Ihssane Fethi, Isabelle Daigneault, Manon Bergeron, M. Hébert, F. Lavoie
The current study used an intersectional framework to investigate international students' experiences of sexual violence and examine differences in contexts, consequences, and disclosure between international and domestic students. Secondary analyses (chi-squares, multivariate logistic regressions) were conducted on previously collected data. The sample consisted of 6,554 students, including 764 international students. Compared with their domestic peers, international students of all ages, genders, sexual orientations, minority status, grade levels, and time spent at university faced an increased likelihood of being the target of sexual violence. Contexts and disclosure of victimization did not vary by student status. International students reported more PTSD symptoms after campus sexual violence. Future studies are needed to determine why perpetrators target international students. Prevention and intervention efforts need to acknowledge diversity among international students and potential victims who could be men, women, LGBTQ+ students, undergraduate and graduate students.
{"title":"Campus Sexual Violence","authors":"Ihssane Fethi, Isabelle Daigneault, Manon Bergeron, M. Hébert, F. Lavoie","doi":"10.32674/jis.v13i1.3685","DOIUrl":"https://doi.org/10.32674/jis.v13i1.3685","url":null,"abstract":"The current study used an intersectional framework to investigate international students' experiences of sexual violence and examine differences in contexts, consequences, and disclosure between international and domestic students. Secondary analyses (chi-squares, multivariate logistic regressions) were conducted on previously collected data. The sample consisted of 6,554 students, including 764 international students. Compared with their domestic peers, international students of all ages, genders, sexual orientations, minority status, grade levels, and time spent at university faced an increased likelihood of being the target of sexual violence. Contexts and disclosure of victimization did not vary by student status. International students reported more PTSD symptoms after campus sexual violence. Future studies are needed to determine why perpetrators target international students. Prevention and intervention efforts need to acknowledge diversity among international students and potential victims who could be men, women, LGBTQ+ students, undergraduate and graduate students.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.
{"title":"Working toward becoming Doctoral Researchers","authors":"Yuqi Lin, Jing Shi, Chenyan Zhang","doi":"10.32674/jis.v13i1.4278","DOIUrl":"https://doi.org/10.32674/jis.v13i1.4278","url":null,"abstract":"It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46753700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzes whiteness from the perspectives of “politic of location” to understand how it has changed and applied across the globe, rather than ignoring the relevancy of white supremacy for some geographies that have a racially homogenous population. The first part of the article interrogates my personal experiences of whiteness in Turkey which has a racially homogenous population. In Turkey, my experiences with whiteness were not as a result of directly having white bodies, but rather by being a part of the dominant culture, nation, religion, and language. The second part of this study discusses my experiences of whiteness in the United States. I highlight the different ways in which I experienced whiteness that had to do with my position as a Muslim Turkish woman in racially diverse America. In this autoethnography, by showing my relations and experiences within the discourse of whiteness and racialization of Muslims, I show how whiteness has significantly different meanings in different locations, and how whiteness’s ideology affects people’s experiences through local and global power relations.
{"title":"Coding Whiteness and Racialization: Living in the Space as an Insider-Outsider","authors":"Nuray Karaman","doi":"10.32674/jis.v13i1.4336","DOIUrl":"https://doi.org/10.32674/jis.v13i1.4336","url":null,"abstract":"This study analyzes whiteness from the perspectives of “politic of location” to understand how it has changed and applied across the globe, rather than ignoring the relevancy of white supremacy for some geographies that have a racially homogenous population. The first part of the article interrogates my personal experiences of whiteness in Turkey which has a racially homogenous population. In Turkey, my experiences with whiteness were not as a result of directly having white bodies, but rather by being a part of the dominant culture, nation, religion, and language. The second part of this study discusses my experiences of whiteness in the United States. I highlight the different ways in which I experienced whiteness that had to do with my position as a Muslim Turkish woman in racially diverse America. In this autoethnography, by showing my relations and experiences within the discourse of whiteness and racialization of Muslims, I show how whiteness has significantly different meanings in different locations, and how whiteness’s ideology affects people’s experiences through local and global power relations.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Utilizing an autoethnographic stance and method, this article is based on my experiences as a Malaysian postgraduate student in the United Kingdom. I draw upon my memories of dealing with Islamophobia and xenophobia while living there, as a Muslim and Asian woman. Anti-Asian sentiment and xenophobia can be experienced in many forms, ranging from feelings of discomfort to verbal insults and direct confrontation. As a visible Muslim and Asian woman, I reflect upon my own experience as a victim of verbal abuse on different occasions. This article offers an intersectional perspective taking into account interconnected and overlapping factors, such as gender, ethnicity and religion, to examine the multi-layered issues and challenges as an international student. I highlight the challenges in expressing and negotiating my intersectional identities while living temporarily abroad. Therefore, this article is very important to raise awareness about Islamophobia as well as inadvertent or deliberate xenophobia towards Asian communities.
{"title":"I am a Muslim and Asian Woman in the United Kingdom","authors":"Nur Hafeeza Ahmad Pazil","doi":"10.32674/jis.v13i1.4176","DOIUrl":"https://doi.org/10.32674/jis.v13i1.4176","url":null,"abstract":"Utilizing an autoethnographic stance and method, this article is based on my experiences as a Malaysian postgraduate student in the United Kingdom. I draw upon my memories of dealing with Islamophobia and xenophobia while living there, as a Muslim and Asian woman. Anti-Asian sentiment and xenophobia can be experienced in many forms, ranging from feelings of discomfort to verbal insults and direct confrontation. As a visible Muslim and Asian woman, I reflect upon my own experience as a victim of verbal abuse on different occasions. This article offers an intersectional perspective taking into account interconnected and overlapping factors, such as gender, ethnicity and religion, to examine the multi-layered issues and challenges as an international student. I highlight the challenges in expressing and negotiating my intersectional identities while living temporarily abroad. Therefore, this article is very important to raise awareness about Islamophobia as well as inadvertent or deliberate xenophobia towards Asian communities.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48358266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This collaborative autoethnography (CAE) explores the lived experiences of two South Korean doctoral students’ transnational career transitions during 2019–2021. The purpose of the CAE is twofold: (a) to analyze international doctoral students’ development during the transition; and (b) to investigate negotiations of their intersectional identities. The data came from our biweekly multimodal narratives on our development (96 total) and biweekly meeting transcripts (48 total). We thematically analyzed (Braun & Clarke, 2006) the data first, found two themes, and reconstructed our two-ear narratives and visually represented them. The data analysis revealed that our major challenges during transition were to receive developmentally appropriate help (responsive mediation; Johnson & Golombek, 2016) and to build transnational, intersectional identities in a liminal space (Bhabha, 1994) between different geographical locations. Based on our two-year dialogue data, we offer suggestions for negotiating appropriate levels of mediation and reframing intersectional and liminal identities in a liberating way.
{"title":"Lost in Transition","authors":"Miso Kim, Eunhae Cho","doi":"10.32674/jis.v13i1.4338","DOIUrl":"https://doi.org/10.32674/jis.v13i1.4338","url":null,"abstract":"This collaborative autoethnography (CAE) explores the lived experiences of two South Korean doctoral students’ transnational career transitions during 2019–2021. The purpose of the CAE is twofold: (a) to analyze international doctoral students’ development during the transition; and (b) to investigate negotiations of their intersectional identities. The data came from our biweekly multimodal narratives on our development (96 total) and biweekly meeting transcripts (48 total). We thematically analyzed (Braun & Clarke, 2006) the data first, found two themes, and reconstructed our two-ear narratives and visually represented them. The data analysis revealed that our major challenges during transition were to receive developmentally appropriate help (responsive mediation; Johnson & Golombek, 2016) and to build transnational, intersectional identities in a liminal space (Bhabha, 1994) between different geographical locations. Based on our two-year dialogue data, we offer suggestions for negotiating appropriate levels of mediation and reframing intersectional and liminal identities in a liberating way.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45388291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
International students often experience difficulties acclimating to campus climates in the United States. While identifying oneself as a fan of college sports has been shown to assist domestic students in their social adjustment to college environments, little is known about the relationship between international students’ college sports team identification and their social adjustment. As such, the purpose of this study is to determine the effect of team identification on international students’ sense of community and social capital and the conceptual relationship between the sense of community and social capital. Analysis of the hypothesized model with a sample of international students (n = 487) revealed that international students’ team identification develops their sense of community and social capital. Implications focused on how the international student office and athletic departments can utilize intercollegiate sport to support international students and assist this population in adapting to campus life in the United States.
{"title":"Analyzing International Students' Social Support Through Intercollegiate Sport Team Identification","authors":"K. Kim, S. Stokowski, Wen Juo Lo, Jinwook Han","doi":"10.32674/jis.v13i1.4415","DOIUrl":"https://doi.org/10.32674/jis.v13i1.4415","url":null,"abstract":"International students often experience difficulties acclimating to campus climates in the United States. While identifying oneself as a fan of college sports has been shown to assist domestic students in their social adjustment to college environments, little is known about the relationship between international students’ college sports team identification and their social adjustment. As such, the purpose of this study is to determine the effect of team identification on international students’ sense of community and social capital and the conceptual relationship between the sense of community and social capital. Analysis of the hypothesized model with a sample of international students (n = 487) revealed that international students’ team identification develops their sense of community and social capital. Implications focused on how the international student office and athletic departments can utilize intercollegiate sport to support international students and assist this population in adapting to campus life in the United States.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Y. Garrison, Soeun Park, Chi W. Yeung, Zong Li, Y. C. S. Ho, Jennifer Chang-Tran
This qualitative study investigated the social class worldviews of Chinese International Students (CIS) in the United States. Social class worldviews are a constellation of beliefs, attitudes, and values that individuals use to maintain a sense of psychological equilibrium within their perceived social class groups and culture. Having interviewed eleven CIS in aMidwestern city in the United States, the researchers found that their experiences reflected five themes: (a) Social Class Consciousness; (b) Social Class Socialization; (c) Social Class Resources; (d) Social Class Values; and (e) Social Class Challenges. Suggestions for research and implications for higher education are discussed.
{"title":"The Social Class Worldviews of Chinese International Students in the United States","authors":"Y. Garrison, Soeun Park, Chi W. Yeung, Zong Li, Y. C. S. Ho, Jennifer Chang-Tran","doi":"10.32674/jis.v13i1.4013","DOIUrl":"https://doi.org/10.32674/jis.v13i1.4013","url":null,"abstract":"\u0000This qualitative study investigated the social class worldviews of Chinese International Students (CIS) in the United States. Social class worldviews are a constellation of beliefs, attitudes, and values that individuals use to maintain a sense of psychological equilibrium within their perceived social class groups and culture. Having interviewed eleven CIS in aMidwestern city in the United States, the researchers found that their experiences reflected five themes: (a) Social Class Consciousness; (b) Social Class Socialization; (c) Social Class Resources; (d) Social Class Values; and (e) Social Class Challenges. Suggestions for research and implications for higher education are discussed.\u0000","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42518159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Internationalization continues to be a priority of the education mandate in British Columbia (BC). While there is currently a surfeit of exploratory studies on international students’ (IS) experiences of challenges in their host institutions, little research has been done on examining their experiences from sociocultural context-based standpoints. This study fills the gap by examining the daily lived experiences of Chinese post-secondary IS in BC through the lens of intersectionality. First, the notions of cultural distance, nationality, and language proficiency were conceptualized as intersectional categories. Next, narrative data were collected from six Chinese IS, and then analyzed through an iterative coding framework that connected narrative themes to the theoretical framework of intersectionality. The results show how the interlocking categories created instances of minoritization among the participants due to power imbalances brought upon by compatriots, peers, and federal/institutional policies. Implications in future directions of intersectionality research, policy, and practices are presented.
{"title":"Intersectional Analysis of Chinese International Students’ Experiences in Post-Secondary Institutions in British Columbia","authors":"Karlo Avenido","doi":"10.32674/jis.v13i1.2877","DOIUrl":"https://doi.org/10.32674/jis.v13i1.2877","url":null,"abstract":"Internationalization continues to be a priority of the education mandate in British Columbia (BC). While there is currently a surfeit of exploratory studies on international students’ (IS) experiences of challenges in their host institutions, little research has been done on examining their experiences from sociocultural context-based standpoints. This study fills the gap by examining the daily lived experiences of Chinese post-secondary IS in BC through the lens of intersectionality. First, the notions of cultural distance, nationality, and language proficiency were conceptualized as intersectional categories. Next, narrative data were collected from six Chinese IS, and then analyzed through an iterative coding framework that connected narrative themes to the theoretical framework of intersectionality. The results show how the interlocking categories created instances of minoritization among the participants due to power imbalances brought upon by compatriots, peers, and federal/institutional policies. Implications in future directions of intersectionality research, policy, and practices are presented. ","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47458078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While international education has long been characterised by mobility, the Covid-19 pandemic has shifted our attention to immobility as thousands of international students have experienced immobility in various ways, one of which is being stuck in their home countries. This paper records how such immobility entailed the feeling of confusion and detachment in an international doctoral student and her efforts to overcome physical immobility by making use of digital mobility. Through the sensemaking framework, this paper not only illuminates the consequences of disrupted mobility on an international doctoral student’s academic learning and sense of belonging but also highlights the student’ agency, which then offers a research area that may yield interesting insights in this unprecedented time of uncertainty.
{"title":"Immobility in mobility during Covid-19","authors":"A. Phan","doi":"10.32674/jis.v13i1.4157","DOIUrl":"https://doi.org/10.32674/jis.v13i1.4157","url":null,"abstract":"While international education has long been characterised by mobility, the Covid-19 pandemic has shifted our attention to immobility as thousands of international students have experienced immobility in various ways, one of which is being stuck in their home countries. This paper records how such immobility entailed the feeling of confusion and detachment in an international doctoral student and her efforts to overcome physical immobility by making use of digital mobility. Through the sensemaking framework, this paper not only illuminates the consequences of disrupted mobility on an international doctoral student’s academic learning and sense of belonging but also highlights the student’ agency, which then offers a research area that may yield interesting insights in this unprecedented time of uncertainty.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44517244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The growth in the number of Chinese students in Western universities has prompted academics to explore different pedagogical practices suitable for diverse classrooms. Some persisting contradictions between Western and Eastern conceptions of education exist in the practices and institutional structures that students encounter daily. Designing appropriate curricular and learning activities is crucial to the embedding of Chinese international students’ learning experience in the West. Adopting a practice-based approach, this ethnographic study investigates how an informal bilingual volunteer peer teaching model, entailing a mix of pedagogical practices, contributed to improving Chinese international students learning experience in a Western context. This paper advocates a movement beyond the boundaries and the limits of the fixed pedagogies and turns toward diverse pedagogical practices in teaching Chinese students. This paper also provides new insights about curricular design for academic and institutional practices in order to further develop Chinese students’ positive learning experiences in the West.
{"title":"学霸: Academic Hero","authors":"Jinqi Xu, Lynne Keevers","doi":"10.32674/jis.v13i1.3996","DOIUrl":"https://doi.org/10.32674/jis.v13i1.3996","url":null,"abstract":"The growth in the number of Chinese students in Western universities has prompted academics to explore different pedagogical practices suitable for diverse classrooms. Some persisting contradictions between Western and Eastern conceptions of education exist in the practices and institutional structures that students encounter daily. Designing appropriate curricular and learning activities is crucial to the embedding of Chinese international students’ learning experience in the West. Adopting a practice-based approach, this ethnographic study investigates how an informal bilingual volunteer peer teaching model, entailing a mix of pedagogical practices, contributed to improving Chinese international students learning experience in a Western context. This paper advocates a movement beyond the boundaries and the limits of the fixed pedagogies and turns toward diverse pedagogical practices in teaching Chinese students. This paper also provides new insights about curricular design for academic and institutional practices in order to further develop Chinese students’ positive learning experiences in the West.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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