Functions of the common ingroup identity model and acculturation strategies in intercultural communication: American host nationals’ communication with Chinese international students

Abstract

This experimental study examined American host nationals’ (N=284) perceptions of Chinese international students’ cultural adaptation strategies and the effects of the strategies on the participants’ willingness to communicate with the Chinese students. Results generally revealed that the American participants judged the assimilated and integrated Chinese students equally more positively (i.e., more socially attractive and less communication anxiety) and were thus more willing to communicate with them than the separated and marginalized students. Findings are discussed in light of the common ingroup identity model (Gaertner et al., 1994), anxiety/uncertainty management theory (Gudykunst, 1988), and the acculturation framework (Berry, 1980).