A Comparative Ethnographic Narrative of International Students at a Canadian University: Barriers and Supports

• In Event: Navigating Educational Challenges

Abstract

Few studies have studied the academic and social experiences of international students who benefit our universities, communities, and nations. This collaborative research with international graduate students aims to develop policy-relevant recommendations. Peer-to-peer conversations were used to investigate lived experiences of international students at a Canadian university. Supports and barriers for international students were identified. Concerns about racism, assistance, access, diversity, food security, and equity were expressed. Recommendations include offering scholarships to international students from marginalized regions, fostering cross-cultural understanding, and establishing program-specific student support centers with peer mentoring. This paper presentation reports the key findings pertaining to the narrative inquiry part of the larger mixed methods study, while highlighting Comparative Ethnographic Narrative, a blend of reflexive ethnography and narrative inquiry.

Author

• Edward R. Howe, Thompson Rivers University