Chinese student perceptions and voice: Navigating intergenerational perspectives on learning success and learner identity

Abstract

Within migrant Chinese families, variations in acculturation can lead to generational differences in how learning success is understood and valued. During adolescence, a critical period for identity formation, such differences may become particularly pronounced when students’ perspectives are not fully recognised. This study examined how perceived intergenerational differences in beliefs about learning success influence Chinese secondary school students’ learner identities in New Zealand, and how these beliefs were communicated within families. Using thematic analysis of students’ accounts, three key themes were identified: students hold broad views of learning success; academic achievement is considered important to parents; and students value open and direct communication with their parents. Despite generational differences, students maintain multifaceted learner identities and benefit from honest and open communication about learning at home. These findings highlight the complexity of Chinese students’ learner identities and underscore the importance of recognising student voice within family contexts. By foregrounding students’ perspectives, this study contributes to a more nuanced understanding of how cultural values, communication, and identity intersect in migrant Chinese families in New Zealand, with implications for educators and practitioners working to support equitable and culturally responsive practice.