Qualitative comparison of stuttering experiences in Chinese and Japanese higher education

Abstract

Purpose

This qualitative study explored students’ stuttering experiences in Chinese and Japanese universities, highlighting and comparing the unique challenges faced by Chinese and Japanese students who stutter (SWS) in higher education settings.

Method

A total of 11 Chinese and 11 Japanese undergraduate SWS participants were involved in this study. Data were collected through semi-structured interviews grounded in the ICF model, focusing on the functional aspects of stuttering, personal and environmental factors, and student activities and participation in university life. Interviews were analyzed using reflexive thematic analysis with NVivo software to identify overarching themes and subthemes.

Results

Reflexive thematic analysis revealed five overarching themes: communication barriers, psychological experiences and coping strategies, public attitudes on campus, limitations of university support services, and expectations regarding university support. Both groups faced communication barriers across academic, social, and career development contexts. Regarding personal factors, both groups expressed negative emotional reactions, particularly challenges in accepting their stuttering. Both groups reported limited university support, with Chinese SWS seeking more specialized counseling, and Japanese SWS expressing a desire for increased awareness of stuttering.

Conclusion

This study highlights how cultural and societal norms shape the stuttering experiences of university students in China and Japan, which were often described in negative terms. These findings underscore the need for culturally responsive, individualized interventions that move beyond the simplistic 'individualism–collectivism' dichotomy and more effectively address the complex needs of SWS in East Asian contexts.