Exploring Racial Literacy among Chinese International Students in U.S. Higher Education

• In Event: Reframing Research, Identity, and Belonging in Global Higher Education for Asian International Students

Abstract

Chinese international students in the United States navigate not only academic challenges but also complex racial dynamics that shape their identity and sense of belonging. While much research has focused on their cultural adaptation, less attention has been paid to how they become “Asian” in the U.S. context. This study centers Chinese international students as a racialized student body, examining how they interpret and respond to overt racism, racial microaggressions, and structural racism. I utilize racial literacy as a key framework to understand Chinese students’ experiences of various forms of racism, racial hierarchies, and systemic inequities “Racial literacy” refers to the skills and knowledge needed to recognize, interpret, and challenge racial injustices (Sealey-Ruiz, 2011; Stevenson, 2014). This framework is particularly relevant for international students of color, who must navigate unfamiliar racial hierarchies while also confronting their own racial biases.

This qualitative study draws on two rounds of semi-structured interviews (Spring 2024 & 2025) with 38 Chinese international students at an R1 institution. Interview questions explored personal encounters with racism and microaggressions, interpretations of racial dynamics in academic and social spaces, and strategies for coping with or resisting racial discrimination. Data was analyzed using thematic analysis to identify patterns in racial literacy development and coping strategies.

The preliminary finding is that Chinese international students possess a general knowledge of overt bias, prejudices, and discrimination against people on the basis of race. For example, they can identify racial slurs (e.g., Ching Chong) and encounter offensive questions, such as “Do you eat dogs?” However, very few Chinese students know about systemic racism, racial microaggressions, and implicit racism. Most students reported feeling uncomfortable due to the experiences of being overlooked, excluded, and marginalized in various settings, including classrooms, restaurants, and while waiting for transportation. Initially, many attributed these experiences to potential limitations in their English proficiency and communication skills. It is only upon realizing that these occurrences are not related to language ability that they recognize the implicit biases against them as Chinese international students. While they may not be able to accurately articulate the term “racial microaggressions” or “everyday racism”, their daily life narratives and expressions often exemplify such experiences in U.S. higher education. Due to Chinese students’ insufficient racial literacy and lack of racial awareness, these encounters and situations usually left them feeling helpless, stressed, and frustrated, ultimately impacting their academic performance and motivation in future interactions with English speakers.

This study advances critical race scholarship by centering Chinese international students’ racialized experiences, demonstrating how systemic inequities affect their well-being and academic success. By applying racial literacy theory to a transnational context, it reveals how geopolitical tensions and shifting racial identities shape these students’ encounters with racism. These findings call for universities to integrate anti-racist education into international student support, equipping students to navigate racialization while fostering inclusive campus climates.

Author

• Jing Yu, University of Wisconsin - Madison