Annotated Bibliography: UNC Asheville's China Exposure Study

This annotated bibliography examines Erin Litke's 2013 research on the impact of international exposure on Chinese youth, focusing on their views on nationalism, westernization, and cultural superiority. The bibliography summarizes Litke's findings, which identify three schools of thought among Chinese youth: those inspired by Western culture, those who perceive their culture as superior, and those who critically evaluate both national and international cultures. The analysis highlights the strengths of the research, such as its insights into youth perceptions, and its implications for education. It also acknowledges limitations, including the absence of direct quotes from the youth themselves. The annotations provide detailed summaries and critical evaluations of the source, offering valuable insights into the complex relationship between international exposure and Chinese youth's perspectives. The bibliography emphasizes the importance of allowing Chinese youth to explore international cultures freely to broaden their knowledge and critical thinking.

Running head: ANNOTATED BIBLIOGRAPHY: INTERNATIONAL EXPOSURE IN CHINA
ANNOTATED BIBLIOGRAPHY: INTERNATIONAL EXPOSURE IN CHINA
Name of the Student:
Name of the University:
Author note:

1ANNOTATED BIBLIOGRAPHY: INTERNATIONAL EXPOSURE IN CHINA
Litke, E., 2013. Nationalism, Westernization, or Neither? How International Exposure is
Impacting the Views of Chinese Youth on the Ideas of Nationalism and Chinese Cultural
Superiority. Journal of Undergraduate Research, December, 12.
Summary: The purpose of the paper by Litke (2013) is to provide an extensive and
elaborate insight into the impact international exposure on the views and opinions of the youth in
China regarding the aspects of westernization, nationalism and cultural superiority of their own
nation. Based on this review, the author expound upon three schools of thought. While one
school of thought demonstrated how the youth felt enlightened and inspired by Western culture,
the second school demonstrated how Chinese youth perceived their culture to be superior after
international exposure. The final school of thought demonstrated a section of Chinese youth who
learned to critique and derive the best aspects from both national as well as international cultures.
Lastly the author concludes regarding the importance of allowing Chinese youth to explore
international cultures with freedom, since it will enlighten their scope and knowledge of learning
and critical thinking, rather than making them hateful of their own culture.
Strengths and Implications: A major strength of this article is its ability to provide an
extensive insight into the key perceptions encountered by Chinese youth when exposed to
international cultures. Such findings demonstrate key implications in future practice by guiding
educational institutes and teachers on what to expect concerning the opinions of Chinese students
when teaching them regarding international cultures. This research also teaches Chinese youth
on the way in which they are likely to perceive international cultures especially when they may
be interacting with international peers.
Limitations: A key limitation is the negligible inclusion of quotes or experiences of the
youth in comparison to existing historical details and research. Since this research relies on the

2ANNOTATED BIBLIOGRAPHY: INTERNATIONAL EXPOSURE IN CHINA
opinions of Chinese students, it would have been more useful and valid to integrate a qualitative
or interview research comprising of direct quotes and experiences of the youth.

3ANNOTATED BIBLIOGRAPHY: INTERNATIONAL EXPOSURE IN CHINA
Litke, E., 2013. Nationalism, Westernization, or Neither? How International Exposure is
Impacting the Views of Chinese Youth on the Ideas of Nationalism and Chinese Cultural
Superiority. Journal of Undergraduate Research, December, 12.
Summary: The aim of the review by Litke (2013) aims to demonstrate the various
perception and opinions held by the youth of China, especially students, when they are exposed
to international cultures. The author presents these detailed findings, using direct quotes and
evidence based research, in the form of three schools. One school of thought predicts that
Chinese youth are likely to draw ideas and inspiration from international cultures while another
school believes that negative experiences and disillusionment may strengthen the beliefs of their
own culture. The third school believes that Chinese youth are likely to adopt positive aspects
from both cultures as per the situation. To conclude, the author believes that that Chinese
students must be allowed to freely explore other cultures for enhancement of their knowledge,
awareness and ideas.
Strengths and Implications: The study by Litke (2013) presents a detailed insight into
the various opinions and perceptions held by Chinese youth in response to international or
Western cultures – a key strength. This strength has further implications in practice since it can
guide universities and schools on how international or Western studies and culture may be
understood by native students. Using quotes in between reviewed literature is also an advantage
since it will help Chinese students to understand how they may be expected to respond to their
international peers and the reasons behind the same.
Limitations: One of the major limitations of the study by Litke (2013) is the absence of
any direct quotations or subjective experiences reported by Chinese student’s themselves. While
the inclusion of a range of historical studies as well as evidence based research was

4ANNOTATED BIBLIOGRAPHY: INTERNATIONAL EXPOSURE IN CHINA
commendable, a primary qualitative study such as an interview would have provided more
updated and direct insights of the true perceptions of Chinese students.

5ANNOTATED BIBLIOGRAPHY: INTERNATIONAL EXPOSURE IN CHINA
Bibliography
Litke, E., 2013. Nationalism, Westernization, or Neither? How International Exposure is
Impacting the Views of Chinese Youth on the Ideas of Nationalism and Chinese Cultural
Superiority. Journal of Undergraduate Research, December, 12.