International students at three Big Ten campuses: a content analysis of university diversity statements

• In Event: Transitional and Mobility of Students

Proposal

Purpose and Research Questions
The main purpose of this study is to examine how US institutional diversity statements that include official statement, diversity policies, and strategic plans include, serve, and support international students on campuses. This study will inform educators and stakeholders to delve deeply into practices, policy, programs, and initiatives of diversity, equity, and inclusion for international students. The research questions are: To what extent do the universities include and discuss international students within their diversity statements and initiatives? What information are communicated about the role of international students in diversity? What recourses and supports are provided for international students within diversity policies and plans?

Background
Milem et al. (2005) argued that diversity statement is important for institution addressing diversity as a vital priority and commitment to the large campus community. The changing student demographics make many US higher education institutions enact diversity statements and policies, implement diversity recruitment strategies, establish multicultural centers, and recruit faculty and staff from diverse backgrounds (Wilson et al., 2012). During the past two decades, there is a demographic increase in the number of international students studying in the US (Yao et al., 2019). International students increase the diversity of student composition on US campuses and brings different perspectives to the learning community. Thus, many US higher education institutions have incorporated international students as an important part of the internationalization strategies (ACE 2011) and achieving the goal of diversity and inclusion. Yet, Yao et al. (2019) argued that international students are regarded as critical revenue sources and bring many “benefits” to US college and universities (Quinton, 2019). Wei and Bunjun (2021) criticized the idea that the contribution of international students solely lies in bringing multicultural diversity and helping achieve the goals of diversity and inclusion.

Internationalization, racism, migration, and nativism are deeply rooted in US historical contexts and still existing today (Yao et al., 2019). Even though the number of international students in US higher education institutions has been increasing, the lack of guidance and resources for international students make them navigate challenges without essential institutional support (Bevis, 2002). International students are exposed to racism and other forms of discrimination (Baba & Hosoda, 2014) and racial stereotypes (Ritter & Roth, 2015), and they are still marginalized on campus. Yet very few scholarships examine the accountability of institutions and how institutions initiate diversity plans and policies to promote diversity, equity, and inclusion for international students, rather than solely consider the “benefits” for domestic society. Previous studies on diversity information from institutional websites examined the available diversity information and resources for domestic students of color (Wilson & Meyer, 2009), students with disability (Scheef et al., 2020), and a general review of institutional diversity statements (Decuir, 2006; Wilson et al., 2012). However, none of the study investigates how institutional diversity statements target international students. Thus, this study is expected to be an original contribution to the field of international higher education.

Research Design
This study focuses on member universities within the Big Ten Academic Alliance. The researcher firstly conducted a comprehensive analysis of the diversity statements, diversity policies, and diversity strategic plans of all the fourteen member institutions in the alliance. Then, three universities were selected for a closer examination. The sampling criteria include the following: (1) The selected institutions were listed among top 25 leading universities regarding the number of international student enrollment based on IIE data from 2020-2021; (2). The selected institutions are public universities; (3). The selected institutions have elaborated their institutional diversity statements and provided diversity plans, policies, and resources on their websites.

The researcher employed qualitative content analysis approach to examine textual and visual data from institutional websites. Content analysis is an empirically grounded method that identify messages and meanings directly and through inference (Krippendorff, 2004). Textual data includes all textual materials (diversity statement, policies, and strategic plans) while the pictures and icons used in website contents are visual data. The theory of visual rhetoric was used to guide visual data analysis. The researcher used semiotic narrative analysis to reveal the thematic patterns. First, the level of analysis was thematic and derived from the words within all textual materials. Similar concepts were then categorized into higher-level categories. The researcher then analyzed the contextual meanings and relationships between units of codes, combining with the pictures and icons on the websites.

Findings and Discussion
Based on textual data analysis, the institutional diversity statements emphasize the diverse social identities of students. Among them, country of origin and race/ethnicity as salient identities of international students are discussed and incorporated in the statements. Additionally, the statements discuss raising cultural awareness for campus community and valuing the collective capabilities and different perspectives, cultural and learning styles, which acknowledge the importance of multicultural diversity and global education. The diversity policies and strategic plans discuss initiating programs, services, and resources to create a welcoming, respectful, and inclusive learning community. The websites mainly include community engagement opportunities, international student orientation, multicultural activities, diversity and equity workshops, diversity dialogues, etc. Furthermore, anti-racism, social justice, and discrimination policy are discussed in diversity documents. The information is helpful for international students to report racial bias and discrimination and protect their physical safety and mental health. The visual data analysis shows that within the diversity strategic plans, visual media was not extensively used on the websites. Two universities use visual media such as videos, pictures, and icons to demonstrate its diversity initiatives, which are easily for students to navigate and classify the information needed. However, very few pictures portray international students, mostly domestic students of color.

Overall, the diversity statements of these universities acknowledge the importance of international students and their unique values. However, international students are not equally represented as other minority student groups. Rather, most of the diversity initiatives target at domestic minority students. The websites lack interactive media to demonstrate related resources, programs, and services available for international students. It is recommended for institutions to scaffold information and create separate sections or themes on the websites that specifically for international students.

Author

• Tianshu Li, University of Wisconsin-Madison