{"title":"\"让我说!\"国际研究生被压制的声音和超越教育学的需要","authors":"Tuba Yilmaz","doi":"10.32674/jis.v14i3.5223","DOIUrl":null,"url":null,"abstract":"International students in U.S. higher education programs often experienced discrimination due to their differences, exclusion or limited socialization with their mainstream peers, and lower academic success than their mainstream counterparts (Clements & Petray, 2021; Lin, 2012). This case study explored five international graduate students' (three Chinese, one German, and one Arabic graduate student) experiences at a U.S. university. The data were collected through semi-structured interviews (Seidman, 2006) and analyzed with Domain analysis (Spradley,1979). The findings revealed that international graduate students associated native-like English practices with power. In addition, the participants often perceived discrimination due to their different languaging practices in the form of avoidance or disdain by their mainstream peers. Similarly, professors often affirmed the supremacy of mainstream culture and silenced them. These ‘uncaring practices’ contributed to international students’ oppression. These findings implied a need for transcaring pedagogy (García et al., 2012) in higher education programs.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"\\\"Let me talk!\\\" Silenced voices of International Graduate Students and A Need for Transcaring pedagogy\",\"authors\":\"Tuba Yilmaz\",\"doi\":\"10.32674/jis.v14i3.5223\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"International students in U.S. higher education programs often experienced discrimination due to their differences, exclusion or limited socialization with their mainstream peers, and lower academic success than their mainstream counterparts (Clements & Petray, 2021; Lin, 2012). This case study explored five international graduate students' (three Chinese, one German, and one Arabic graduate student) experiences at a U.S. university. The data were collected through semi-structured interviews (Seidman, 2006) and analyzed with Domain analysis (Spradley,1979). The findings revealed that international graduate students associated native-like English practices with power. In addition, the participants often perceived discrimination due to their different languaging practices in the form of avoidance or disdain by their mainstream peers. Similarly, professors often affirmed the supremacy of mainstream culture and silenced them. These ‘uncaring practices’ contributed to international students’ oppression. These findings implied a need for transcaring pedagogy (García et al., 2012) in higher education programs.\",\"PeriodicalId\":46680,\"journal\":{\"name\":\"Journal of International Students\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-06-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of International Students\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.32674/jis.v14i3.5223\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of International Students","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32674/jis.v14i3.5223","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
"Let me talk!" Silenced voices of International Graduate Students and A Need for Transcaring pedagogy
International students in U.S. higher education programs often experienced discrimination due to their differences, exclusion or limited socialization with their mainstream peers, and lower academic success than their mainstream counterparts (Clements & Petray, 2021; Lin, 2012). This case study explored five international graduate students' (three Chinese, one German, and one Arabic graduate student) experiences at a U.S. university. The data were collected through semi-structured interviews (Seidman, 2006) and analyzed with Domain analysis (Spradley,1979). The findings revealed that international graduate students associated native-like English practices with power. In addition, the participants often perceived discrimination due to their different languaging practices in the form of avoidance or disdain by their mainstream peers. Similarly, professors often affirmed the supremacy of mainstream culture and silenced them. These ‘uncaring practices’ contributed to international students’ oppression. These findings implied a need for transcaring pedagogy (García et al., 2012) in higher education programs.
期刊介绍:
The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.