COVID-19与学生生活

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2022-10-13 DOI:10.32674/jis.v13i3.4764

Gashaye Melaku Tefera, Kelechi Onyeaka, Nameri Conteh, I. David, Omoshola Kehinde, I. Harvey, W. Majee

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引用次数: 1

摘要

虽然新冠肺炎影响了所有阶层的人口，但包括国际学生在内的弱势社会群体受到的影响尤为严重。本研究的主要目的是探索非洲国际研究生（AIGS）的COVID-19相关经历。定性数据是通过对15个AIGS的深入访谈收集的。访谈是录音的，逐字逐句转录，并按主题进行分析。参与者报告称，他们对病毒感到恐惧，对自己的健康和家庭成员（个人）感到焦虑，由于社交参与减少和缺乏家庭支持（互动）而感到孤立和抑郁，面临工作限制性学生签证，以及失去工作机会（环境/结构）。鉴于新冠肺炎与AIGS的社会文化联系，人在环境（PIE）和Ubuntu哲学是理解其研究结果的有用视角。了解AIGS的经验有助于为更好的方法提供信息，包括机构和国家政策的变化，不仅支持AIGS，而且支持大流行期间的弱势国际学生。

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COVID-19 and Student Life

While COVID-19 affected all segments of the population, vulnerable social groups, including international students, were disproportionately affected. The primary objective of this study was to explore COVID-19-related experiences of African international graduate students (AIGS). Qualitative data were collected through in-depth interviews with 15 AIGS. Interviews were audio-recorded, transcribed verbatim, and thematically analyzed. Participants reported experiencing fear of the virus and anxiety about their health and their family members (individual), feelings of isolation and depression because of reduced social engagement and lack of familial support (interactional), dealing with work restrictive student visas, and loss of work opportunities (environmental/structural). The person-in-environment (PIE) and Ubuntu philosophy were useful lenses to understand the findings in the context of COVID-19 given its socio-cultural connection to AIGS.Understanding the experiences of AIGS can help inform better approaches, including institutional and national policy changes, to support not only AIGS but also vulnerable international students during pandemics.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

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.