How international students of colour become Black: a story of whiteness in English higher education

Madriaga, Manuel; McCaig, Colin

doi:10.1080/13562517.2019.1696300

Cited by 16 publications

(8 citation statements)

References 41 publications

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“…Although international students are often considered profitable to American institutions of higher education as their elevated tuition dollars contribute to the financial well-being of programs, Cantwell (2015) found that tuition-paying international doctoral students rather than undergraduate or master's students are mainly responsible for generating additional revenue for some public universities in the United States. Madriaga and McCaig (2022) opine that international students of color may experience racism, judgment regarding their language proficiency or accent, and unfair perceived cultural deficits -as though their cultural norms, though different, are inherently inferior.…”

Section: International Bipoc Doctoral Studentsmentioning

confidence: 99%

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

D. Rasmussen,

P Leer

2024

IJDS

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Aim/Purpose: This study aimed to compare the experiences of students who identify as Black, Indigenous, and People of Color (BIPOC) with those of White students in the same Educational Leadership doctoral program that claimed to be unapologetic in its commitment to producing racially conscious leaders. Background: This study critically assesses the doctoral program’s claims as measured by BIPOC and White doctoral students’ perceptions of their abilities as racial equity leaders and their assessments of their transformational learning. Methodology: This qualitative study employed two separate focus group interviews – one for BIPOC doctoral students (n=7) and the other for White doctoral students (n=6). The researchers could comprehend how the participants experienced an Educational Leadership Ed.D. program with curriculum, andragogy, and assessment viewed through the lens of race and how the participants perceived their growth as racial equity leaders. Contribution: This study offers several theoretical and practical applications for Educational Leadership doctoral programs that embed racial equity work. For faculty, the study informs their delivery of race-focused courses and programs to optimize their development of racially conscious leaders. For BIPOC students, the study empowers them to advocate for and demand challenging racial equity-focused curriculum and instruction. For White students, the study reinforces the necessity of a race-focused program for professional development. Findings: There was a marked difference between the BIPOC and White students’ responses. White students reported the most transformational growth in their racial awareness, their understanding of structural racism, and their recognition of where equity leadership skills could be utilized. BIPOC students were cognizant of much of this work before entering the program. However, they reported growth in understanding how best to implement effective racial equity leadership while maintaining healthy boundaries and self-care. Recommendations for Practitioners: Educational leadership doctoral programs with a focus on racial equity work need teaching faculty that espouse and demonstrate anti-racist curriculum, instruction, and assessment without relying on the racialized labor of BIPOC students to “teach” White students about racism. Recommendation for Researchers: The researchers in this study used separate focus groups – BIPOC and White. The data revealed that although the same questions were asked to each group, the BIPOC responses contained more vulnerable, personal details and yielded richer meanings. Future researchers should consider employing a more robust set of focus group questions that require more introspection and self-reflection, which might produce more significant insights. We believe they may yield more nuanced responses from all racial groups. Impact on Society: This study revealed that BIPOC and White educational leadership doctoral students have different and varying needs and challenges based on their racialized lived experiences. Educational leadership doctoral programs must provide the tools and opportunities for their students to be conversant and competent to address issues of structural racism. Future Research: Future research should use transformative learning theory to guide how BIPOC and White faculty in educational leadership doctoral programs assess their abilities to be anti-racist teachers and leaders.

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Section: International Bipoc Doctoral Studentsmentioning

confidence: 99%

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

D. Rasmussen,

P Leer

2024

IJDS

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“…This study uses critical race theory (CRT), which focuses on the effects of "race" and racism on the lived experiences of black people and ethnic minorities. Initially developed by critical legal scholars (Bell, 1992;Delgado & Stefancic, 2017;Matsuda, 1987), CRT has increasingly been utilized by educational researchers to foreground race and racism in studies that explore lived experiences of black students (Dixson et al, 2006;Doharty et al, 2021;Ladson-Billings & Tate, 2016;Madriaga & McCaig, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

‘Race’ and academic performance in international higher education: Black Africans in the UK

ZEWOLDE

2022

JCIHE

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Much UK higher education research routinely pinpoints the racialized nature of academic performance, but it often fails to even consider if racism contributes to such a pervasive racial or ethnic disparity. While much research in the area often focuses on comparing the attainment of home white and ethnic minority students, little attention is given to the experiences of black African international students (BAIS), particularly in UK higher education. Using semi-structured qualitative interviews, this study documents how ‘race’ shapes academic performance and achievement by exploring the experiences of 21 BAIS undergraduates studying in ten different universities in England. Factors identified, inter alia, include racism and discrimination, and the analysis challenges the narrative of assessment as neutral and objective technology that rewards merit, and lifts the voices of BAIS which are normally silent in the literature about international student experience.

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“…This means that international students' intersectional identities are often ignored, both in research and in practice, by assuming their noncitizen status is a meaningful marker of diversity that signifies a shared experience. Although the intersections of international students' experiences and other identity markers such as race (Bardhan & Zhang, 2017;Madriaga & McCaig, 2019) or gender (Song, 2020) have received more recent attention, these reflections remain limited, particularly in research about ODDE.…”

Section: Problematic Assumptions Of Binary Definitions More Broadlymentioning

confidence: 99%

“…For work with international students, this means a growing recognition of the ways that they may be stigmatized and unfairly depicted through deficits (Moosavi, 2021). There is also a growing recognition for social inequalities, such as how international students' experiences may be racialized (Madriaga & McCaig, 2019). Thus, the subfield is slowly shifting towards critical recognitions of existing barriers and the framing of international students as "epistemic equals" (Hayes, 2019) although Stein (2019) argues such approaches remain on the margins and require greater engagement.…”

Section: Understanding International Students' Experiencesmentioning

confidence: 99%

International Students in Open, Distance, and Digital Higher Education

Mittelmeier

2022

Handbook of Open, Distance and Digital Education

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International students are a group of rising prominence in open, distance, and digital higher education, although there is, at present, limited systematic data about their numbers worldwide. International students in open, distance, and digital education occupy an interesting “third space,” whereby they commonly remain within their home environment and surroundings while simultaneously studying from an institution-based abroad. This means that many of the lenses used to frame and categorize international students in face-to-face settings – mobility, visas, and citizenship – are found problematic in online distance settings. This chapter reflects on these issues to outline complexities in categorizing international students in open, distance, and digital higher education and the ways that their experiences may be distinct from international students who are geographically mobile. The chapter ends with a reflection on gaps in current research and suggestions for researchers who include international students in their work.

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How international students of colour become Black: a story of whiteness in English higher education

Cited by 16 publications

References 41 publications

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

‘Race’ and academic performance in international higher education: Black Africans in the UK

International Students in Open, Distance, and Digital Higher Education

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