Not a Citizen but a Student: An International Student Critical Race Theory (IntlCrit) in U.S. Higher Education

• In Event: The Reimagined Truths About International Students of Color's Racialized Experiences in the United States

Abstract

This paper aims to suggest expanding Critical Race Theory (CRT) toward an international student critical race theory (IntlCrit) that more adequately accounts for the racialized experiences of international students of color in higher education. As other additions of CRT such as AsianCrit, LatCrit, TribalCrit, and MultiCrit, the IntlCrit framework attempts to validate diverse international students of color, and provide a conceptual foundation for scholarly discourse on racism beyond the U.S. dominant monolithic paradigm of racism (black and white). Indeed, IntlCrit helps CRT extend its utility for acknowledging international students’ different racial contexts from their home countries and recognizing them as the racialized student body, not a monolithic entity and global commodity. IntlCrit utilizes CRT tenets to offer a refined set of tailored tenets that can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in U.S. higher education. The IntlCrit tenets are: Humanizing international students of color; Centering race and racism with international students’ experiential knowledge; Evolving international students’ eyes; Intersectional and transnational identities; Commitment to global justice; Challenging ahistorical approaches toward international students; and Interest convergence and whiteness as a norm. While IntlCrit tenets are focused on addressing the overall unique contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to larger discussions regarding how racism functions in the global society as well as in the U.S. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students and encourages scholars and practitioners to center race and racism in understanding experiences of international SOC. I hope the IntlCrit perspectives contribute to including race in the international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

Author

• HyeJin Tina Yeo, University of California - Los Angeles
  Presenting Author