Exploring the Logic of Name Changes and Identity Construction: A Reflective Self-Narration of Assimilation Expectations

Xing Xu

doi:10.1080/00277738.2018.1452937

Abstract

This paper derives largely from my own experience during two international sojourns as a case study to tease out the salient elements of the dynamic processes involved in the exchange of my Chinese name Xing for an arbitrary English counterpart Helen, and then followed by reverting to Xing again. Contrary to previous studies that construe the issues of international students reconstructing their ethnic names into English ones as an innocuous expression of good will and cultural integration, this study argues that the neglected impact that these transitions of nomenclature have on the patronization of one’s ethnic identity should be addressed as a matter of significant importance. The methodological approach taken here will involve adopting a reflective philosophical self-narration of the ramifications on my ethnic identity associated with the name change. This analysis will be extrapolated and further developed within Cross’s five-stage model, arguing that the name change process is indicative of a developing awareness of one’s ethnic identity.

Highlights

English name usage for Chinese students In traditional Chinese culture, people attach great significance to names whose importance transcends the concept of being a mere referential linguistic token
The bestowal of an English name on Chinese students can be construed as a legitimated strategy capable of affording an opportunity to satisfy their desire for Yangqi “exoticism”, and to achieve a distinguishable Shenfen “status”, both of which are idealistic acquisitions associated with the cultural dimensions embedded in the English language itself
Transplanting Cross’s theory of identity development based on African Americans to the foregoing analysis of my personal experience of name change as a Chinese student studying in an anglophone culture reveals that the dynamic processes involved in my name change are suggestive of the fluidity of my ethnic identity development as illustrated in these five stages

Summary

Introduction

English name usage for Chinese students In traditional Chinese culture, people attach great significance to names whose importance transcends the concept of being a mere referential linguistic token. The bestowal of an English name on Chinese students can be construed as a legitimated strategy capable of affording an opportunity to satisfy their desire for Yangqi “exoticism”, and to achieve a distinguishable Shenfen “status”, both of which are idealistic acquisitions associated with the cultural dimensions embedded in the English language itself This view is echoed by McPherron, who argues that name choices for ethnic students exemplify the “imagination of an international community in English, wherein certain cultural habits are valued, including having an English or non-Chinese name” (2009, 524). This view is further elaborated when scholars (Henry 2012; Li 1997; Sercombe et al 2014) contend that the appropriation of nonheritage names among Chinese students is a prerequisite if they are to succeed in claiming their membership within the English-speaking community in which they study

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Conclusions