maintain their immigration status post-graduation. Additional encouragement to return to China are favorable policies issued by the Ministry of Education of China, which allow for returning Chinese students to receive citizenship in Beijing, Shanghai, and Shenzhen, depending on the level of their degree. This holds an appeal for students, as citizenship in Beijing is considered to be one of the hardest to obtain in China. Furthermore, returned Chinese students are also able to apply for funds and financial aids.

Educators
Chinese faculty in the United States refers to people who teach or conduct research in American universities and can be either visiting scholars with J-1 Visa and Chinese professors with permanent citizenship. In some cases Chinese faculty members can include Chinese graduate students who work as a teaching or research assistant in an American university. Multiple universities choose to hire international scholars as educators in order to help their students broaden their worldview, respond to the tradition of international education exchange, meet the increasing academic demand from developing countries, improve diversity, and improve the institution's research capability and increase chances of innovation. Some Chinese faculty members may have originated as international students who were in a PhD program and remained after graduation in order to work as an educator. Common issues experienced by Chinese educators can include the difficulty in achieving permanent residence, time management, alienation and discrimination, "glass ceilings" in the workplace, and a lack of support.