by Yang Liu and Yizhu Qian
This post is a summary of the authors’ chapter in the Research with International Students book (chapter 5).
Othering has garnered attention within higher education institutions (HEIs), particularly for international students. This chapter delves into why it occurs, how it happens and what impact it can bring. Additionally, the reciprocal nature of Othering will be addressed.
Unpacking the phenomenon of Othering
Scholars have elucidated international students’ integration into host countries, emphasizing adaptation as the desired outcome. This perspective, however, has ignored the intrinsic Other-identity of international students. Notable exceptions to these elucidations reveal that Othering is not only a derivative of cultural disparities, but also a complex dynamic embedded in asymmetrical power structures.
Three-step process of Othering
The process of Othering is explained through a three-step progression: the initial recognition of the Other, the attribution of Otherness, and the linkage to motivations and payoffs. In higher education settings, phenotype and linguistic proficiency may often serve as markers that single out international students.
Meanwhile, nationality and cultural values aggravate Othering. The differentiation between international and local students perpetuates this division. Cultural values and behaviors incompatible with the host culture may accentuate the sense of Otherness. A clear example is the contrast between individualism-oriented Western friendship norms and collectivism-oriented Chinese practices.
Attribution of Otherness and the role of power structures
The attribution of Otherness is deeply rooted in power structures that perpetuate asymmetry. The West’s dominance in international student mobility situates Western countries as the zenith of higher education. This dynamic compels international students to either conform to Western norms or face the consequences of being labeled as Other. Such conformity and labeling may trigger negative attitudes, prejudice, and discrimination against them.
Positive Othering also manifests, often reflecting racial hierarchies. Western international students may be positively Otherized in Asian countries for their whiteness, often equated with beauty or superiority. They may feel embarrassed for standing out as the Other in Asian contexts.
Othering is a reciprocal process in which international students simultaneously engage in Othering of the host culture. Ethnocentrism and divergent horizons might contribute to this kind of mutual Othering.
Practical implications for researchers
Researchers are advised to employ both emic and etic perspectives, ensuring a well-rounded understanding of reciprocal dynamics. Also, they are suggested to include the voices of all involved parties, international students, local students, teaching staff, and administration, which is crucial to capture the nuanced interplay of viewpoints and mitigate misunderstandings.