Investigation on the Central Plains cultural identity from the perspective of university students in Henan, China

Abstract

This study empirically examines Central Plains cultural identity among 429 university students in Henan, China. Using qualitative content analysis with quantitative comparison method to examine three aspects: students’ knowledge of Central Plains culture, the challenges they face in cultural identity construction, and their attitudes toward other cultures. It reveals a paradox: macro-narrative pedagogy effectively transmits orthodox knowledge but produces cognitive homogeneity and a ‘museumized’ identity. Students prefer educators to engage with them and integrate their lived experience to deepen affective identity and practicality. Crucially, multicultural exposure does not erode local cultural identity; instead, it fosters critical reflection and rooted openness, reinforcing rational affection and cultural confidence. This study demonstrates that cultural identity construction among contemporary university students is characterized by rooted openness: students aspire to form individualized cultural understandings through autonomous experience while maintaining confidence in their own traditions.