Racism Against International Students: The American Paradox

Racism is a pervasive issue in the United States, and international students are not exempt from experiencing it. While some Americans are welcoming and eager to engage with international students, others hold racist attitudes and commit racist acts towards them. The COVID-19 pandemic and the recent shootings targeting Asian women have exacerbated anti-Asian racism in the country, impacting the experiences of international students, 70% of whom are from Asia. This adds to the existing challenges international students of colour face in the US, including inaccurate assumptions, racialised curricula, and a lack of substantive discussions about race in the context of higher education.

International students face racially hostile acts and attitudes from domestic students

International students in the United States often face challenges related to racial hostility and prejudice from domestic students. While every international student has a unique experience, the topic of race is a significant aspect of their time in American higher education. Domestic students engaging in racially hostile acts or attitudes toward international students is not a new phenomenon. Incidents at prominent institutions, such as Ohio State University and Kansas State University, highlight that the problem persists.

Racial incidents targeting international students have occurred due to inaccurate assumptions and the increasing international student enrollment in the US. The American higher education system struggles with ensuring the safety of its international students, especially in the context of rising anti-Asian racism. The shootings at Asian-run spas in Atlanta and the COVID-19 pandemic have brought to light the racialized violence and discrimination faced by Asian international students, who make up 70% of all international students in the country.

American racism systematically advantages White Americans and disadvantages people of color. This is influenced by factors such as categories that organize people into distinct racial groups, factions that trigger ingroup loyalty and intergroup competition, and segregation that reinforces racist beliefs. Additionally, the amount of exposure a person has to other racial groups during their childhood impacts their attitudes and behaviors toward those groups in adulthood. International students bring their own racial and cultural orientations to the US, which may differ from American conceptions of race and racism.

Some domestic students exhibit negative attitudes and behaviors toward international students due to racial differences. For example, an American student at North Dakota State University commented that international students "smell bad and don't speak English." Others may be hesitant to interact with international students due to language barriers or a fear of offending them. These attitudes can contribute to a sense of marginalization and exclusion for international students.

However, it is important to note that not all domestic students hold racist views toward international students. Some American students are eager to engage with their international classmates and learn about their cultures and perspectives. They value the diversity that international students bring to campus and recognize the benefits of cross-cultural exchange. Nevertheless, the presence of racially hostile attitudes and acts by domestic students toward international students persists and requires strategic planning and efforts toward inclusion and awareness.

The American curriculum is viewed as Eurocentric by international students of colour

International students of colour often view the American curriculum as Eurocentric. This is a common theme in American higher education, where discussions about diversity and inclusion typically revolve around domestic students, particularly racial and ethnic minorities. International students are generally only acknowledged for the diversity of nationality they bring to the American education landscape. The unique challenges that race brings to international students are rarely discussed.

The American Council on Education's (ACE) Center for Internationalization and Global Engagement (CIGE) notes that effective internationalization requires strategic planning and a committee to work on the issue. It needs to be intentional. International students of colour often face racially hostile attitudes and acts from domestic students, staff, and even professors.

The American curriculum is often designed with a Eurocentric perspective, focusing on Western notions of subjects such as science, math, art, and history. This marginalizes the knowledge and experiences of Black, Indigenous, and other marginalized communities, teaching them that their lives and the lives of their ancestors are insignificant. This has a detrimental impact on students' sense of community, belonging, and identity.

To create a more inclusive environment for international students of colour, universities must recognize the impact of a Eurocentric curriculum and work to reshape it to reflect the diversity of the student population, including their histories and identities. This includes offering a variety of courses that go beyond Western knowledge and perspectives, such as Indigenous Studies and Black History, and ensuring that these courses are not just electives but are mandatory and integrated into the core curriculum.

Additionally, it is important to address the racial incidents targeting international students due to inaccurate assumptions and prejudices. University administrations must take steps to create a safe and welcoming environment for all students, regardless of their race or nationality.

International students experience prejudice and discrimination in the U.S

International students in the U.S. often experience prejudice and discrimination, with incidents at prominent institutions such as Ohio State University and Kansas State University in recent years. While discussions about diversity and inclusion within U.S. higher education are common, they typically revolve around domestic students, particularly racial and ethnic minorities. The unique challenges faced by international students due to their race are rarely discussed in depth.

The perception of racism among international students in the U.S. has been heightened by the pandemic and the shootings at Asian-run spas in Atlanta, which brought to light the thousands of incidents of anti-Asian discrimination and xenophobia that have occurred since the start of the pandemic. Given that 70% of international students in the U.S. are from Asia, these events have understandably made them more afraid for their safety.

International students often arrive in the U.S. with racial and cultural orientations that are distinct from those in the U.S. context. For example, when asked about race, international students are more likely to respond with their nationality (e.g., Ghanaian or Jamaican) than to identify with a particular racial group. This can lead to a clash of cultural identities, as the U.S. has a history of racial segregation and categorization that places individuals into distinct groups.

Prejudice and discrimination against international students in the U.S. can manifest in various ways, from inaccurate assumptions and racially hostile attitudes to physical violence. Some American students have admitted to feeling nervous about approaching international students due to language barriers, while others have made offensive comments about their international classmates, such as assuming they "don't speak English." These attitudes can create a sense of marginalization and exclusion for international students, who may already feel like they are navigating a different "world altogether."

To create a more inclusive environment for international students, it is essential to address these issues head-on. This includes acknowledging the existence of racism and prejudice in the U.S. and working towards creating safe and welcoming environments on campuses.

Americans hold stereotypes about international students, such as that they smell bad

While there is no single way in which Americans view international students, some hold stereotypes about them, including that they smell bad. This stereotype is often targeted at Asians, with students at Ohio State University tweeting comments like "The Indian next to me at the gym smells like a curry-covered butthole". In 2019, an anonymous professor at the University of Houston sent an email to all graduate students in the program, stating that "people from India use lots of spices and people from other Southeast Asian countries use a lot of garlic". The email implied that international students and immigrants from certain parts of the world are responsible for body odour and that Americans are "non-ethnic" and do not have body odour.

Other stereotypes held by Americans about international students include the “Asians as math nerds” stereotype and the “Asians as rich” stereotype. In a study involving nearly 900 undergraduate students, Ho and Jackson (2001) identified negative characteristics such as "antisocial, cold, cunning, deceitful, narrow-minded, nerdy, pushy, selfish, and sly", positive characteristics such as "ambitious, hardworking, intelligent, mathematical, family-oriented, obedient, self-disciplined, serious, traditional, artistic, imaginative, expressive, and musical", and neutral characteristics such as "quiet and reserved" that are attributed to Asian Americans. While some of these characteristics may be considered positive, they can also lead to negative attitudes related to the threat.

The topic of race is relevant in international higher education, particularly in an era of American populist nationalism, with its signature traits of racism, xenophobia, and other forms of prejudice. Domestic students engaging in racially hostile acts or attitudes toward international students is not a new phenomenon, with incidents at prominent institutions such as Ohio State University and Kansas State University in recent years. However, it is important to note that every international student has their own unique journey and story, even when they come from the same countries or similar backgrounds.

While some Americans may be eager and open to meeting their international classmates, others may be content to stay with familiar friends. Some Americans may view international students as adding diversity of nationality to the American higher education landscape, but there are rarely substantive discussions about other facets of international students' identities, such as race, and the challenges that it can bring.

International students arrive in the U.S. with racial and cultural orientations distinct from American conceptions

International students often arrive in the U.S. with racial and cultural orientations that differ from those in the U.S. For example, when asked about race, international students are more likely to respond with their nationality (e.g., Ghanaian or Jamaican) rather than a specific racial group. This is because the concept of race and racism is constructed and experienced differently across various social and cultural contexts.

The U.S. has a history of racial segregation, which has contributed to racist perceptions, preferences, and beliefs that continue to impact the treatment of people of colour, particularly those from outside an individual's social circle. This is evident in the recent rise of anti-Asian racism, which has been exacerbated by the COVID-19 pandemic and incidents of violence. The pandemic has also played a role in making international students' experiences with racism more visible.

Furthermore, discussions about diversity and inclusion in U.S. higher education often focus on domestic students from racial and ethnic minority groups, neglecting the racial dimensions of international students' identities and the challenges they may face. International students of colour may view the curriculum as "Eurocentric" and feel marginalised as a result. Additionally, domestic students engaging in racially hostile acts or attitudes towards international students is not a new phenomenon, and inaccurate assumptions about international students have led to racial incidents on campuses across the country.

While some American students are eager to engage with their international classmates and learn about their cultures, others may be hesitant due to language barriers or a lack of effort to bridge cultural differences. These interactions are influenced by broader societal factors, such as the tendency for citizens of racist societies to reinforce racism, whether consciously or not.

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