International Students: Minority Status And Its Complexities

International students are often considered to add diversity of nationality to the higher education landscape in the United States. However, discussions about diversity and inclusion within US higher education typically revolve around domestic students, particularly racial and ethnic minorities. International students of colour often become racial minorities in the US and face discrimination and microaggressions. While colleges offer diversity education, it often does not account for the differences in international students' backgrounds or experiences.

International students of colour

However, international students of colour do experience racialisation and discrimination in English-speaking countries like the US and Canada. A 2016 survey by World Education Services (WES) found that students from sub-Saharan Africa, the Middle East and North Africa (MENA), and China were the most likely to cite discrimination as a top challenge. A study by Bardhan & Zhang of students from the Global South at a US university found that many experienced "discomfort" from becoming a minority within the racialised environment of the US. They also found that race is often not a facet of identity for international students of colour when they enter the US, and that race is sometimes seen as a "Western phenomenon".

Another study of international students of colour in English higher education found that they identified themselves under the sector racial category of Black and minority ethnic (BME) and experienced racism and discrimination like 'home' BME students. This study revealed how whiteness unifies and divides, creating a shared experience of the 'white gaze' in academia.

Overall, while international students of colour may not be officially considered minorities in the US unless they are citizens, they do experience racialisation and discrimination in English-speaking countries and may struggle with their new minority status.

Racial identity in the US

International students in the US are generally not considered minorities unless they are US citizens. However, they often experience discomfort and discrimination due to their sudden shift to minority status in the racially-charged environment of the US. International students of colour, especially those from Sub-Saharan Africa, the Middle East and North Africa, and China, are the most likely to face discrimination and microaggressions. These microaggressions can take the form of exclusion, ridicule, invisibilization, and assumptions about intelligence.

Adolescent identity development in the US is influenced by the socio-historical context of racial hierarchy and power dynamics. Research has shown that both exploration and resolution of racial identity are positively associated with a stronger sense of US American identity among White, Black, and Latino adolescents. However, the relationship between racial identity and self-esteem, mastery, and depressive symptoms is more complex and varies depending on group evaluation.

Brazilian-Americans, for instance, have adopted various strategies to navigate the rigid racial stratification in the US, which differs from the more fluid patterns of colour categories in Brazil. The concept of "ethnic-racial identity exploration and commitment" highlights the process of individuals exploring their social identities and resolving feelings about their broader sense of self.

Overall, the discussion of diversity and inclusion in US higher education often focuses on domestic students, particularly racial and ethnic minorities. The racial identities and experiences of international students are often overlooked, despite facing unique challenges and navigating race and ethnicity in a new cultural context.

Discrimination and prejudice

International students in the United States often experience discrimination and prejudice, particularly those from sub-Saharan Africa, the Middle East, and North Africa, as well as China and other Asian countries. These students are confronted with challenges arising from their newfound minority status within the racialized environment of the US. The transition can be disconcerting, especially for those who did not identify with a racial group in their home country and are now labelled "Black", "brown", or "Asian" for the first time.

A survey conducted in 2016 by World Education Services (WES) found that students from these regions were the most likely to experience discrimination. The survey also highlighted the issue of microaggressions, which are subtle yet pervasive forms of prejudice. International students of colour often face exclusion, ridicule for their accents, invisibility, and assumptions about their intelligence or values.

The cultural shock of navigating a new racial identity can be challenging, and many international students struggle to adjust to being viewed through a racial lens. This sudden racialization can be particularly intense for students from predominantly Black countries, who now find themselves within the racial dynamics of the US. The privileged status that some international students may have enjoyed in their home countries can make this transition even more difficult as they grapple with their new minority position and the discrimination that comes with it.

Colleges and universities have been criticized for not adequately addressing these issues during orientation or providing diversity training for international students. While discussions about diversity and inclusion in US higher education often focus on domestic students, the unique challenges faced by international students due to their race and ethnicity are rarely addressed substantively. This lack of attention to the specific needs of international students can hinder their ability to feel included and understood on American campuses.

It is important to note that the experiences of international students can vary depending on the institution and region within the US. While some colleges may recognize certain international students as underrepresented minorities (URM), this classification is typically reserved for US citizens and permanent residents. Nevertheless, all international applicants are generally at a disadvantage due to lower acceptance rates compared to US applicants.

Microaggressions

International students are not often counted as underrepresented minorities (URM) unless they are US citizens. The URM population usually consists of US citizens who identify as Black/African American, Hispanic/Latino, First Nation/American Indian, or Pacific Islander. However, international students of colour often become racial minorities when they enter the US, and they may experience microaggressions.

Research has identified several types of microaggressions commonly faced by international students of colour in the US. These include:

• Being excluded and avoided
• Being ridiculed for their accent or rendered invisible
• Having their international values and needs disregarded
• Assumptions about their intelligence
• Environmental microaggressions, such as structural racism within the education system

The impact of these microaggressions can be significant, affecting the psychological well-being and sense of belonging of international students. It is important for educators and counsellors to be aware of these issues and take steps to create a more inclusive and supportive environment for international students.

Diversity training for international students

Diversity training is an important aspect of creating an inclusive and welcoming environment for international students on campus. While international students are often seen as adding diversity of nationality, their experiences with racial identities, prejudice, and discrimination are often overlooked. Here are some ways to approach diversity training for international students:

Understanding Minority Status

International students of colour, particularly those from the Global South, sub-Saharan Africa, or predominantly Black countries, may suddenly find themselves in a racialized environment where they are a minority. This shift in status can be disorienting and uncomfortable, especially if they previously occupied a position of privilege in their home country. It is important to acknowledge and address this change during diversity training, helping students understand the concept of minority status and the unique challenges it may bring.

Navigating Racial Identities

Race and racialization are complex issues, and for some international students, race may not have been a significant facet of their identity before. Diversity training should provide a safe space for students to explore and discuss their racial identities, including the intersection of their nationality, ethnicity, and race. It should also address the specific challenges faced by different racial groups, such as the discrimination experienced by sub-Saharan African, Middle Eastern, and Chinese students, as highlighted in a 2016 survey by World Education Services (WES).

Microaggressions and Prejudice

International students of colour may encounter microaggressions and prejudice due to their racial minority status. Diversity training should educate students about the various forms of microaggressions, such as exclusion, ridicule based on accent, invisibility, or assumptions about intelligence. By raising awareness of these subtle but harmful behaviours, students can learn to recognize and address them when they occur.

Building Inclusive Communities

Diversity clubs, international buddy programmes, and multicultural residences can play a crucial role in fostering an inclusive campus environment. These initiatives provide international students with a sense of community and belonging, allowing them to connect with others who share similar experiences. Additionally, diversity training can encourage students to initiate their own clubs or organizations, promoting cultural representation and cross-cultural understanding.

Addressing Structural Inequalities

Discussions about diversity and inclusion in higher education often focus on domestic students. However, it is important to recognize the unique challenges faced by international students and advocate for their representation in institutional policies and frameworks. This includes pushing for equitable access to education, addressing acceptance rate disparities, and ensuring that diversity, equity, and inclusion (DEI) initiatives are adequately funded and supported, despite potential political scrutiny.

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