The Intercultural Adjustment Of "9+3" Tibetan Students From The Perspective Of Social Support

"Tibetan9+3Free Vocational Education Program" is a new attempt in the vocational education and national education in Sichuan province during the recent years."Tibetan9+3Free Vocational Education Program" means after Nine-year compulsory education, Tibetan students can choose key vocational schools in Sichuan mainland to receive free vocational education. When Tibetan students from Tibetan cultural environment into Han cultural environment, they will face two kinds of cultural conflict and some intercultural adjustment problems. As students, contacting with teachers and classmates are inevitable. Tibetan students gradually established a new social network. Students get many kinds of social supports from social network. Social supports affect students’intercultural adjustment. Taking Health School of Sichuan Province for cases, this paper is an attempt to conduct a research about "9+3"students’social support experience. The purpose of the paper is to examine the effects of social support on the "9+3"students’intercultural adjustment process.This paper analyzes the intercultural adjustment for Tibetan students from five aspects, that is, Day-to-day events adaptation, social interaction adaption, academic adaption, language adaption and psychological adaption. Based on the characteristics of the Tibetan students, the author firstly takes the angle of their different stages of "9+3" program to analyze the social support they obtained and then the various type of social support. Finally based on the analysis of student’ intercultural adjustment and social supports, the author draw the following conclusions:1. Tibetan students have three main sources of social networking: family members, compatriots and local people.2. The intercultural adjustment of Tibetan students is in close correlation with the social support they obtain. The more social support they obtain, the better they adapt the culture.3. During the intercultural adjustment process, both compatriots and locals can provide instrumental support, but the supports from locals are more accurate and comprehensive. In the face of practical difficulties, Tibetan students are more willing to resort to the locals. The instrumental support have positive effect on student’ intercultural adjustment.4. When Tibetan students feel lonely, anxious, wronged and helpless, they are more likely to ask family members or compatriots for help. The emotional support provided from family members or compatriots can effectively relieve students’psychological discomfort and increase their confidence and courage to overcome difficulties, which helps them with better intercultural adaptation.