Diversity without integration? Racialization and spaces of exclusion in international higher education

Abstract

In predominantly white universities in the United States, international students are frequently exposed to racism, xenophobia, and other forms of exclusion. This ethnographic research examines how students from China's Pearl River Delta negotiate a predominantly white Midwestern university in an era of reenergized racism and nationalism. It reveals the persistence of the ideology of whiteness and culture-based exclusion, which not only racialize foreign students of color, but also engage with this student population to perpetuate white supremacy. It also highlights race as a transnational construct, where China's state ideology of anti-Blackness and Han ethnocentrism powerfully push Chinese students to isolate from Black and Asian American communities.

‘Going to study or plan to stay on?’ Mobility profiles of Angolan and Cape Verdean students in Portugal

“…Here Vala et al, 2008). The same issue of obstacles confronting foreign students perceived as different when they apply either for part-time jobs to support their studies or for career jobs in the host country after graduating has been noted in other settingsfor instance, with Chinese students in the US Midwest (Jiang, 2021) and with Eastern European students in Denmark (Wilken & Dahlberg, 2017).…”

“…Miguel's questioning of fair conditions for professional integration in Portugal hints at the prejudices against Africans in the Portuguese labour market, which has been widely discussed by other authors writing about black immigrants in Portugal (e.g., Augusto et al, 2022; Vala et al, 2008). The same issue of obstacles confronting foreign students perceived as different when they apply either for part‐time jobs to support their studies or for career jobs in the host country after graduating has been noted in other settings—for instance, with Chinese students in the US Midwest (Jiang, 2021) and with Eastern European students in Denmark (Wilken & Dahlberg, 2017).…”

Internationalization strategies for non-Western higher educational institutions: a systematic literature review and conceptual framework

“…Another fundamental aspect of sustainable internationalization strategies involves fostering a culture that embraces the cultural diversity resulting from internationalization. The adjustment of international students and faculty members may vary, particularly those belonging to minority groups facing racism, nationalism and other forms of discrimination (Mwangi et al ., 2019; Jiang, 2020). Therefore, fostering a culture of diversity and inclusion is imperative for effectively implementing internationalization strategies in HEIs.…”

Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia

“…The development of international students can be seen as the practice of transformative learning (Chwialkowska, 2020;Nada, 2018). It has been found that studying overseas can promote personal growth in a way that the home country cannot offer, such as developing intercultural understanding (Lin & Zhang, 202;Jiang, 2020) and academic skills (Lin & Nguyen, 2021). These developments have been attributed to advanced education and learning opportunities in the host country, as social and material environments have proven to promote the development of consciousness (Simon, 2014).…”

“…Consequently, international students have been exposed to extreme social, financial, and personal hardship in Australia (Blackmore, 2020). For example, after facing racial discrimination, international students have said that they feel unwelcome (Blackmore, 2020;Jiang, 2020). Given the gravity of the situation, it is vital that the accounts of international students are not silenced so that possible solutions can be found.…”