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The experiences of international racialized graduate students in higher education classrooms

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Abstract:

Canada is actively engaged in internationalization strategies to be the “country of choice” to attract promising international graduate students to its universities in order to increase cultural diversity, expose domestic students to other cultures, and to enrich the educational environment (CBIE, 2009). In 2008, 178,227 international students enrolled in Canadian universities and contributed 6.5 billion dollars to the economy. While Canada is an attractive destination to pursue graduate studies, existing literature points to the many challenges that international racialized graduate students continually face in the classroom. For instance, students often feel ignored and that their unique perspectives are undervalued or unaccepted by faculty members (Beck, 2008; Sato & Hodge, 2009). Respecting different cultures and teaching and learning styles is vital to the production of globally-minded citizens who are prepared to work in international contexts and strive to create a democratic society (Guo & Jamal, 2007; Otten, 2003). Merely injecting international racialized graduate students into universities without considering their unique backgrounds may cause conditions of unequal status and tensions in the classroom and breed isolation and cultural alienation among international students, and the way they interact with domestic students and faculty members (Antonio, 2001; Ku et al., 2008). Using a critical race theory framework, this conceptual paper will present a review of the literature on international racialized graduate students’ experiences in higher education classrooms and the support needed for them to be academically successful. It will also explore diversity policies that could promote an inclusive learning environment.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494162_index.html
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MLA Citation:

Gopal, Anita. "The experiences of international racialized graduate students in higher education classrooms" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494162_index.html>

APA Citation:

Gopal, A. , 2011-04-30 "The experiences of international racialized graduate students in higher education classrooms" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494162_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Canada is actively engaged in internationalization strategies to be the “country of choice” to attract promising international graduate students to its universities in order to increase cultural diversity, expose domestic students to other cultures, and to enrich the educational environment (CBIE, 2009). In 2008, 178,227 international students enrolled in Canadian universities and contributed 6.5 billion dollars to the economy. While Canada is an attractive destination to pursue graduate studies, existing literature points to the many challenges that international racialized graduate students continually face in the classroom. For instance, students often feel ignored and that their unique perspectives are undervalued or unaccepted by faculty members (Beck, 2008; Sato & Hodge, 2009). Respecting different cultures and teaching and learning styles is vital to the production of globally-minded citizens who are prepared to work in international contexts and strive to create a democratic society (Guo & Jamal, 2007; Otten, 2003). Merely injecting international racialized graduate students into universities without considering their unique backgrounds may cause conditions of unequal status and tensions in the classroom and breed isolation and cultural alienation among international students, and the way they interact with domestic students and faculty members (Antonio, 2001; Ku et al., 2008). Using a critical race theory framework, this conceptual paper will present a review of the literature on international racialized graduate students’ experiences in higher education classrooms and the support needed for them to be academically successful. It will also explore diversity policies that could promote an inclusive learning environment.


Similar Titles:
Understanding International Graduate Students’ Experiences Engaging in Higher Education at a Midwestern American University

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International student voices in the classroom: An exploration of international graduate students’ classroom experience in U.S. higher education


 
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