“Why universities need to actively combat Sinophobia”: racially-traumatic experiences of Chinese international students in the United States during COVID-19

Social support for international students who faced emotional challenges midst Wuhan's 76-day lockdown during early stage of the COVID-19 pandemic

“…Student responses to COVID-19 were like those of other populations that experienced changes in their education, virtual learning, and altered schedules and plans ( Kramer & Kramer, 2020 ). Indeed, the COVID-19 pandemic has caused various forms of emotional challenges for the international students that can develop potential PTSD symptoms such as anxiety, stress, and fear, especially during the lockdown periods ( Nam et al, 2021 , Van Bavel et al, 2020 ). The potential traumatic incidents and risk factors are not only for international students but also impact international faculty, migrants, sojourners, and their families.…”

“…While international students felt uncertainty along with the rapid academic, social, and cultural life changes during the lockdown, the potential risk grew for a physical and mental decline, substance use, and emotional despair ( Nam et al, 2021 , Hari et al, 2021 , Koo, 2021 , Wang, 2021 ). Participants did keep in contact with family, and some called their families every day.…”

“…Emotional challenges faced by international students have been a growing concern among scholars within the field of international education ( Bista, Allen, & Chan, 2021 ). In reviewing the ISM literature, Nam et al (2021) explored the racially traumatic experiences of 16 Chinese international students enrolled at large public universities in Arizona, California, Florida, Massachusetts, New York, Oregon, and Texas. This study analyzed racially traumatic incidents and found symptoms such as insomnia, nightmares, and negative memories in the face of verbal insults in the local communities, public, and social media.…”

“…In some cases, social support from host country members has provided an effective buffer against uncertainty (English et al, 2021). While considering this phenomenon in the time of COVID-19, social support may need to include community members or local university staff members because, in a time of dire need, international students may not have adequate social and emotional support ( Nam and Jiang, 2021 , Nam et al, 2021 , Koo, 2021 , Wang, 2021 ). For these reasons, this study assumes explicit cross-cultural adaptation is already stressful and continues onward to contemplate how emotional factors interact with psychological trauma during the pandemic.…”

“…The international student migration (ISM) in higher education has been one of the growing concerns in the time of COVID-19, affecting international student affairs and services targeting international students’ mental health, social support, and general psychological wellbeing ( Nam, 2021 , Hari et al, 2021 ). From East Asian perspectives, numerous scholars and media outlets have raised concerns about growing Xenophobia and Sinophobia trends in predominantly White countries, the so-called Anglophone nations (i.e., the United States, the United Kingdom, Canada, Australia, and New Zealand) ( Nam, Marshall, Tian, & Jiang, 2021 ; Van Babel et al, 2020). These issues can be potentially traumatizing for international Asian students, which may increase their risk of anxiety, alienation, fear, and prolonged mourning ( Koo, 2021 ; Nam & Jian, 2021, Wang, 2021 ).…”