Extended Reading List

Critical perspectives on discourses about international students

Abelmann, N., & Kang, J. (2014). A fraught exchange? US media on Chinese international undergraduates and the American university. Journal of Studies in International Education, 18(4), 382-397. https://doi.org/10.1177/1028315313479852

Brooks, R., & Waters, J. (2022). Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility. Oxford Review of Education, 48(4), 518–535. https://doi.org/10.1080/03054985.2022.2055536

Buckner, E., Lumb, P., Jafarova, Z., Kang, P., Marroquin, A., & Zhang, Y. (2021). Diversity without race: How university internationalization strategies discuss international students. Journal of International Students, 11, 32–49. https://doi.org/10.32674/jis.v11iS1.3842

Castiello-Gutiérrez , S., & Li, X. (2020). We are more than your paycheck: The dehumanization of international students in the United States. Journal of International Students, 10(3), i-iv. https://doi.org/10.32674/jis.v10i3.2676

Dervin, F. (2011). A plea for change in research on intercultural discourses: A ‘liquid’ approach to the study of the acculturation of Chinese students. Journal of Multicultural Discourses, 69(1), 37-52. https://doi.org/10.1080/17447143.2010.532218

Devos, A. (2003). Academic standards, internationalisation, and the discursive construction of “the international student”. Higher Education Research & Development, 22(2), 155-166. https://doi.org/10.1080/07294360304107

Dovchin, S. (2020). The psychological damages of linguistic racism and international students in Australia. International Journal of Bilingual Education and Bilingualism, 23(7), 804-818. https://doi.org/10.1080/13670050.2020.1759504

Ford, K.S., & Cate, L. (2020). The discursive construction of international students in the USA: Prestige, diversity, and economic gain. Higher Education, 80, 1195-1211. https://doi.org/10.1007/s10734-020-00537-y

Lomer, S. (2014). Economic objects: how policy discourse in the United Kingdom represents international students. Policy Futures in Education, 12(2), 273-285. https://doi.org/10.2304/pfie.2014.12.2.273

Mulvey, B. (2021). Pluralist internationalism, global justice and international student recruitment in the UK. Higher Education, 84, 1-16. https://doi.org/10.1007/s10734-021-00750-3

Mulvey, B. (2021). Conceptualizing the discourse of student mobility between “periphery” and “semi-periphery”: the case of Africa and China. Higher Education, 81(2), 437-451. https://doi.org/10.1007/s10734-020-00549-8

Page, A.G., & Chahboun, S. (2019). Emerging empowerment of international students: How international student literature has shifted to include the students’ voices. Higher Education, 78, 871-885. https://doi.org/10.1007/s10734-019-00375-7

Song, X., & McCarthy, G. (2018). Governing Asian international students: The policy and practice of essentialising ‘critical thinking’. Globalisation, Societies, and Education, 16(3), 353-365. https://doi.org/10.1080/14767724.2017.1413978

Uzhegova, D., & Baik, C. (2022). Internationalisation of higher education in an uneven world: An integrated approach to internationalisation of universities in the academic periphery. Studies in Higher Education, 47(4), 847-859. https://doi.org/10.1080/03075079.2020.1811220

Yao, C.W., & Viggiano, T. (2019). Interest convergence and the commodification of international students and scholars in the United States. Journal Committed to Social Change on Race and Ethnicity, 5(1), 82-109. https://doi.org/10.15763/issn.2642-2387.2019.5.1.81-109

Yao, C.W., & George Mwangi, C.A. (2022). Yellow peril and cash cows: The social positioning of Asian international students in the USA. Higher Education. https://doi.org/10.1007/s10734-022-00814-y

Yi, J.E., & Jung, G. (2015). Public discourses about international students. Sociology Compass, 9(9), 776-783. https://doi.org/10.1111/soc4.12293

Critical perspectives on practices with international students

Dear, L. (2018). The university as border control. International Education Journal: Comparative Perspectives, 17(1), 7-23. https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/12216

Hayes, A. (2019). “We love it because we felt we existed there in the classroom!”: International students as epistemic equals versus double-country oppression. Journal of Studies in International Education, 23(5), 554-571. https://doi.org/10.1177%2F1028315319826304

Jenkins, M. (2014). On the effects and implications of UK Border Agency involvement in higher education. The Geographical Journal, 180(3), 265–270. https://doi.org/10.1111/geoj.12066

Liyanage, I., Walker, T., & Shokouhi, H. (2021). Are we thinking critically about critical thinking? Uncovering uncertainties in internationalised higher education. Thinking Skills and Creativity, 39, 1-9. https://doi.org/10.1016/j.tsc.2020.100762

Lomer, S., & Anthony-Okeke, L. (2019). Ethically engaging international students: Student generated material in an active blended learning model. Teaching in Higher Education, 24(5), 613–632. https://doi.org/10.1080/13562517.2019.1617264

Nada, C.I., & Legutko, J. (2022). “Maybe we did not learn that much academically, but we learn more from experience”–Erasmus mobility and its potential for transformative learning. International Journal of Intercultural Relations, 87, 183-192. https://doi.org/10.1016/j.ijintrel.2022.03.002

Marginson, S. (2012). Including the other: Regulation of the human rights of mobile students in a nation-bound world. Higher Education, 63(4), 497-512. https://doi.org/10.1007/s10734-011-9454-7

Mok, K. H., & Marginson, S. (2021). Massification, diversification and internationalisation of higher education in China: Critical reflections of developments in the last two decades. International Journal of Educational Development, 84, 102405. https://doi.org/10.1016/j.ijedudev.2021.102405

Ploner, J. (2018). International students’ transitions to UK higher education – Revisiting the concept and practice of academic hospitality. Journal of Research in International Education, 17(2), 164-178. https://doi.org/10.1177/1475240918786690

Ryan, J. (2011). Teaching and learning for international students: Towards a transcultural approach. Teachers and Teaching, 17(6), 631–648. https://doi.org/10.1080/13540602.2011.625138

Song, X. (2016). Educating Asian International Students: Toward a Transcultural Paradigm. East Asia, 33(1), 1–8 https://doi.org/10.1007/s12140-016-9252-z 

Tangney, S. (2018). The development of a reflective tool for internationalisation of the curriculum. Innovations in Education and Teaching International, 55(6), 640-649. https://doi.org/10.1080/14703297.2017.1386118

Tannock, S. (2018). Educational equality and international students: Justice across borders? Palgrave Macmillan. https://link.springer.com/content/pdf/10.1007/978-3-319-76381-1.pdf

Tran, L.T. (2020b). Teaching and Engaging International Students: People-to-People Empathy and People-to-People Connections. Journal of International Students, 10(3), xii-xvii. https://doi.org/10.32674/jis.v10i3.2005

Wang, S., Moskal, M., & Schweisfurth, M. (2020). The social practice of silence in intercultural classrooms at a UK university. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2020.1798215

Yang, P. (2019). Toward a framework for (re)thinking the ethics and politics of international student mobility. Journal of Studies in International Education. https://doi.org/10.1177/1028315319889891

Critical studies about international students’ experiences broadly

Arkoudis, S., Dollinger, M., Baik, C., & Patience, A. (2019). International students’ experience in Australian higher education: Can we do better? Higher Education, 77(5), 799-813. https://doi.org/10.1007/s10734-018-0302-x

Chacko, E. (2020). Emerging precarity among international students in Singapore: Experiences, understandings and responses. Journal of Ethnic and Migration Studies. https://doi.org/10.1080/1369183X.2020.1732618

Donnelly, M., & Gamsu, S. (2018). Regional structures of feeling? A spatially and socially differentiated analysis of UK student im/mobility. British Journal of Sociology of Education, 39(7), 961-981. https://doi.org/10.1080/01425692.2018.1426442

Coffey, J., Cook, J., Farrugia, D., Threadgold, S., & Burke, P. J. (2021). Intersecting marginalities: international students’ struggles for “survival” in Covid-19. Gender, Work & Organization, 28(4), 1337–1351. https://doi.org/10.1111/gwao.12610

Elliot, D.L., Reid, K., & Baumfield, V. (2016). Beyond the amusement, puzzlement, and challenges: An enquiry into international students’ academic acculturation. Studies in Higher Education, 41(12), 2198-2217. https://doi.org/10.1080/03075079.2015.1029903

Garton, P. M., Grimm, A., & Kim, S. (2024). A developmental model for international students and multiple ecologies. New Directions for Higher Education. https://doi.org/10.1002/he.20487

​​Glass, C.R., Heng, T.T., & Hou, M. (2022). Intersections of identity and status in international students’ perceptions of culturally engaging campus environments. International Journal of Intercultural Relations, 89, 19–29. https://doi.org/10.1016/j.ijintrel.2022.05.003

God, Y. T., & Zhang, H. (2019). Intercultural challenges, intracultural practices: How Chinese and Australian students understand and experience intercultural communication at an Australian university. Higher Education, 78(2), 305-322. https://doi.org/10.1007/s10734-018-0344-0

Guo, Y., & Guo, S. (2017). Internationalization of Canadian higher education: Discrepancies between policies and international student experiences. Studies in Higher Education, 42(5), 851-868. https://doi.org/10.1080/03075079.2017.1293874

Hayes, A. (2018). Nation boundedness and international students’ marginalisation: What’s emotion got to do with it? International Studies in Sociology of Education, 27(2-3), 288–306. https://doi.org/10.1080/09620214.2018.1453305

He, Y., & Hutson, B. (2018). Exploring and leveraging Chinese international students’ strengths for success. Journal of International Students, 8(1), 87-108. https://doi.org/10.32674/jis.v8i1.153

Heng, T.T. (2019). Understanding the heterogeneity of international students experiences: A case study of international students in U.S. universities. Journal of Studies in International Education, 23(5), 607-623. https://doi.org/10.1177/1028315319829880

Heng, T. T. (2017). Voices of Chinese international students in USA colleges: ‘I want to tell them that … ’. Studies in Higher Education, 42(5), 833-850. https://doi.org/10.1080/03075079.2017.1293873

Heng, T. T. (2018). Chinese international students’ advice to incoming Chinese first year students: Involving students in conversations with them, not about them. Journal of College Student Development, 59(2), 232-238. https://doi.org/10.1353/csd.2018.0020  

Hoang, A.P. & Jordan, L.P. (2019). Internationalisation and intersectionality in Hong Kong university student life: An exploratory study of social exclusion, Multicultural Education Review, 11(2), 114-134. httsp://doi.org/10.1080/2005615X.2019.1615247

Khan Eusafzai, H.A. (2023). Inhabiting the peripheries: a Bourdieusian exploration of international students’ encounters in Kyrgyzstan. Frontiers in Education, 28. https://doi.org/10.3389/feduc.2023.1291357

Kirkegaard, A.M.Ø., & Nat-George, S.M.L.W. (2016). Fleeing through the globalised education system: The role of violence and conflict in international student migration. Globalisation, Societies and Education, 14(3), 390–402. https://doi.org/10.1080/14767724.2016.1151769

Lee, J.J. (2021). A future of endless possibilities? Institutional habitus and international students’ post-study aspirations and transitions. British Journal of Sociology of Education, 42(3), 404 – 418.  https://doi.org/10.1080/01425692.2021.1886907

Lértora, I.M., Herridge, A.S., Smith, N.L., & Croffie, A.L. (2021). Lesbian, gay, and bisexual inter-national students transitions conceptualized using relational-cultural theory: A phenomenological study. Journal of Creativity in Mental Health, 17(4), 426-442. https://doi.org/10.1080/15401383.2021.1924095

Martinez, C.A.F. (2022). Affective geopolitics: Nation narratives from Colombian students in Chile. Compare: A Journal of Comparative and International Education, 52(6), 984-997. https://doi.org/10.1080/03057925.2020.1847045

Nada, C.I. & Araùjo, H.C. (2018). Migration and education: A narrative approach to the experience of foreign students in Portugal. London Review of Education, 16(2), 308-324. https://eric.ed.gov/?id=EJ1185902

Nada, C.I., & Araújo, H.C. (2017). The multicultural experience of international students in Portugal: A narrative approach. Journal for Multicultural Education, 11(3), 176–188. https://doi.org/10.1108/JME-09-2016-0049

Nada, C.I., Montgomery, C., & Araújo, H.C. (2018). ‘You went to Europe and returned different’: Transformative learning experiences of international students in Portugal. European Educational Research Journal, 17(5), 696-713. https://doi.org/10.1177/1474904118765334

Ploner, J. (2017). Resilience, moorings and international student mobilities – Exploring biographical narratives of social science students in the UK, Mobilities, 12(3), 425-444, https://doi.org/10.1080/17450101.2015.1087761

Ramirez, G. (2015). Learning abroad or just going abroad? International education in opposite sides of the border. The Qualitative Report, 18(31), 1-11. https://doi.org/10.46743/2160-3715/2013.1484

Song, Y., & Xia, J. (2021). Scale making in intercultural communication: Experiences of international students in Chinese universities. Language, Culture and Curriculum, 34(4), 379-397. https://doi.org/10.1080/07908318.2020.1857392

Tran, L.T., & Vu, T.T.P. (2017). ‘Responsibility in mobility’: International students and social responsibility. Globalisation, Societies, and Education, 15(5), 561-575. https://doi.org/10.1080/14767724.2016.1195729

Tran, L. T (2016). ‘Mobility as becoming’: A Bourdieuian analysis of the factors shaping international student mobility. British Journal of Sociology of Education, 37(8), 1268-1289. https://doi.org/10.1080/01425692.2015.1044070

Tran, L.T. & Vu, T. (2017). ‘Agency in mobility’: Towards a conceptualisation of international student agency in transnational education. Educational Review. 28(3), 283-303. https://doi.org/10.1080/00131911.2017.1293615

Wang, C.C. (2017). Conversation with presence: A narrative inquiry into the learning experience of Chinese students studying nursing at Australian universities. Chinese Nursing Research, 4(1), 43-50. https://doi.org/10.1016/j.cnre.2017.03.002

Critical studies about international students’ social transitions

Hasnain, A., & Hajek, J. (2022). Understanding international student connectedness. International Journal of Intercultural Relations, 86, 26-35, https://doi.org/10.1016/j.ijintrel.2021.10.008

Kudo, K. (2016). Social representation of intercultural exchange in an international university. Discourse: Studies in the Cultural Politics of Education, 37(2), 256-268. https://doi.org/10.1080/01596306.2015.1014881

Kudo, K. (2023). Cosmopolitan agency and meaningful intercultural interactions: An ecological and person-in-context conceptualisation. Studies in Higher Education, 48(2), 329–342. https://doi.org/10.1080/03075079.2022.2134335

Kudo, K., Volet, S., & Whitsed, C. (2019). Development of intercultural relationships at university: A three-stage ecological and person-in-context conceptual framework. Higher Education, 77(3), 473-489. https://doi.org/10.1007/s10734-018-0283-9

Montgomery, C., & McDowell, L. (2009). Social networks and the international student experience: An international community of practice? Journal of Studies in International Education, 13(4), 455–466. https://doi.org/10.1177/1028315308321994

O’Connor, S. (2020). The intersectional geographies of international students in Ireland: connecting spaces of encounter and belonging, Gender, Place & Culture, 27(10), 1460-1480, https://doi.org/10.1080/0966369X.2019.1693342

Pham, L., & Tran, L. (2015). Understanding the symbolic capital of intercultural interactions: A case study of international students in Australia. International Studies in Sociology of Education, 25(3), 204-224. https://doi.org/10.1080/09620214.2015.1069720

Yu, Y. (2020). From universities to Christian churches: Agency in the intercultural engagement of non-Christian Chinese students in the UK. Higher Education, 80, 197-213. https://doi.org/10.1007/s10734-019-00474-5

Yu, Y., & Moskal, M. (2019). Why do Christian churches, and not universities, facilitate intercultural engagement for Chinese international students? International Journal of Intercultural Relations, 68, 1-12. https://doi.org/10.1016/j.ijintrel.2018.10.006

Zou, T. X. P., & Yu, J. (2019). Intercultural interactions in Chinese classrooms: A multiple-case study. Studies in Higher Education, 1-14. https://doi.org/10.1080/03075079.2019.1647415

Time, temporalities, and international students

Dickson, M., Bradley, L., & Read, B. (2024). International student-parents in UK higher education: A temporal analysis of their intersectional experiences and challenges. International Journal of Intercultural Relations, 98, 101933. https://doi.org/10.1016/j.ijintrel.2024.101933

Gomes, C. (2022). Shock temporality: International students coping with disrupted lives and suspended futures. Asia Pacific Education Review, 23, 527-538. https://doi.org/10.1007/s12564-022-09793-2

Hansen, A.S. (2015). The temporal experience of Chinese students abroad and the present human condition. Journal of Current Chinese Affairs, 44(3), 49-77. https://doi.org/10.1177/186810261504400303

Maury, O. (2022). Punctuated temporalities: Temporal borders in student-migrants’ everyday lives. Current Sociology, 70(1), 100-117. https://doi.org/10.1177/0011392120936315

Taylor, A., Sandoval, C.B., & Jamal, S.K. (2023). Dreaming the life: International students and the temporal complexity of employment. Journal of Youth Studies. https://doi.org/10.1080/13676261.2023.2271869

Wang, B. (2021). Time, temporality, and (im)mobility: Unpacking the temporal experiences among Chinese international students during Covid-19. Population, Space, and Place, 28(5), e2545. https://doi.org/10.1002/psp.2545

Waters, J. (2022). Time well spent? Temporal dimensions of study abroad and implications for student experiences and outcomes under the UK Turing Scheme. British Educational Research Journal, 49(2), 314-328. https://doi.org/10.1002/berj.3844

Intersectional approaches to understanding international students’ experiences

Dickson, M., Bradley, L., & Read, B. (2024). International student-parents in UK higher education: A temporal analysis of their intersectional experiences and challenges. International Journal of Intercultural Relations, 98, 101933. https://doi.org/10.1016/j.ijintrel.2024.101933

Hoang, A.P., & Jordan, L.P. (2019). Internationalisation and intersectionality in Hong Kong university student life: an exploratory study of social exclusion. Multicultural Education Review, 11(2), 114-134. https://doi.org/10.1080/2005615X.2019.1615247

Hutcheson, S. (2020). Sexual violence, representation, and racialized identities: Implications for international students. Education and Law Journal, 29(2), 191-221. https://www.proquest.com/openview/94841c5430526c8b9b15683788e2074c/1?pq-origsite=gscholar&cbl=44752

Liu, J. (2017). Beyond the cultural approach: Understanding the experience of Chinese international students in Canada from an intersectionality perspective. International Journal of Chinese Education, 6(2), 236–258. https://doi.org/10.1163/22125868-12340082

Lobnibe, J. Y. (2013). Different worlds, mutual expectations: African graduate student mothers and the burden of U.S. higher education.” Journal of Education and Learning, 2(2), 201–209. https://doi.org/10.5539/jel.v2n2p201

O’Connor, S. (2020). The intersectional geographies of international students in Ireland: connecting spaces of encounter and belonging. Gender, Place, & Culture, 27(10), 1460-1480. https://doi.org/10.1080/0966369X.2019.1693342

Olenina, A., Bamberger, A., & Mun, O. (2021). Classed and gendered internationalisation of research and knowledge production: A critical analysis of international doctoral students in the UK (1998-2016). International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2021.2008266

Tavares, V. (2021). Feeling excluded: international students experience equity, diversity and inclusion. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021

Wang, B. & Gorman-Murray, A. (2023). International students, intersectionality and sense of belonging: a note on the experience of gay Chinese students in Australia. Australian Geographer, 54(2), 115-123. https://doi.org/10.1080/00049182.2023.2174652

Intersecting international students’ identities specifically with race

Boafo-Arthur, S. (2014). Acculturative experiences of Black-African international students. International Journal of Advanced Counseling, 36(1), 115–124. https://doi.org/10.1007/s10447-013-9194-8.

Brown, L., & Jones, I. (2013). Encounters with racism and the international student experience. Studies in Higher Education, 38(7), 1004–1019. https://doi.org/10.1080/03075079.2011.614940

Buckner, E., Lumb, P., Jafarova, Z., Kang, P., Marroquin, A., & Zhang, Y. (2021). Diversity without race: how university internationalization strategies discuss international students. Journal of International Students, 11, 32–49. https://doi.org/10.32674/jis.v11iS1.3842

Changamire, N., George Mwangi, C.A., & Mosselson, J. (2022). International students and the neoliberal marketplace of higher education: The lived experiences of graduate students from Sub-Saharan countries in Africa of a U.S. university’s internationalization policy. Higher Education, 84, 505-521. https://doi.org/10.1007/s10734-021-00782-9

Fries-Britt, S., George Mwangi, C.A., & Peralta, A.M.  (2014). Learning race in the U.S. context: Perceptions of race among foreign-born students of color. Journal of Diversity in Higher Education, 7(1), 1–13. https://doi.org/10.1037/a0035636

George Mwangi, C.A., Changamire, N. & Mosselson, J. (2018). An intersectional understanding of African international graduate students’ experiences in U.S higher education. Journal of Diversity in Higher Education, 12(1), 1-14. https://doi.org/10.1037/dhe0000076

George Mwangi, C.A., & English, S. (2017). Being Black (and) immigrant students: when race, ethnicity, and nativity collide. International Journal of Multicultural Education, 19(2), 100–130. https://doi.org/10.18251/ijme.v19i2.1317

George Mwangi, C. A. (2020). Black international student lives matter. International Higher Education, (104), 6-8. https://ejournals.bc.edu/index.php/ihe/article/view/14335

Hernandez, G.L. (2021). Racial unspeakability: Affect and embodiment in Swiss international higher education institutions. Journal of International Students, 11(S1), 108–132. https://doi.org/10.32674/jis.v11iS1.3846

Houshmand, S., Spanierman, L. B., & Tafarodi, R. W. (2014). Excluded and avoided: Racial microaggressions targeting Asian international students in Canada. Cultural Diversity and Ethnic Minority Psychology, 20(3), 377. https://doi.org/10.1037/a0035404

Kim, J.-H. (2016). Racism, equity, and quality of education for international students in South Korean higher education institutes. Frontiers of Education in China, 11(3), 338–355. https://doi.org/10.3868/s110-005-016-0027-3

Koo, K. K., Yao, C. W., & Gong, H. J. (2021). “It is not my fault”: Exploring experiences and perceptions of racism among international students of color during Covid-19. Journal of Diversity in Higher Education, 790-811. https://doi.org/10.1037/dhe0000343

Lee, J. J. (2007). Neo-racism toward international students. About Campus, 11(6), 28–30. https://doi.org/10.1002/abc.194

Lee, J.J. (2020). Neo-racism and the criminalization of China. Journal of International Students, 10(4), i–vi. https://doi.org/10.32674/jisv10i42929

Lee, J.J. & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381-409. https://doi.org/10.1007/s10734-005-4508-3

Lee, J.J., Jon, J.-E., & Byun, K. (2017). Neo-racism and neo-nationalism within East Asia: The experiences of international students in South Korea. Journal of Studies in International Education, 21(2), 136–155. https://doi.org/10.1177/1028315316669903

Liu, Y., & Croucher, S. (2022). Becoming privileged yet marginalized Other: American migrants’ narratives of stereotyping-triggered displacement in China. Asian Journal of Social Science, 50(1), 7-15. https://doi.org/10.1016/j.ajss.2021.06.006

Liu, Y., & Dervin, F. (2022). Racial marker, transnational capital, and the Occidental Other: White Americans’ experiences of whiteness on the Chinese mainland. Journal of Ethnic and Migration Studies, 48(5), 1033-1050. https://doi.org/10.1080/1369183X.2020.1763785

Madriaga, M., & McCaig, C. (2019). How international students of colour become Black: A story of whiteness in English higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1696300 

Nam, B. H., Marshall, R. C., Tian, X., & Jiang, X. (2021). “Why universities need to actively combat Sinophobia”: racially-traumatic experiences of Chinese international students in the United States during COVID-19. British Journal of Guidance & Counselling, 1-15. https://doi.org/10.1080/03069885.2021.1965957

Ramia, G. (2021). Crises in international education, and government responses: A comparative analysis of racial discrimination and violence towards international students. Higher Education, 82, 599-613. https://doi.org/10.1007/s10734-021-00684-w

Rodriguez, M., Mohamed, M., & Barthelemy, R. (2023). Microaggressions faced by international students in the US with a discussion on critical race theory. Journal of International Students, 13(3), 236-253. https://doi.org/10.32674/jis.v13i3.4620

Strong, K., Walker, S., Wallace, D., Sriprakash, A., Tikly, L., & Soudien, C. (2022). Learning from the movement for Black lives: Horizons of racial justice for comparative and international education. Comparative Education Review. https://doi.org/10.1086/722487

Suspitsyna, T. (2021). Internationalization, whiteness, and biopolitics of higher education. Journal of International Students, 11(1), 50-67. https://ojed.org/index.php/jis/article/view/3843

Wei, M.L., & Bunjun, B. (2020). “We don’t need another one in our group”: Racism and interventions to promote the mental health and well-being of racialized international students in business schools. Journal of Management Education, 45(1), 65–85. https://doi.org/10.1177/1052562920959391

Yao, C. W., George Mwangi, C. A., & Malaney Brown, V. K. (2019). Exploring the intersection of transnationalism and critical race theory: A critical race analysis of international student experiences in the United States. Race Ethnicity and Education, 22(1), 38–58. https://doi.org/10.1080/13613324.2018.1497968

Yao, C.W., Oates, E.Q., Briscoe, K.L., Buell, K.J., & Rutt, J.N. (2023). Re/negotiating race and racialization for international students of colour in the US. Journal of College Student Development, 64(1), 79-95. https://doi.org/10.1353/csd.2023.0003

Yao, C. W., Briscoe, K. L., & Rutt, J. N. (2021). In the aftermath of a racialized incident: Exploring international students of color’s perceptions of campus racial climate. Journal of Diversity in Higher Education, 14(3), 386–397. https://doi.org/10.1037/dhe0000179

Yu, J. (2022). “I don’t think it can solve any problems”: Chinese international students’ perceptions of racial justice movements during COVID-19. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000457

Intersecting international students’ identities specifically with gender

Al-Qahtani, H., Carroll, V., & Pfeffer, K. (2022). Parenting, resilience, and adaptation among female international students from Saudi Arabia and their families. Journal of Family Studies, 28(2), 422-437. https://doi.org/10.1080/13229400.2020.1715820

Brooks, R. (2015). International students with dependent children: The reproduction of gender norms, British Journal of Sociology of Education, 36(2), 195-214. https://doi.org/10.1080/01425692.2013.820128

Forbes-Mewett, H., & McCulloch, J. (2015). International students and gender-based violence. Violence Against Women, 22(3), 344-365. https://doi.org/10.1177/1077801215602344

Lin, Y., & Kingminghae, W. (2017). Intimate relationships and mobility intentions of Thai international students in Chinese universities: A gendered analysis. Population, Space, and Place, 24(5), e2120. https://doi.org/10.1002/psp.2120

Martin, F. (2017). Mobile self-fashioning and gendered risk: Rethinking Chinese students’ motivations for overseas education. Globalisation, Societies, & Education, 15(5), 706-720. https://doi.org/10.1080/14767724.2016.1264291

Moskal, M. (2020). Gendered differences in international graduates’ mobility, identity, and career development. Social & Cultural Geography, 21(3), 421-440. https://doi.org/10.1080/14649365.2018.1499039

Song, J. (2020). Contesting and negotiating othering from within: A Saudi Arabian female student’s gendered experiences in the U.S. Journal of Language, Identity, & Education, 19(3), 149-162. https://doi.org/10.1080/15348458.2019.1654386

Sondhi, G., & King, R. (2017). Gendering international student migration: An Indian case study. Journal of Ethnic and Migration Studies, 43(8), 1308-1324. https://doi.org/10.1080/1369183X.2017.1300288

Zhang, S., & Xu, C.L. (2020). The making of transnational distinction: An embodied cultural capital perspective on Chinese women students’ mobility. British Journal of Sociology of Education, 41(8), 1251-1267. https://doi.org/10.1080/01425692.2020.1804836

Intersecting identities of LGBTQ+ international students

Adeyemo, K. S. (2019). Filipino university students’ attitude toward sexual minorities: Implications for international students. Journal of International Students, 10(1), 203–219. https://doi.org/10.32674/jis.v10i1.1030

Brown, L. (2016). An activity-theoretic study of agency and identity in the study abroad experiences of a lesbian nontraditional learner of Korean. Applied Linguistics, 37(6), 808-827. https://doi.org/10.1093/applin/amu075

Cui, L., & Song, L. (2024). Queer migration, heteronormativity, and the ‘ethnic closet’: Chinese queer international students’ intersectional experiences in New Zealand. European Journal of Education. https://doi.org/10.1111/ejed.12608

Dos Santos, L. M. (2022). Sources of stress and challenges for gay and bisexual international students: Experiences of social stigma and sociocultural and psychological racism. Journal of Educational and Social Research, 12(3), 32–46. https://doi.org/10.36941/jesr-2022-0064

Hagen, J. (2022). Queer feminist interruptions to internationalising UK higher education. British Educational Research Journal, 48(5), 996-1007.. https://doi.org/10.1002/berj.3805

Herridge, A.S., Bodine Al-Sharif, M.A., Leong, M.C., & Garcia, H.A. (2022). LGBTQIA+ international students and socioemotional well-being: Impact of intersectionality on perceived experiences and campus engagement. Journal of International Students, 13(2), 95-113. https://doi.org/10.32674/jis.v13i2.4553

Herridge, A. S., García, H. A., Leong, M. (2019). Intersectionality of lesbian, gay, and bisexual international students: Impact of perceived experiences on campus engagement. Journal for the Study of Postsecondary and Tertiary Education, 4, 49-65. https://doi.org/10.28945/4412

Lértora, I, M., Herridge, A. S., Smith, N. L., & Croffie, A. L. (2021) Lesbian, gay, and bisexual international students transitions conceptualized using relational-cultural theory: A phenomenological study. Journal of Creativity in Mental Health, 17(4), 426-442. https://doi.org/10.1080/15401383.2021.1924095

Nguyen, H., Grafsky, E., & Lambert-Shute, J. (2017). The experiences of lesbian, gay, bisexual, and queer international students. Journal of Underrepresented & Minority Progress, 1(1), 80–94. https://doi.org/10.32674/jump.v1i1.39

Thuy, T.L., Hoang, V.T., & Hoang, G.L.N. (2020). Pride and prejudice: An intersectional look at graduate employability of transgender and queer international students. Journal of Comparative and International Higher Education, 12(6S1). https://doi.org/10.32674/jcihe.v12i6S1.3059

Wang, S. (2022). Migrant allies and sexual remittances: How international students change the sexual attitudes of those who remain behind. Sociological Perspectives, 65(2), 328–349.https:// doi. org/ 10. 1177/07311 21421 992801

Zheng, H. (2022). ‘The pandemic helped me!’ Queer international students’ identity negotiation with family on social media in immobile times. International Journal of Cultural Studies. https://doi.org/10.1177/13678779221144759

Intersecting international students’ identities specifically with disability

Heirweg, S., Carette, L., Ascari, A., & Van Hove, G. (2020). Study abroad programmes for all? Barrieres to participation in international mobility programmes perceived by students with disabilities. International Journal of Disability, Development, and Education, 67(1), 73-91. https://doi.org/10.1080/1034912X.2019.1640865

McLean, P., Heagney, H. and Gardner, K. (2003). Going global: the implications for students with a disability. Higher Education Research & Development, 22(2), 217-228. https://doi.org/10.1080/07294360304109

Olave-Encina, K. (2022). Experiences of an international student with a visual disability making sense of assessment and feedback. International Journal of Inclusive Education, 26(5), 466-479. https://doi.org/10.1080/13603116.2019.1698063

Soorenian, A. (2013). Disabled international students in British higher education. Sense Publishers. https://link.springer.com/book/10.1007/978-94-6209-413-0

Soorenian, A. (2013). Housing and transport: Access issues for disabled international students in British universities. Disability & Society, 28(8), 1118-1131. https://doi.org/10.1080/09687599.2012.758033

Supple, B., & Agbenyega, J. S. (2015). Reframing the Self in an International Learning Context: The Experience of International Students with Disability. Current Issues in Education, 18(1). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1333

Intersecting international students’ identities specifically with class

Bahna, M. (2018). Study choices and returns of international students: On the role of cultural and economic capital of the family. Population, Space, and Place, 24(2), e2082. https://doi.org/10.1002/psp.2082

Garrison, Y.L., Park, S., Yeung, C.W., Li, Z., Ho, Y.C.S., & Chang-Tran, J. (2023). The social class worldviews of Chinese international students in the United States. Journal of International Students, 13(1), 40-58. https://doi.org/10.32674/jis.v13i1.4013

Gayton, A. M. (2019). Exploring the widening participation-internationalisation nexus: Evidence from current theory and practice Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2019.1678014 

Glass, C.R., Streitwieser, B., & Gopal, A. (2021). Inequalities of global mobility: Socioeconomic stratificiation in the meanings of a university education for international students. Compare: A Journal of Comparative and International Education, 51(1), 43-60. https://doi.org/10.1080/03057925.2019.1590180

Hastings, C., Ramia, G., Wilson, S., Mitchell, E., & Morris, A. (2021). Precarity before and during the pandemic: International student employment and personal finances in Australia. Journal of Studies in International Education, 27(1), 39-63. https://doi.org/10.1177/10283153211065136

Kim, Y. (2022). Classed education trajectories and intimate partnering of international students: A case of Chinese international undergraduate students in the United States. Journal of Ethnic and Migration Studies. https://doi.org/10.1080/1369183X.2020.1828841

Muñoz-García. A.L. (2020). Outing class in the process of internationalisation. Discourse: Studies in the Cultural Politics of Education, 42(1), 102-113. https://doi.org/10.1080/01596306.2020.1855566

Prazeres, L. (2019). Unpacking distinction within mobility: Social prestige and international students. Population, Space, and Place, 25(5), e2190. https://doi.org/10.1002/psp.2190

Pereira, J.I.S. (2018). Social class inequalities and international student mobility: The case of Brazilian students in the Portuguese higher education system. Belgian Journal of Geography, 3. https://doi.org/10.4000/belgeo.24193

Raghuram, P., Roos Breines, M., & Gunter, A. (2020). Beyond #FeesMustFall: International students, fees, and everyday agency in the era of decolonisation. Geoforum, 109, 95-105. https://doi.org/10.1016/j.geoforum.2020.01.002

Roberts, P. (2021). Class dismissed: International mobility, doctoral researchers, and (Roma) ethnicity as a proxy for social class? Discourse: Studies in the Cultural Politics of Education, 42(1), 142-154. https://doi.org/10.1080/01596306.2020.1855569

Tuxen, N., & Robertson, S. (2019). Brokering international education and (re)producing class in Mumbai. International Migration, 57(3), 280-294. https://doi.org/10.1111/imig.12516

Waters, J. L. (2012). Geographies of international education: Mobilities and the reproduction of social (dis)advantage. Geography Compass, 6(3), 123-136. https://doi.org/10.1111/j.1749-8198.2011.00473.x

Xu, C.L. (2020). Time, class, and privilege in career imagination: Exploring study-to-work transition of Chinese international students UK universities through a Bourdieusian lens. Time & Society, 30(1), 5-29. https://doi.org/10.1177/0961463X2095133

Coloniality, postcoloniality, decoloniality, and international students

Bardhan, N., & Zhang, B. (2017). A post/decolonial view of race and identity through the narratives of U.S. international students from the Global South. Communication Quarterly, 65(3), 285–306. https://doi.org/10.1080/01463373.2016.1237981

Borges, R.A. (2022). Linguistic (de)coloniality and interculturality in the two main routes of Brazilian student mobility. Comunicação e Sociedade, 41, 189-208. https://journals.openedition.org/cs/7029

Borges, R.A., & Afonso, A.E. (2018). Why subaltern language? Yes, we speak Portuguese! For a critique of the coloniality of language in international student mobility. Comunicação e Sociedade, 34, 73-86. https://journals.openedition.org/cs/521

Chen, C. (2021). (Un)Making the international student a settler of colour: A decolonising autoethnography. Qualitative Research in Sport, Exercise and Health, 13(5), 743-762. http://dx.doi.org/10.1080/2159676X.2020.1850513

Daniels, T.P. (2014). African international students in Klang Valley: colonial legacies, postcolonial racialization, and sub-citizenship. Citizenship Studies, 18(8), 855-870. https://doi.org/10.1080/13621025.2014.964548

Hayes, A., Lomer, S., & Taha, S.H. (2024). Epistemological process towards decolonial praxis and epistemic inequality of an international student. Educational Review, 76(1), 132-144. https://doi.org/10.1080/00131911.2022.2115463

Karimi, A., & Bucerius, S. M. (2018). Colonized subjects and their emigration experiences. The case of Iranian students and their integration strategies in Western Europe. Migration Studies, 6(1), 1–19. https://doi.org/10.1093/migration/mnx033

Madge, C., Raghuram, P., & Noxolo, P. (2009). Engaged pedagogy and responsibility: A postcolonial analysis of international students. Geoforum, 40(1), 34–45. https://doi.org/10.1016/j.geoforum.2008.01.008

Moosavi, L. (2020). “Can East Asian students think?”: Orientalism, critical thinking, and the decolonial project. Education Sciences, 10(10). https://doi.org/10.3390/educsci10100286

Park, H., & Francis, M. (2023). Fraught subject: Decolonial approaches to racialized international students as “settlers of colour in the making”. Ethnic and Racial Studies. https://doi.org/10.1080/01419870.2023.2211649

Ploner, J., & Nada, C. (2020). International student migration and the postcolonial heritage of European higher education: Perspectives from Portugal and the UK. Higher Education, 80(2), 373–389. https://doi.org/10.1007/s10734-019-00485-2

Song, X. (2020). ‘Chinese Students Syndrome’ in Australia: Colonial modernity and the possibilities of alternative framing. Higher Education, 79, 605-618. https://doi.org/10.1007/s10734-019-00426-z

Udah, H. (2021). Coloniality of power and international students’ experience: What are the ethical responsibilities of social work and human service educators? Ethics and Social Welfare, 15(1), 84–99. https://doi.org/10.1080/17496535.2021.1880612

Xu, X. (2023) Between decolonization and recolonization: investigating Chinese doctoral students in Malaysia as a case of global South-South student mobility. Higher Education. https://doi.org/10.1007/s10734-023-01060-6

International students and sustainability

Campbell, A.C., Nguyen, T., & Stewart, M. (2022). Promoting international student mobility for sustainability? Navigating conflicting realities and emotions of international educators. Journal of Studies in International Education, 27(4), 621-637. https://doi.org/10.1177/10283153221121386

Davies, J. C., & Dunk, R. M. (2015). Flying along the supply chain: Accounting for emissions from student air travel in the higher education sector. Carbon Management, 6(5–6), 233–246. https://doi.org/10.1080/17583004.2016.1151503

Ilieva, R., Beck, K., & Waterstone, B. (2014). Towards sustainable internationalisation of higher education. Higher Education, 68, 875–889. https://doi.org/10.1007/s10734-014-9749-6

Moskal, M. (2017). International students pathways between open and closed borders: Towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration, 55(3), 126–138. https://doi.org/10.1111/imig.12301

Nikula, P., Fusek, A., & van Gaalen, A. (2022). Internationalisation of higher education and climate change: A cognitive dissonance perspective. Journal of Studies in International Education. https://doi.org/10.1177/10283153221145082

Raghuram, P., & Sondhi, G. (2022). The entangled infrastructures of international student migration: Lessons from Covid-19. In A. Triandafyllidou (Ed.), Migration and pandemics (pp. 167–184). Springer. https://doi.org/10.1007/978-3-030-81210-2_9

Shields, R. (2019). The sustainability of international higher education: Student mobility and global climate change. Journal of Cleaner Production, 217, 594–602. https://doi.org/10.1016/j.jclepro.2019.01.291

Pashby, K., & Andreotti, V. (2016). Ethical internationalisation in higher education: Interfaces with international development and sustainability. Environmental Education Research, 22(6), 771-787. https://doi.org/10.1080/13504622.2016.1201789

Language and international students

Benzie, H.J. (2010). Graduating as a ‘native speaker’: International students and English language proficiency in higher education. Higher Education Research &  Development, 29(4), 447-459. https://doi.org/10.1080/07294361003598824

Bodis, A. (2021). ‘Double deficit’ and exclusion: Mediated language ideologies and international students’ multilingualism. Multilingua, 40(3), 367-391. https://doi.org/10.1515/multi-2019-0106

Bond, B. (2019) International students: language, culture and the ‘performance of identity’, Teaching in Higher Education, 24:5, 649-665. https://doi.org/10.1080/13562517.2019.1593129

Dobinson, T., & Mercieca, P. (2020). Seeing things as they are, not just as we are: Investigating linguistic racism on an Australian university campus. International Journal of Bilingual Education and Bilingualism, 23(7), 789-803. https://doi.org/10.1080/13670050.2020.1724074

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171. https://doi.org/10.17763/0017-8055.85.2.149

Gurney, L., & Demuro, E. (2022). Beyond coloniality and monolingualism: Decolonial reflections on languages education / Mas allá de la colonialidad y el monolingüismo: reflexiones decoloniales sobre la enseñanza de lenguas. Teaching in Higher Education, 27(4), 502-511. https://doi.org/10.1080/13562517.2022.2035350

Haugh, M. (2016). Complaints and troubles talk about the English language skills of international students in Australian universities. Higher Education Research & Development, 35(4), 727-740. https://doi.org/10.1080/07294360.2015.1137878

Kubota, R., Corella, M., Lim, K., & Sah, P.K. (2021). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university.  Ethnicities. https://doi.org/10.1177/14687968211055808

McDonough, K., Trofimovich, P., Tekin, O., & Sato, M. (2022). Exploring linguistic stereotyping of international students at a Canadian university. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2115049

Ramjattan, V.A. (2020). Engineered accents: International teaching assistants and their microaggression learning in engineering departments. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1863353

Ramjattan, V.A. (2021). The transracial aesthetic labour of an international teaching assistant. Equality, Diversity and Inclusion, 40(8), 973-985. https://doi.org/10.1108/EDI-12-2020-0365

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