An Intersectional Analysis of Chinese International Students' Experiences in Postsecondary Institutions in British Columbia

Y

18

Intersectionality; Foreign Students; Student Attitudes; Educational Experience; Educational Policy; Foreign Countries; International Education; Cultural Differences; Social Differences; Asians; Undergraduate Students; English (Second Language); Second Language Learning; Language Proficiency; Power Structure; Minority Group Students; Barriers; Student Adjustment; Critical Theory; Student Personnel Services; Racial Discrimination; Personal Narratives

2162-3104
2166-3750

Internationalization continues to be a priority of the education mandate in British Columbia (BC). While there is currently a lack of exploratory studies on international students' (IS) experiences of challenges in their host institutions, little research has examined their experiences from sociocultural context-based standpoints. This study fills this gap by examining the daily lived experiences of Chinese postsecondary IS in BC through the lens of intersectionality. First, the notions of cultural distance, nationality, and language proficiency were conceptualized as intersectional categories. Next, narrative data were collected from six Chinese IS and then analyzed through an iterative coding framework that connected narrative themes to the theoretical framework of intersectionality. The results show how the interlocking categories created instances of minoritization among the participants due to power imbalances brought upon by compatriots, peers, and federal/institutional policies. Implications in future directions of intersectionality research, policy, and practices are presented.

As Provided

2023

EJ1385837