Journal of International Students最新文献

{"title":"Race and Neoliberalism in the Labour Market Integration of International Student Graduates in Canada","authors":"Everton G Ellis","doi":"10.32674/jis.v13i2.4038","DOIUrl":"https://doi.org/10.32674/jis.v13i2.4038","url":null,"abstract":"This paper illustrates the mutually constitutive processes of race and neoliberalism in the labour market navigation and integration for Black Caribbean and South/Southeast Asian international student graduates in Canada. The data was gathered from recent international students and key informants in Canada’s immigration policy circle using semi-structured interviews. The paper reveals that international student graduates are constrained to seek out precarious and low-skilled forms of employment and participate in a labour market that profits from cheap, exploitable flexible labour. Participants in areas outside the populous Greater Toronto and Hamilton Area are perceived as contingent workers. The paper concludes on the salience using a non-racial analysis of neoliberalism to interpret the postgraduation employment of international students.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45962863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Non-Economic Motivations behind International Student Mobility","authors":"Shekhar Tokas, Anand Sharma, Ratnam Mishra, Rohit Yadav","doi":"10.32674/jis.v13i2.4577","DOIUrl":"https://doi.org/10.32674/jis.v13i2.4577","url":null,"abstract":"International Student Mobility (ISM) has received a lot of attention in the literature on international migration. However, most of the studies assume that investment in skills and knowledge by international students is guided by economic motivations only. Importantly, with an increase in the proportion of international student mobility in total mobility, the students’ motivations have become more complex. Different theoretical approaches across disciplines have been logically extended to study the mobility motivations of international students. Most of the existing approaches do not emphasise the non-economic aspects of motivation and thus, do not provide a holistic understanding of ISM. This paper proposes an augmented human capital framework that incorporates the non-economic motivations of international students through the inclusion of psychic gains and the acquired stocks of personal and social capital.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48340672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International students and the politics of vulnerability","authors":"Andrew Deuchar","doi":"10.32674/jis.v13i2.4815","DOIUrl":"https://doi.org/10.32674/jis.v13i2.4815","url":null,"abstract":"A significant about of educational research has foregrounded the challenges international students face while living learning abroad. While “challenge centric” research has been productive for highlighting the needs of international students, it has tended to reify international students as a vulnerable group in need of intervention. This approach has often downplayed international students’ agency and has not fully moved beyond the boundaries of deficit thinking. This article discusses the implications of framing international students as a vulnerable group before offering some conceptual starting points that might orient future research in more productive directions. It suggests that foregrounding the agency of international students offers a promising mode of reanimating research, and briefly discusses the methodological, conceptual, and political implications of doing so.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43984280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lost in Transition: A Two-Year Collaborative Autoethnography of South Korean Doctoral Students’ Development and Identity Negotiation","authors":"Miso Kim, Eunhae Cho","doi":"10.32674/jis.v12is2.4338","DOIUrl":"https://doi.org/10.32674/jis.v12is2.4338","url":null,"abstract":"This collaborative autoethnography (CAE) explores the lived experiences of two South Korean doctoral students’ transnational career transitions during 2019–2021. The purpose of the CAE is twofold: (a) to analyze international doctoral students’ development during the transition; and (b) to investigate negotiations of their intersectional identities. The data came from our biweekly multimodal narratives on our development (96 total) and biweekly meeting transcripts (48 total). We thematically analyzed (Braun & Clarke, 2006) the data first, found two themes, and reconstructed our two-ear narratives and visually represented them. The data analysis revealed that our major challenges during transition were to receive developmentally appropriate help (responsive mediation; Johnson & Golombek, 2016) and to build transnational, intersectional identities in a liminal space (Bhabha, 1994) between different geographical locations. Based on our two-year dialogue data, we offer suggestions for negotiating appropriate levels of mediation and reframing intersectional and liminal identities in a liberating way.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49548221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia","authors":"Yuqi Lin, Jing Shi, Chenyan Zhang","doi":"10.32674/jis.v12is2.4278","DOIUrl":"https://doi.org/10.32674/jis.v12is2.4278","url":null,"abstract":"It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41731798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New Voices from Intersecting Identities Among International Students Around the World","authors":"Katie K. Koo, Charles Mathies","doi":"10.32674/jis.v12is2.4776","DOIUrl":"https://doi.org/10.32674/jis.v12is2.4776","url":null,"abstract":"In this article, we introduce our special issue, “International students’ lived experiences in the era unprecedented uncertainty and challenges: New voices from intersectional identities.” Our motivation and intention for this special issue, the focus, and the overall methodological approach are discussed. In addition to presenting the contributions of each article to this issue, we also discuss what we (all authors of this special issue) try to talk and how our voices are reflecting our unique experiences of coming to the new counties and leaving where we lived as international students by unfolding our stories and multiple identities that are intersecting while we experienced.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41855746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Once a Chinese International Student and Now an English Professor: An Autoethnographic Self-Inquiry of Journeys Against Linguicism and Monolingual Ideologies","authors":"Qianqian Zhang‐Wu","doi":"10.32674/jis.v12is2.4354","DOIUrl":"https://doi.org/10.32674/jis.v12is2.4354","url":null,"abstract":"In this autoethnographic critical self-inquiry study, I draw upon my unique identity as once a Chinese international student and now an English professor at a private research university in the United States to investigate how I sought for my multilingual identity and empowered my international students while coping with linguicism and monolingual ideologies. Despite the increasing cultural and linguistic diversity in student population, the faculty body in degree-granting postsecondary institutions remains dominated by White, native speakers of English (National Center for Education Statistics, 2019). Such a lack of diversity in the faculty body is present especially in the field of English, where monolingualism and nativeness is often the unspoken norm (Nigar & Kostogriz, 2019). This has exerted far-reaching impacts on all facets of English language teaching, posing substantial challenges to the professional development, instructional practices, and identity negotiation among nonnative English-speaking faculty of color. In this autoethnographic critical self-inquiry study, I reflected on my identity as once a Chinese international student and now an English professor to explore: \u0000 \u0000How did my non-whiteness and non-native-English-speakerness affect my identity and self-positioning as a Chinese international student and an English professor? \u0000How did I cope with linguicism and monolingual language ideologies in American higher education and beyond? \u0000 \u0000Autoethnography is a helpful approach to systematically explore one’s personal experiences from unique cultural perspectives (Ellis & Bochner, 2006). Critical self-inquiry is an essential research methodology to investigate tensions between belief systems and about identities (Larrivee, 2000; Marshall, 2001). Integrating the two methods together, autoethnographic critical self-inquiry allows exploration of lived experiences from an emic stance while acknowledging the dynamics of identity shifts and interaction. This autoethnographic critical self-inventory study focused on my journeys as once a Chinese international student (2012-2019) and later an English professor (2019-current) in American higher education. Following the critical self-inventory model (Allard & Gallant, 2012; Attard, 2014), data were collected to reflect both my on-going self-reflections (my teaching journals and diaries) and my conversing with others, including recordings and documentations of my interactions with colleagues and students. Data were analyzed following the coding procedures of applied thematic analysis (Guest et al., 2011) to explore important storylines in order to bring \"readers into the scene\" through showing and telling (Ellis, 1993, p. 711). Preliminary findings show that while my non-whiteness and nonnativeness have posed challenges to my initial self-positioning as a legitimate member in American higher education, I gradually transitioned my self-perceived “otherness” into my unique advantage as a multilingu","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International Student Challenges Further Amplified in the Era of a Pandemic","authors":"Rakha Zabin","doi":"10.32674/jis.v12is2.4315","DOIUrl":"https://doi.org/10.32674/jis.v12is2.4315","url":null,"abstract":"International students have always been in challenging situations and this pandemic amplified it further. To smoothly transition to the educational platforms and integrate into a new country, especially during and after the Covid-19 pandemic, international students need adequate support from educational institutions and governments. Integration plays a dominant role in adaptation to life in a foreign country and academic success. Based on Tinto's (2011) integration model, this study explores the unique challenges based on the lived experiences of an international doctoral student from a lower-income country, Bangladesh, enrolled in an Ontario university. It focuses on the learning experience of the international doctoral student's integration to become a scholar within this changing time. Self-reflection on the hurdles experienced and the coping strategies during the evolution inform the analysis. Finally, the study concludes by highlighting the role of adequate institutional and government support services by offering valuable recommendations for international students’ integration.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43126794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Being to Becoming: An International Student’s Journey at Becoming an International Education Scholar","authors":"Santiago Castiello-Gutiérrez","doi":"10.32674/jis.v12is2.4456","DOIUrl":"https://doi.org/10.32674/jis.v12is2.4456","url":null,"abstract":"Framed as a critical autoethnography (Boylorn & Orbe, 2020), this study is a reflection on my personal and academic journey from ‘being’ an international student in the United States, to ‘becoming’ a scholar who studies issues of international student mobility. Through a comprehensive dataset comprised of self-reflection, personal communications, published and unpublished scholarly works, and presentations, I show how by being the Other and observing or experiencing issues of discrimination against international students, I transformed my scholarly identity and used my agency to bring attention to these issues.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47212462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How can I Write Other? The Pains and Possibilities of Autoethnographic’s Research Writing Experienced by a non-Western Female Student","authors":"Dewi Andriani","doi":"10.32674/jis.v12is2.4227","DOIUrl":"https://doi.org/10.32674/jis.v12is2.4227","url":null,"abstract":"In this paper, I am going to explore an other kind of research writing by sharing my research journey as a PhD female student from a non-Western background experiencing research differently. Starting my study within a standard conventional methodology, I shifted my research to a non-traditional mode of doctoral research writing called autoethnography. I employ writing as a method of inquiry (Richardson & St Pierre, 2005) where I can center my voice, write creatively and move beyond normative, positivist and post-positivist paradigms. Following this autoethnographic path, I experienced struggles and opportunities to endeavor to push my writing beyond the limit in the field of play in a language which is not my first language.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48709011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}