The purpose of this study is to compare students enrolled in traditional Chinese high school systems to those enrolled in international Chinese high school systems on their perceptions of and interactions with each other. This study utilized a quantitative research method via an electronic and paper survey measuring three main concepts: (1) cultural identity, (2) perception, and (3) interaction. Findings showed differences between students enrolled in traditional and international Chinese high schools, even though they are on the same school campus. If the school provides a good opportunity for students from both school systems to interact with each other, they are more likely to make friends with students from the other school system on the same campus. Additionally, students’ cultural identity from both school systems are not significantly different from each other. Within the five aspects of cultural identity (interdependent, independent, power, ambiguity intolerance, risk), only risk aspect shows significant difference between students from these two school systems. Future scholars should continue research on different topics related to international schools in different countries to get a better of these types of schools.


Johnson, Michelle


Communication Studies


Bilingual, Multilingual, and Multicultural Education | International and Comparative Education


international education, cultural identity, perception, group interaction.

Publication Date


Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis



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