Subject in motion: (de)capitalization and coping strategies of Tibetan “Sea Turtles” in China

• Published in: Higher education Vol. 87; no. 4; pp. 881 - 898
• Main Authors: Yang, Miaoyan, Zezhen, Jiayong, Yuan, Zhenjie
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.04.2024; Springer; Springer Nature B.V
• Subjects: Chinese students; Coping; Coping strategies; Education; Educational Mobility; Ethnicity; Foreign students; Higher Education; Individualism; Mobility; Respondents; Return to work; Selfworth; Social aspects; Students, Foreign; Study abroad; Subjective experiences; Workplaces; China; Studying abroad; Ethnicity; Mobility capital; (De)capitalization
• DOI: 10.1007/s10734-023-01041-9
• ISSN: 0018-1560; 1573-174X

Previous studies on Chinese overseas students have generally presumed a smooth transition from mobility to mobility capital and have lacked an ethnic perspective. In this study, we adopt mobility capital as an analytical lens to explore the life trajectories of a group of Tibetans with studying abroad experiences. Drawing on qualitative data through multiple methods, we find a shift from collective-oriented expectations regarding studying abroad to individualist life planning and lifestyles after returning to work in the Tibet Autonomous Region (TAR). Before studying abroad, the informants viewed such experiences as important capital that could be later used to make a change for the Tibetan group, their local societies, and the state. Those views met a different reality after returning to TAR because the informants generally felt they were being viewed as potentially risk subjects in the workplace, which significantly impeded the capitalization of educational mobility at the institutional level. However, the informants developed coping strategies to find self-worth in private life by capitalizing on educational mobility. By addressing the subjective experiences of Tibetan informants in TAR and their associations with institutional contexts, this article not only engages an ethnicity-sensitive perspective to understand the politics of international educational mobility but also extends the discussion on individuals’ experiences of educational mobility to the successional stage upon returning to their home societies. This article ultimately emphasizes the need for more culturally and politically reflexive policies that can sustain the flow of ethnic talents and help them realize their self-worth.