Although previously overwhelming, the culture shock in a Hong Kong high school was a life-changing and transformative experience that fostered an appreciation for diversity, adaptability, and self-discovery. Coming from a relatively individualistic culture, it took me a couple of months to adjust to the structured Hong Kong school system. I initially developed a sense of alienation from my schoolmates. Therefore, this paper describes my culture shock experience in a Hong Kong school.
The first stage in dealing with culture is commonly referred to as the honeymoon phase. The stage is overwhelmingly positive as the visitors are infatuated with people, food, and language in the new environment (Deborah & Barry, 2022). I approached this phase of culture by observing the culture of the host community to adjust to cultural shock. I took the opportunity to observe the way fellow students, teachers, and community members attend to different aspects of life in their daily activities. The observation of people prepared me to adapt to my new environment. The ultimate goal of my visit to Hong Kong was to study for a semester. Therefore, there was a need to adapt to the new environment to enable me to get the most out of my visit.
Similarly, I sought guidance from my teachers, counselors, and fellow students in areas where I needed help. The people familiar with the new environment are an important resource when dealing with cultural shock. Language barrier is one of the challenges confronting people when they visit a place where an unfamiliar language is spoken (Sobkowiak, 2019). Therefore, I took a beginner Cantonese language course to navigate the language barrier challenge. The inability to speak a new language in a new environment can be frustrating as one cannot communicate with others. Additionally, instances such as misplacing keys, failing to catch the bus, or encountering difficulty placing a food order at a restaurant might elicit frustration during a cultural shock. Although frustration may fluctuate, it is a typical response for individuals who spend significant time in unfamiliar nations.
Moreover, I experienced a sense of adjustment after facing frustrations. I suppressed my frustration as I gradually became more comfortable and familiar with the customs, food, individuals, and languages of unfamiliar surroundings. Navigation is simplified, and social networks and support systems are formed as one gradually gets familiar with the new environment (Furnham, 2019). Although occasionally, it may take weeks, months, or even years after experiencing the emotional stages of culture shock, the ultimate phase of culture shock is acceptance. Acceptance does not imply a comprehensive understanding of new cultures or settings (Kananian et al., 2021). Instead, it indicates that a complete understanding is optional for effectively adapting and prospering in the new environment. I successfully gathered the necessary resources to create a sense of comfort for myself.
I approached my cultural shock experience in various ways, as demonstrated above. I would relinquish my cultural assumptions and biases to enhance my understanding of the culture of my host school and the surrounding community. In addition, I would cultivate non-judgment and patience while acknowledging the inherent limitations in fully understanding a culture distinct from one’s own.
Conclusion
Despite its challenging nature, culture shock is essential to the travel experience. It is crucial to acknowledge and understand its nature to mitigate the negative impact of culture shock and ensure a fulfilling study abroad. There is a need to develop effective coping strategies, such as observing the host community’s culture to adjust to cultural shock. Seeking guidance from teachers, counselors, and fellow students where assistance is needed. Equally, frustration should be suppressed as one gradually becomes more comfortable and familiar with unfamiliar surroundings’ customs, food, individuals, and languages.
References
Deborah, S., & Barry, T. (2022). Culture Shock and Student Engagement. Training, Language and Culture, 6(2), 35–44. https://cyberleninka.ru/article/n/culture-shock-and-student-engagement
Furnham, A. (2019). Culture Shock: A Review of the Literature for Practitioners. Psychology, 10(13), 1832–1855. Scirp. https://doi.org/10.4236/psych.2019.1013119
Kananian, S., Starck, A., & Stangier, U. (2021). Cultural adaptation of CBT for Afghan refugees in Europe: A retrospective evaluation. Clinical Psychology in Europe, 3(Special Issue). https://doi.org/10.32872/cpe.5271
Sobkowiak, P. (2019). The impact of studying abroad on students’ intercultural competence. Studies in Second Language Learning and Teaching, IX (4), 681–710. https://www.ceeol.com/search/article-detail?id=818777
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