Douglas Olsen
Racism and discrimination against international students in the United States is a prevalent issue that has gained increasing attention in recent years. International students from various regions, including the Middle East, Africa, East Asia, Latin America, and India, often encounter significant challenges and discrimination within U.S. institutions. This discrimination, termed neo-racism, is influenced by factors such as skin colour, culture, national origin, and international relations. While international students contribute significantly to the U.S. economy and educational landscape, they face unique struggles due to intersecting identities of race and foreign status. As a result, they may experience academic discrimination, employment barriers, difficulties in interpersonal relationships, and negative stereotypes. Creating more inclusive and anti-racist campuses requires acknowledging the racial identities and experiences of international students and addressing neo-racism through strategic planning and intentional efforts by educators, administrators, and domestic students.
| Characteristics | Values |
|---|---|
| International students' contribution to the US economy | $12 billion per year |
| International students' addition to the US intellectual capital | Positive regard for the US |
| Discrimination against international students | Tremendous |
| Neo-racism experienced by international students | Less-than-objective academic evaluations, loss of employment, difficulty in forming relationships, negative stereotypes, negative comments about accents |
| Racial identities of international students | Specific to their country of origin and distinct from US conceptions |
| US campuses' focus | Tying racial equity efforts and immigration issues |
| Responsibility of colleges | Prevent racist incidents and isolation encountered by international students |
| US higher education discussions about international students | Focus on diversity of nationality, not race |
| Domestic students' attitudes towards international students | Racially hostile |
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What You'll Learn
International students face neo-racism in the US
International students in the US face neo-racism, a form of discrimination based on skin colour, culture, national origin, and relationships between countries. This is distinct from more traditional forms of racism, as it encompasses not only racial prejudice but also the marginalization of individuals based on their cultural and national backgrounds. A case study by Charles Rice revealed that students from the Middle East, Africa, East Asia, Latin America, and India faced greater challenges in US institutions than those from Canada and Europe.
Instances of neo-racism can take many forms, including less-than-objective academic evaluations, difficulties in securing employment, negative stereotypes and portrayals of one's culture, and negative comments about foreign accents. These experiences can lead to feelings of isolation and exclusion within the campus community. Furthermore, international students of colour may view the curriculum as Eurocentric, indicating a lack of representation and recognition of diverse racial perspectives.
The topic of race is highly relevant in international higher education, especially in an era of populist nationalism, xenophobia, and other forms of prejudice. International students bring a wealth of curricular and co-curricular benefits to US colleges and universities, contributing to the country's intellectual capital and promoting cultural exchange. However, their experiences with neo-racism can create a negative impression of the United States, impacting its global relations and international goodwill.
To address these issues, colleges and universities have a responsibility to foster inclusive and anti-racist campuses. This includes acknowledging the racial identities and experiences of international students, promoting equitable access to education, and encouraging positive international exchange within the classroom. By addressing neo-racism and creating a more welcoming environment, institutions can ensure that international students feel valued and are able to contribute meaningfully to campus life.
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Discrimination against students of colour
Racism and discrimination against students of colour in the United States are prevalent issues. While discussions about diversity and inclusion in US higher education often revolve around domestic students, particularly racial and ethnic minorities, international students of colour face unique challenges related to their race and nationality.
Categorical inequalities between Black and White students are common in US schools, with minority students attending under-resourced schools. Schools with larger populations of students of colour have significantly fewer resources than schools serving mostly White students. For example, urban schools may lack basic resources such as word processors or laboratory equipment, while their suburban counterparts have access to advanced technology and well-equipped science laboratories. These inequalities contribute to separate and unequal educational experiences for minority students.
Additionally, students of colour in the US, including international students, may encounter racially hostile attitudes and acts from their domestic peers. Incidents at prominent institutions, such as Ohio State University and Kansas State University, highlight that racial discrimination towards international students persists. Furthermore, the curriculum in US schools may be perceived as Eurocentric, contributing to the marginalisation of international students of colour.
The persistence of discrimination is recognised by a large proportion of Americans. According to a Pew Research Center survey from March 2021, 80% of respondents believe there is a lot of or some discrimination against Black people, 76% say the same about Hispanic people, and 70% see discrimination against Asian people.
To create more inclusive campuses, it is essential to acknowledge the racial identities and experiences of international students of colour and actively prevent racist incidents and isolation. Colleges and universities have a responsibility to promote racial equity and ensure that international students are fully included and valued. This involves addressing the curriculum, encouraging domestic students to engage with their international peers, and providing support to teaching staff to foster an inclusive environment.
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US campuses focus on racial equity
Racism is prevalent in the United States, and international students of colour often face racist incidents and isolation. Domestic students engaging in racially hostile acts or attitudes toward international students is not a new phenomenon. However, US campuses are increasingly focusing on racial equity and addressing the intersection of racial equity and immigration issues.
The American Council on Education's (ACE) Center for Internationalization and Global Engagement (CIGE) emphasizes the need for strategic planning and intentional efforts to internationalize campuses and foster meaningful contributions from international students. This includes acknowledging the racial identities and experiences of international students and ensuring their inclusion.
To promote racial equity, US campuses can take several steps:
- Embedding racial equity into the strategic plan: Institutions should incorporate racial equity as a key component of their strategic goals and allocate sufficient resources to achieve those goals.
- Leadership and accountability: Senior leaders and dedicated staff should be assigned to support the implementation of racial equity initiatives and track progress.
- Communication and transparency: Clear and frequent communication with stakeholders, including alumni, staff, and donors, is essential to ensure everyone is working towards shared goals.
- Faculty representation: Addressing the underrepresentation of faculty from underrepresented populations is crucial. Efforts should be made to increase diversity among faculty members and promote equal opportunities for advancement.
- Student representation and support: Institutions should strive for equitable student representation and focus on helping students from underrepresented populations succeed academically. This includes providing social, academic, and economic support for students of colour, such as designated spaces for prayer, accommodating religious holidays, and offering halal and kosher dining options.
- Campus racial climate: Creating a positive campus racial climate is vital. This involves fostering an environment that values diversity, equity, and inclusion, and addressing any racist attitudes, behaviours, and practices.
- Acknowledging intersectionality: Racial equity efforts should recognize the intersection of race with other identities, such as immigration status, to prevent the marginalization of certain student groups.
- Curricular changes: International students of colour often view the curriculum as Eurocentric. Re-examining the curriculum to incorporate diverse perspectives can help create a more inclusive learning environment.
- Personal essays: Following the Supreme Court's ruling, which limited the consideration of race in admissions, some experts suggest emphasizing personal essays where students can discuss their experiences with racial inequity without explicit racial categorization.
While US campuses are making strides towards racial equity, the progress is slow, and there is still much work to be done to create truly inclusive and anti-racist environments for international students and students of colour.
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International students add diversity to US colleges
International students add a unique diversity to US colleges, enriching the student experience and contributing to a more global outlook on campuses. However, discussions about diversity and inclusion in US higher education often revolve around domestic students, particularly racial and ethnic minorities, with international students primarily recognised for their nationality rather than their racial identities. This narrow perception can lead to the marginalisation of international students of colour, who may encounter racist incidents and isolation.
The presence of international students on US campuses has been steadily increasing over the years, with more than 1 million international students currently enrolled, constituting slightly more than 5% of the total university student population in the nation. This growing population brings a diverse range of backgrounds, perspectives, and experiences to the classroom, fostering a more global and multicultural learning environment. International students offer their American peers first-hand insights into their cultures, traditions, and histories, promoting cross-cultural understanding and empathy.
However, despite the benefits of this diversity, international students of colour often face unique challenges due to their racial identities. The American higher education system has been criticised for its Eurocentric curriculum, which may contribute to the marginalisation of international students from different racial and cultural backgrounds. Additionally, the current political climate, characterised by populist nationalism, racism, xenophobia, and other forms of prejudice, poses additional risks for international students, as evidenced by the anxieties expressed by Chinese students following the Muslim travel ban implemented by the Trump administration in 2017.
To create a truly inclusive environment, US colleges must acknowledge and address the racial identities and experiences of international students. This includes recognising and condemning racist incidents, providing support for undocumented students, and promoting equitable access to educational opportunities. By valuing the diversity that international students bring, US colleges can foster a more welcoming and globally-minded community, enhancing the overall student experience for all.
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Domestic students display hostile attitudes towards international students
International students in the United States often face racism and xenophobia, with domestic students displaying hostile attitudes towards them. This is despite the fact that international students contribute more than $12 billion a year to the US economy and add to the country's intellectual capital. A case study by Charles Rice revealed that students from the Middle East, Africa, East Asia, Latin America, and India faced greater challenges in US institutions than their Canadian and European peers. This discrimination, termed "neo-racism", is based on skin colour, culture, national origin, and international relations.
International students of colour are subjected to racist incidents and isolation, with some experiencing discrimination in the form of unfair academic evaluations, employment barriers, negative stereotypes, and negative comments about their accents. These experiences can lead to a sense of marginalisation and exclusion within the campus community. For example, following the Muslim travel ban implemented by the Trump administration, Chinese students expressed anxiety and tensions between the US and China led to suspicions of Chinese students and faculty. Violence against Indian immigrants and the anti-Asian shootings in Atlanta further highlight the systemic racism faced by international students of colour.
Discussions about diversity and inclusion in US higher education often focus on domestic students, particularly racial and ethnic minorities, while international students are primarily recognised for their nationality rather than their racial identities. This can lead to a lack of understanding and acknowledgement of the unique challenges faced by international students of colour. To create a more inclusive campus environment, it is essential to address these issues and encourage positive international exchange within the classroom.
Educators, administrators, and domestic students all have a role to play in fostering an inclusive environment for international students. By acknowledging and addressing the racial identities and experiences of international students, US campuses can move towards creating a more welcoming and equitable space for all. This includes ensuring that international students are not marginalised in the curriculum and that their contributions are valued and encouraged.
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Frequently asked questions
Neo-racism is a form of discrimination based on skin colour, culture, national origin, and relationships between countries. A case study by Charles Rice revealed that students from the Middle East, Africa, East Asia, Latin America, and India faced neo-racism in the form of unfair academic evaluations, loss of employment, difficulty in forming relationships with instructors, negative stereotypes, and negative comments about foreign accents.
International students of colour in the United States have faced racist violence, assault, and treatment. For example, in 2017, the Muslim travel ban implemented by the Trump administration caused anxiety for Chinese students, and tensions between the US and China have led to suspicions of Chinese students and faculty. There has also been violence against Indian immigrants and anti-Asian shootings in Atlanta. At Ohio State University and Kansas State University, there have been incidents of racially hostile acts or attitudes toward international students.
Neo-racism can lead to the marginalization and isolation of international students. It can also affect their ability to form interpersonal relationships with instructors, advisors, and peers, and impact their employment prospects. Ultimately, it can create a negative experience for international students and discourage them from staying in the United States.
To create more inclusive and anti-racist campuses, it is important to acknowledge the racial identities and experiences of international students in official discourses and strategies. Colleges have a responsibility to prevent racist incidents and promote equity for international students. This can be achieved through strategic planning and the formation of committees or task forces to work on issues of internationalization and global engagement. Educators and administrators should also encourage positive international exchange within the classroom and abroad.
International students arrive in the United States with racial and cultural orientations specific to their country of origin, which may be distinct from American conceptions of race and racism. When asked about race, international students are more likely to respond with their nationality (e.g., Ghanaian or Jamaican) than with a particular racial group. Some students may shift their conceptions of race based on their treatment in the United States, while others resist changing their self-perception.
