We are More Than Your Paycheck

Castiello-Gutiérrez, Santiago; Li, Xiaojie

doi:10.32674/jis.v10i3.2676

Cited by 13 publications

(4 citation statements)

References 1 publication

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“…These discourses affect students in very real ways, with the university becoming a “border site” (Jenkins, 2014), and students “learning to subjectify themselves as inferior” because they are not the “right” kind of student (Lomer, 2018: 321). Recent events in the United States, including the threat to deport international students taking online classes during the COVID-19 pandemic, made some international students, in their words, “feel vulnerable, that our rights could be stripped, and that our struggles could be minimized or neglected” (Castiello-Gutiérrez and Li, 2020: i).…”

Section: International Students As a Potentially Vulnerable Populationmentioning

confidence: 99%

“…To establish the credibility of a survey, engender trust, and increase response rates, researchers partner with reputable organizations to sponsor a survey (Dillman, 1991; Fowler, 2013). Surveys sponsored by academic and government agencies tend to have higher response rates than commercial organizations (Fan and Yan, 2010), but it is also clear some international students have reason to mistrust their host country and host institution due to harmful policy discourses, prioritization of income-generating activities and, again, their mistreatment during the COVID-19 pandemic (Castiello-Gutiérrez and Li, 2020; Hunter and Sparnon, 2018; Lomer, 2018; Nguyen and Balakrishnan, 2020).…”

Section: International Students and Survey Participationmentioning

confidence: 99%

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Increasing survey response rates: Framing international students as potentially vulnerable and hard-to-reach

McKinley

2024

Research in Comparative and International Education

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In this qualitative study, I worked with international students to understand how researchers can increase response rates to international student experience surveys. I explicitly framed international students as a potentially vulnerable and hard-to-reach population, and then considered barriers associated with vulnerable populations and research participation. To answer my research questions, I interviewed 14 students who each self-identified as an international student and were enrolled at a public South-Atlantic university in the United States. I analyzed the qualitative data by conducting thematic analysis and determined there are three underlying concerns that influence survey response: feeling unheard, unknown intentions, and impersonal connections. The disconfirming evidence and limitations with this study’s research design suggest areas for future research, though I also illustrate how the findings can begin to inform the design and administration of international student experience surveys.

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Section: International Students As a Potentially Vulnerable Populationmentioning

confidence: 99%

Section: International Students and Survey Participationmentioning

confidence: 99%

Increasing survey response rates: Framing international students as potentially vulnerable and hard-to-reach

McKinley

2024

Research in Comparative and International Education

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“…International students may be learning race in a U.S. context for the first time, and thus experiencing microaggressions and racism in a new environment (Burt et al, 2017). Moreover, international students are frequently commodified as revenue centers in higher education (Castiello-Gutiérrez & Li, 2020;Yao & Viggiano, 2019). The end result is a range of barriers that international doctoral students must navigate as they pursue their degrees.…”

Section: Experiences By Identitymentioning

confidence: 99%

Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

Friedensen

Bartlett

2021

IJDS

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Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

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“…Chinese graduate students have been threatened and viewed as threats (Gover et al, 2020; Lee, 2020). In 2020, the Department of Homeland Security (DHS) ruled that Chinese international students would be deported if their universities went online (Castiello-Gutiérrez & Li, 2020). Harvard and MIT filed lawsuits in response to this discriminatory policy.…”

Section: Introductionmentioning

confidence: 99%

Marginalized, silenced, and struggling: Understanding the plights of Chinese graduate teaching assistants

Huang

Chen

Lin

et al. 2023

International Journal of Chinese Education

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Pursuing equity and diversity on internationalized higher education campuses has become an urgent agenda. Chinese Graduate Teaching Assistants (GTAs) do not always have smooth experiences with this internationalization. While they are often overlooked in racial discussion in the U.S., they cannot escape the racial and cultural inequalities in the same context. Using Bronfenbrenner’s bioecological systems (2005) and Lee’s neo-racism (2020) as analytical lenses, this study revealed the racial and cultural challenges experienced by 21 Chinese at micro-, meso-, exo-, macro-, and chrono-levels. The study helps educators charged with the complexity of Chinese GTAs’ plights by considering contextual influences using critical concepts (e.g., neo-racism). This study is significant in addressing unique equity and diversity issues in globalized higher education using both phenomenological and critical perspectives. Finally, we call for actions on the part of higher education institutions to create more equitable and caring systems to improve all students’ academic and sociocultural experiences.

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We are More Than Your Paycheck

Cited by 13 publications

References 1 publication

Increasing survey response rates: Framing international students as potentially vulnerable and hard-to-reach

Increasing survey response rates: Framing international students as potentially vulnerable and hard-to-reach

Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

Marginalized, silenced, and struggling: Understanding the plights of Chinese graduate teaching assistants

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