'Othering' Experiences of Black African International Student (BAIS) in UK Higher Education

• In Event: Roundtable Session (Tuesday IV)
  In Refereed Round-Table Session: Higher education

Proposal

Despite theoretical and conceptual discussions of Othering in the literature, researchers lack sufficient examples of othering practices and processes that influence and shape the lived experiences of BAIS in UK universities As part of my ongoing PhD project on the ‘lived experiences of BAIS in the UK’, this study explored the ‘Othering’ experiences of 21 black African international undergraduates studying in 10 different universities in England.

All the 21 BAIS in this study shared experiences of ‘Othering’ and/or racism where they experienced some invasive personal questioning, exclusion, condescension, shock reactions, and outright racial slurs during interactions and/or contact with White/home students and staff and also members of the wider community. Institutional structures such as White dominated teaching staff, Eurocentric Curriculum, and practices such as online sub-mission, seminar groups, and newer assessment methods created space for ‘Othering’ when BAIS did not readily and easily fit into the routines and operations that their universities entail. The accounts and narratives of BAIS strongly suggest that their lived experiences are linked with how they are positioned and constructed as ‘Others’ through processes of ‘Othering’ mainly linked with their place of origin, Africa, and all the stereotypes associated with it.

The specific processes of ‘Othering’ identified include the following: homogenisation of their experiences and identities, stereotypes about and perceived backwardness of Africa, lower expectations emanating from their perceived ability and place of previous education, immigration status, and the expression of surprise at their English language proficiency. These examples of othering could raise awareness of how seemingly innocuous and everyday statements can affect the educational experiences and well-being of BAIS in more ways than one. These might include dropping out, poor mental health, poor performance and achievement etc

Author

• Solomon Amare Zewolde, UCL/IOE