ABSTRACT
This chapter explores how Jung and Hecht's four dimensions of identity are present in the classroom experiences of Chinese international students, according to their own perceptions and their effect on the students' classroom experiences. The students' perceived membership level of the student community is addressed through their perceived participation or non-participation. The proposed theoretical framework in this chapter contributes to the gap in the literature by using the four dimensions of the communication theory of identity developed by Hecht and colleagues. Communication theory of identity consists of four dimensions of identity that can be in constant interaction at all times—personal, enacted, relational, and communal identities. Communal identity, reflected a sense of non-belonging to the classroom environment in the US as students described themselves as "quiet" and "shy," adjectives that participants also thought American students and faculty used to describe Chinese international students. Chinese international students should expect to encounter some struggles when adapting to classrooms in the US.
