CSSE 2023 Knowledge Mobilization Team – Chunlei Liu

International Student Experiences: Navigating Challenges and Celebrating Diversity at CSSE

The recent CSSE conference held on May 28, 2023, brought together a diverse group of presenters and attendees to discuss the experiences of international students. The sessions highlighted the various factors that impact international students, including personal characteristics, national context, and institutional climate. This blog post aims to extend and summarize the key themes and takeaways from the conference, focusing on the challenges faced by international students and the institutional supports available to them.

Exploring Racialization and Diverse Experiences of International Students in Higher Education

Dr. Elizabeth Buckner and colleagues’ presentation examined the racialization of Asian international students, considering factors such as personal characteristics, cultural differences, and language proficiency that influence their adaptation. The institutional climate, visa policies, academic culture, representation, and support systems also shape their experiences. Similarly, Fatemeh Gharibi’s research focuses on the unique experiences of queer students of color in university environments, challenging the notion of a homogeneous “international student” category. These individuals navigate intersecting oppressions and privileges, facing racism while benefiting from the settler colonial system. Gharibi employs a satirical performance autoethnography approach to explore how they navigate university spaces and choose to disclose or withhold their stories. Through comedy and satire, Gharibi aims to amplify the voices of the silenced, shifting the focus from “damage” to “desire,” emphasizing embodiment and reciprocity in storytelling.

Navigating Challenges and Supporting International Graduate Students

Yilun Jiang discussed career support for international graduate students, highlighting the role of career centers, on-campus services, and faculty support. Dr. Ruthanne Tobin and colleagues conducted collaborative research to understand the challenges faced by international graduate students in Canada, using narrative inquiry to capture personal reflections. Aide Chen, Wenmin Liang, and Yan Su explored the experiences of doctoral students writing dissertations in English as an additional language, revealing challenges and offering support strategies. These studies emphasize the importance of collaboration and context-aware practices to address the needs of international graduate students.

Exploring Transitions for International Students

Eustacia Yu’s session highlighted the challenges Chinese students face in their transitions, balancing independence, and family support, navigating interactions with peers, and seeking support while striving for normalcy. Misung Yim’s research focuses on international non-traditional students in Canada, aiming to understand their unique characteristics, examine their transition experiences, and identify support systems for their success. Dr. Irene Torres-Arends explored how international students perceive academic regulations, revealing common misunderstandings and emphasizing the importance of supporting them through cultural transitions. Academic institutions should redesign curricula, communicate regulations clearly, and provide skill development opportunities to meet international students’ needs.

Supporting Cross-Cultural Students: Sensitivity and Stress

Xuechen Yuan’s research on intercultural sensitivity among East-Asian students and Thi Kim Thu Le’s study on addressing international students’ acculturative stress through social support provide valuable insights into cross-cultural experiences. Yuan’s findings indicate that gender and cultural factors influence intercultural sensitivity among East-Asian students, emphasizing the need for a nuanced understanding of cultural differences. Le’s research highlights the role of social support in mitigating acculturative stress, with international students receiving more support from their peers than host-nationals. Both studies emphasize the importance of effective social support at interpersonal and institutional levels to promote the well-being and academic success of international students.

International Students and COVID-19 Inequity: Privilege, Policy, and Passport Power Clash

Shannon Hutcheson’s research delves into the inequities faced by international students during the COVID-19 pandemic, investigating the intersection of privilege, policy, and passport power. The study examines equity concerns in Canadian institutions, highlighting the prioritization of tuition dollars over student well-being in a neoliberal academic landscape. Utilizing critical policy analysis and discourse analysis, Hutcheson sheds light on the marginalization and systemic inequities experienced by international students. The session analyzes Canadian international education policies and social media discourse to underscore gaps in social protection policies and the marginalization of students. The study also addresses the monetization and commodification of international higher education as contributing factors to these inequities. Key themes such as xenophobia, limited access to social protections, and challenges related to border navigation are identified. The session concludes by presenting best practices that emphasize the importance of humanizing rhetoric and implementing policy changes to address these inequities.

The CSSE conference focused on international student experiences, particularly those of Asian international students. Presentations and sessions emphasized the multifaceted factors that shape these experiences, including personal, national, and institutional influences. The conference underscored the need for an inclusive and supportive institutional climate to address challenges faced by international students. It also highlighted the importance of targeted career supports, understanding transitions dialectics, and promoting intercultural sensitivity among all students. By applying the knowledge and insights gained from this conference, we can strive to create a more inclusive and supportive environment for international students in our institutions.

Chunlei Liu

PhD student

York University