Divergent Experiences? Comparing Domestic Latina/o/e and International Latin American Students at a PWI

• In Event: 41061 - Section on Latina/o Sociology Roundtables
  In Refereed Roundtable (60 minute): Table 7: Institutional Policies, Disaster Response, and Latinx Resilience

Abstract

In this study, we examine how undergraduate international students from Latin America and domestic Latina/o/e students experience belonging and inclusion at a Midwestern Predominantly White Institution (PWI). While existing research highlights systemic barriers and microaggressions faced by domestic Latina/o/e students, we address a critical gap by exploring the distinct challenges faced by international Latin American students. We ask how these groups’ experiences of inclusion, microaggressions, and support systems differ within a PWI context. Using qualitative interviews with 55 students (40 domestic, 15 international), we employed grounded theory to analyze themes such as classroom dynamics, feelings of inclusion/belonging, and institutional support. Our findings reveal that international students felt institutionally “welcomed” (80%) through dedicated offices but struggled to integrate into the broader campus community, with only 20% reporting genuine inclusion, while domestic students experienced a lower initial welcome but comparable level of inclusion. International students faced heightened microaggressions tied to accents, nationality, and racialization, often novel experiences for those from majority-status backgrounds in their home countries. They also relied primarily on institutional resources (e.g., faculty, international offices), whereas domestic students leaned on personal networks. Our study underscores the need to recognize heterogeneity within Latina/o/e student populations, as skin color, cultural background, and immigration status shape divergent experiences. We critique the limitations of “shallow inclusion” (Rolón-Dow et al. 2022) efforts at PWIs, where segregated support services may inadvertently isolate international students.

Authors

• Rita Ange Kagaju, Louisiana State University

• Rodrigo Serrão, Hope College

• Sebastian Lema, Hope College