The Racialization of International Student Mobility: Roots, Effects, and Implications for American Higher Education Institutions
My dissertation investigates how international student mobility (ISM) in the context of American higher education institutions (HEIs) has become increasingly subjected to an emergent paradigm of racialized otherness. To contextualize my inquiry on the paradigm of racialized otherness, I choose to focus on a specific and vibrant body of the international student population enrolled in American HEIs, i.e., undergraduate Chinese international students. As an illustrative case, examining the paradigm of racialized otherness vis-à-vis the undergraduate Chinese international students aims to offer a distinctive yet nonexclusive lens to probe into the racialization of ISM on a broader scale. My dissertation consists of three papers. Paper 1 adopts the method of critical discourse analysis to examine and identify the undergirding constituents of the paradigm of racialized otherness. Paper 2 draws on the framework of item response theory (IRT)-based modeling to construct and validate a measurement instrument that taps into the students’ perceptions of the undergirding constituents of the paradigm of racialized otherness. Paper 3 takes the approach of multi-sited ethnography to explore how to leverage the affordances of the students’ everyday learning and living experiences to tackle the paradigm of racialized otherness.