Ibrahim Gardner
International students in the United States often face challenges navigating race and ethnicity, becoming a racial minority within the racialized environment of the country. While discussions about diversity and inclusion in U.S. higher education typically focus on domestic students from minority backgrounds, international students of color also experience discrimination based on their race, gender, gender identity, religion, and sexuality. This is especially true for students from Sub-Saharan Africa, the Middle East and North Africa (MENA), and China, who are more likely to encounter discrimination and microaggressions.
| Characteristics | Values |
|---|---|
| International students considered a minority in the US | International students of color from the Global South, sub-Saharan Africa, the Middle East, North Africa, and China |
| International students' racial identities | Asian, Black, and Arab |
| Intersection of race, immigration, and higher education | Discrimination, assault, and unjust treatment of people of color |
| Underrepresented minority (URM) | Black/African American, Hispanic/Latino, American Indian, and two or more races |
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What You'll Learn
International students of colour
Research has shown that international students of colour may experience a sense of culture shock related to race upon arriving in the U.S. In some cases, race may not have been a significant aspect of their identity in their home countries, and they now find themselves navigating a new racial identity within the American context. For example, Bardhan & Zhang's study of students from the Global South at a Midwestern university found that participants from sub-Saharan African or predominantly Black countries struggled with "becoming" Black in the United States.
However, the experience of becoming a racial minority in the U.S. can also lead to self-reflection and personal growth. Some international students of colour may develop a deeper understanding of privilege, prejudice, and their racial/ethnic positioning within American society. This process has been termed "integrative awareness" by Fries-Britt, George Mwangi, and Peralta.
Discussions about diversity and inclusion within U.S. higher education often focus on domestic students from racial and ethnic minority backgrounds, while international students of colour are largely overlooked. This exclusion can further marginalise international students of colour, as their unique experiences with race and racism in the U.S. are not adequately addressed.
To create more inclusive and anti-racist campuses, it is essential to acknowledge the racial identities and experiences of international students of colour. This includes recognising the intersection of immigration and racial equity, as well as addressing the specific challenges faced by international students of colour in navigating U.S. concepts of race and racism.
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Racial microaggressions
International students in the United States, particularly those of colour, often experience racial microaggressions. These students, who are considered minorities, face various challenges due to their racialised and intersectional experiences.
International students of colour may experience insults about their country of origin, doubts about their academic abilities, threats, and other discriminatory behaviours. They may be excluded, ridiculed for their accent, rendered invisible, or have their international values and needs disregarded. Additionally, assumptions about their intelligence or environmental microaggressions, such as structural racism, can also occur.
The impact of these microaggressions can be significant, affecting the psychological well-being of international students and leading to stress and even depression. Studies have shown that international students cope with these experiences in various ways, including directly confronting the situation, keeping problems to themselves, or seeking support from family and friends.
It is important to acknowledge the racial identities and experiences of international students and to create more inclusive and anti-racist campuses. Discussions about diversity and inclusion within US higher education should include international students and address the specific challenges they face due to their racial identities.
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Discrimination based on gender and gender identity
International students of colour in the United States often become part of a racial minority for the first time in their lives. This shift in their racial identity can be challenging to navigate, as they may experience discrimination and microaggressions due to their race, nationality, and skin colour.
In the context of gender and gender identity, female international students from patriarchal cultures may face additional challenges. They may encounter tensions arising from conflicting gender norms and expectations between their home country and U.S. society, leading to potential discrimination and a triple intersection of disadvantages related to gender, race, and immigrant status.
In recognition of these challenges, the U.S. legal system has made significant strides in addressing discrimination based on gender and gender identity. In a landmark ruling on June 15, 2020, the U.S. Supreme Court held that discrimination against individuals based on their sexual orientation or gender identity constitutes sex discrimination, violating Title VII of the Civil Rights Act of 1964. This ruling extended workplace discrimination protection to approximately 11 million Americans who identify as LGBT.
The Supreme Court's interpretation of Title VII has significant implications for employers, who are now prohibited from discriminating against employees or applicants based on their sexual orientation or gender identity. Employers are encouraged to review and revise their anti-discrimination policies to explicitly include these protections. Additionally, the Fair Housing Act, which prohibits sex discrimination in housing, should also be interpreted to include protection against discrimination based on sexual orientation or gender identity.
In the realm of education, Title IX of the Education Amendments of 1972 bans discrimination based on sex in public schools. Following the Supreme Court's ruling in Bostock v. Clayton County, Title IX is interpreted to prohibit discrimination against students based on their sexual orientation or gender identity. Furthermore, the First Amendment right to free expression can be applied to school dress codes with different rules for boys and girls, and students have a constitutional right to privacy, protecting their sexual orientation or gender identity from being disclosed without their consent.
While these legal advancements are significant, they do not capture the full scope of gender and gender identity discrimination. Much more research is needed to understand how gender intersects with other factors, such as race and immigrant status, to create unique challenges for individuals, especially within the educational context.
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Campus diversity administrators
Understanding the Intersection of Race and International Student Identity:
Firstly, it is essential to acknowledge that international students are not a monolithic group. They bring diverse racial, ethnic, cultural, and linguistic backgrounds to the campus. Many international students of colour find themselves in a unique position where they suddenly become a racial minority within the racialized environment of the United States. This shift in minority status can be disorienting and may lead to experiences of discrimination and microaggressions. Diversity administrators should encourage an open dialogue about these dynamics and provide resources to help international students navigate their new racial context.
Addressing Microaggressions and Discrimination:
International students, particularly those from racial minority backgrounds, may encounter microaggressions and discrimination on campus. Microaggressions are subtle yet pervasive forms of prejudice, such as exclusion, ridicule over accents, or assumptions about intelligence. Diversity administrators should implement training programs that raise awareness of microaggressions and provide tools for students to respond to and address these incidents. Active bystander intervention training can empower students to speak up against discrimination and create a culture of mutual respect.
Inclusion of International Students in Diversity Discussions:
Discussions about diversity and inclusion within US higher education often revolve around domestic students, particularly racial and ethnic minorities, while international students' identities beyond their nationality are overlooked. Diversity administrators should actively include international students in these conversations. This means creating safe spaces for international students to share their experiences, ensuring that their voices are heard, and addressing the specific challenges they face due to their racial and ethnic backgrounds.
Collaborating with International Student Offices:
Promoting Cross-Cultural Interactions:
Encouraging cross-cultural interactions and dialogue between domestic and international students can foster a more inclusive campus environment. Diversity administrators can facilitate this through cultural exchange programs, international student mentorship schemes, or cultural competency workshops. These initiatives can enhance mutual understanding, break down stereotypes, and create a more cohesive student community.
By implementing these strategies, campus diversity administrators can actively contribute to creating a more welcoming and equitable environment for international students, particularly those from racial and ethnic minority backgrounds. This work is essential to ensuring that international students thrive academically and socially during their time in the United States.
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International students' fee structure
The cost of studying in the US for international students varies depending on the university and degree type. The fees for international students are typically the same as for domestic students, but international students are often not eligible for federal funding. The cost of studying in the US for international students typically ranges from $10,000 to $55,000 per year, with the average being around $37,500. This includes tuition fees and living expenses.
Tuition fees for international students in the US vary depending on the type of university and degree program. For example, a community college will cost between $6,000 and $20,000 per year, while a bachelor's degree will cost between $20,000 and $40,000 per year. A master's degree will cost between $20,000 and $45,000 per year, and a doctoral degree will cost between $28,000 and $55,000 per year. The cost of a master's degree for international students will also depend on the subject chosen.
The cost of living for international students in the US is an additional expense to consider. The average cost of living in the United States is roughly $1,500 per month or $18,000 per year. This includes accommodation, meals, transportation, publications, clothing, and leisure activities. International students pursuing a bachelor's degree are required to stay on campus for the first year, which can increase costs.
There are also hidden costs to consider, such as application fees, shipping costs for official documents, and recreational expenses. International students on F-1 visas are subject to US taxes and must file Form 8843 annually. They may also have to pay federal, state, and local taxes, depending on their income.
However, there are ways to make studying in the US more affordable for international students. Many universities offer financial aid, grants, and scholarships specifically for international students. Additionally, international student loans and work income can help cover the cost of living. Some states, like Texas, Ohio, Indiana, Florida, and Kansas, offer more affordable options with lower tuition rates and living costs.
While the US is one of the most expensive countries for international students, it is important to consider all the facts on fees and funding options before making a decision. The US also has some of the top-ranked universities globally, and a degree from a US university is highly valued in the job market.
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Frequently asked questions
International students are considered minorities in the United States, particularly those of colour. They often experience discrimination based on their race, gender, gender identity, religion, and sexuality.
International students of colour face microaggressions and discrimination. For example, they may experience exclusion, ridicule for their accent, or have their international values and needs disregarded. They may also face challenges due to gender norms and expectations in the US that differ from those in their home countries.
Yes, international students of colour who identify as female face potential discrimination due to their race and minority status. They are also subject to broader social and economic inequities faced by women and non-binary individuals.
Yes, there is a focus on providing institutional support for undocumented students of varying racial, ethnic, and social identities. Recommended support systems include peer support, mentorship, and family engagement.
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