Diversity without Race

Buckner, Elizabeth; Lumb, Punita; Jafarova, Zahra; Kang, Phoebe; Marroquin, Adriana; Zhang, You

doi:10.32674/jis.v11is1.3842

Cited by 26 publications

(12 citation statements)

References 38 publications

(56 reference statements)

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“…This dynamic is reflective of the historical relationships that value particular parts of the world and their populations only in relation to how they benefit the Western world (Stein & Andreotti, 2016). Diversifying campuses and student populations is given particular attention and value in the North American context while less attention is paid to how students from racially diverse backgrounds will be supported on campus (Buckner et al, 2021). The Global South, as part of the theorized abyss, is ignored for "valid" knowledge production, but it can still be used as a resource for the benefit of the Global North (Santos, 2007;Stein & Andreotti, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Internationalization strategies and policies are high-level documents endorsed by institutions that reflect institutional commitments to the goals and scope of their internationalization plans (Buckner et al, 2021;Childress, 2009b;Olson, 2012). Internationalization plans provide important insight into how institutions define, conceptualize, and value various internationalization activities such as partnerships.…”

Section: Introductionmentioning

confidence: 99%

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Discourses on Global North and Global South Partnerships in Internationalization Strategies

Lumb

2023

cie-eci

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This paper explores how international partnerships are conceptualized between core Anglophone, European and African universities. Internationalization strategies are examined from a decolonial lens to situate the findings within a global context that is entangled in the consequences of colonialism and ongoing coloniality that continue to perpetuate global inequities, including devaluing of indigenous and local knowledge. Findings suggest that institutions in the Global North still view Africa, and the Global South in general, from a deficit lens and in need of aid, knowledge and direction. Strategies from the Global North use terms like mentoring, development and poverty reduction when describing their partnerships in the Global South. In contrast, institutions from Africa highlight their desire to be knowledge producers and contribute to research excellence on a global level. Furthermore, institutions in all regions frame strategic international partnerships as those that will boost their reputation or image as they engage in a race for status and global rankings; however, strategies do not describe how they will approach such partnerships in a very uneven global playing field between the Global North and Global South. Finally, the Global South continues to be viewed as a source of international students and as such, partnerships pursued in Africa and the Global South by core-Anglo and European institutions focus on recruitment of students as one of the rationales or benefits of partnerships. Given these findings, international strategies for Global North-South partnerships continue to reproduce colonial hierarchies of privilege, preventing more equitable approaches to partnerships.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Discourses on Global North and Global South Partnerships in Internationalization Strategies

Lumb

2023

cie-eci

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“…Community cultural wealth, then, offers a lens to see the unique strengths and distinctive aspirations that each international student brings to postsecondary education (Denton et al., 2020). Likewise, it recognizes that international students tend to be racialized in much the same way that Black, Latinx, and Indigenous students are in the United States (Buckner et al., 2021). This means that they interact with racism through the “structures, practices, and discourses” (Yosso, 2005, 70) that permeate their daily lives.…”

Section: Community Cultural Wealth As a Theorymentioning

confidence: 99%

More than meets the eye: Community cultural wealth as a theory for mentoring international students

Kelley,

Watson,

Bindamnan

2023

New Drctns for Teach & Learn

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International students bring rich and complex experiences to postsecondary education in the United States. Unfortunately, they too often encounter many challenges along their academic journeys. This article suggests that the practice of mentoring might be enhanced by deploying Yosso's theory of community cultural wealth as a way for faculty members to acknowledge, affirm, and appreciate the capital that international students bring to mentor‐mentee relationships. Three forms of capital, in particular, are examined in relation to mentoring international students: aspirational, familial, and linguistic.

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“…To begin with, in alignment with Buckner et al’s (2021) argument, acknowledging Chinese international students’ racial identities is the first step to creating a more inclusive and anti-racist campus. International students, especially Chinese students, are often viewed as a homogeneous group that “adds diversity” to campus climate and internationalization on the basis of nationality without noting their race and ethnicity (Stein, 2015).…”

Section: Implications For Practicementioning

confidence: 99%

“I don’t think it can solve any problems”: Chinese international students’ perceptions of racial justice movements during COVID-19.

Yu¹

2022

Journal of Diversity in Higher Education

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This article examines how Chinese international students perceived U.S. racial justice movements, such as Black Lives Matter and Stop Asian Hate protests, given the sociopolitical context of U.S.–China geopolitical tensions, the COVID-19 pandemic, and the surging tides of anti-Asian racism and violence. Through semistructured interviews and follow-up exchanges with 21 Chinese international undergraduate students at a U.S. public research university, this article argues that students’ understanding of grassroots racial justice movements is jointly shaped by their political socialization in mainland China and by their observation of the United States’ lack of explicit action to dismantle racism and discrimination. Both of these are in turn mediated by these students’ elite social status. More specifically, the research finds that Chinese students perceive United States’ racial justice activism as merely an emotional outlet, which cannot address racial inequality and social injustice in multiracial America. The research further indicates that, despite being racialized in the United States, Chinese students do not show much interest in fighting against racism and xenophobia. This article contributes a transnational perspective and intersectional analysis of how Chinese international students with different valued social statuses—as both economic elites and racialized others—understand racial tensions and class struggles in the United States.

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Diversity without Race

Cited by 26 publications

References 38 publications

Discourses on Global North and Global South Partnerships in Internationalization Strategies

Discourses on Global North and Global South Partnerships in Internationalization Strategies

More than meets the eye: Community cultural wealth as a theory for mentoring international students

“I don’t think it can solve any problems”: Chinese international students’ perceptions of racial justice movements during COVID-19.

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