"I'm Not Like That, Why Treat Me the Same Way?" The Impact of Stereotyping International Students on Their Learning, Employability and Connectedness with the Workplace

Autor/inn/en	Tran, Ly Thi; Vu, Thao Thi Phuong
Titel	"I'm Not Like That, Why Treat Me the Same Way?" The Impact of Stereotyping International Students on Their Learning, Employability and Connectedness with the Workplace
Quelle	In: Australian Educational Researcher, 43 (2016) 2, S.203-220 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-015-0198-8
Schlagwörter	Foreign Students; Vocational Education; Student Attitudes; Stereotypes; Disadvantaged; Interviews; International Education; Educational Experience; Study Abroad; Work Experience; Educational Research; Employment Potential; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Schülerverhalten; Klischee; Interviewing; Interviewtechnik; Internationale Erziehung; Bildungserfahrung; Studies abroad; Auslandsstudium; Employment experience; Job experience; Occupational experience; Berufserfahrung; Bildungsforschung; Pädagogische Forschung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausland; Australien
Abstract	A significant body of literature on international education examines the experiences of international students in the host country. There is however a critical lack of empirical work that investigates the dynamic and complex positioning of international students within the current education-migration nexus that prevails international education in countries such as Australia, Canada and the UK. This paper addresses an important but under-researched area of the education-migration landscape by examining how the stereotyping of students as mere "migration hunters" may impact their study and work experiences. It draws on a four-year research project funded by the Australian Research Council that includes more than 150 interviews and fieldwork in the Australian vocational education context. Positioning theory is used as a conceptual framework to analyse how generalising international students as "mere migration hunters" has led to the disconnectedness, vulnerability and marginalization of the group of international students participating in this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01