"It Was Just My Name!": A CRT/CRF Analysis of International Female Graduate Students' Perceptions and Experiences Regarding Their Ethnic Name

Autor/inn/en	Wang, Peiwen; Gu, Xiaoyan; Morales, Amanda R.
Titel	"It Was Just My Name!": A CRT/CRF Analysis of International Female Graduate Students' Perceptions and Experiences Regarding Their Ethnic Name
Quelle	In: Journal of International Students, 13 (2023) 2, S.172-188 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Females; Graduate Students; Critical Race Theory; Feminism; Student Experience; Self Concept; Student Attitudes; Gender Differences; Racism; Social Discrimination; Predominantly White Institutions; Ethnicity; Diversity + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Feminismus; Studienerfahrung; Selbstkonzept; Schülerverhalten; Geschlechterkonflikt; Rassismus; Soziale Benachteiligung; Soziale Schließung; Ethnizität
Abstract	Although international female students accounted for 44% of the enrolled international students in the United States (U.S. Department of Homeland Security's Student and Exchange Visitor Information System, 2020), their experiences regarding their ethnic name are relatively understudied in the onomastic literature. This study considers the experiences of eight international female graduate students of Color who are studying at a Midwestern predominantly White university. Utilizing critical race theory (CRT) and critical race feminism (CRF) as the theoretical and analytical lenses, this qualitative phenomenological study collected data through semistructured, in-depth interviews. We explore the meaning of ethnic names and their connection to participants' multidimensional identities. The findings include experiences with microaggressions, discrimination, and racism among students in relation to their ethnic name and point to underlying factors. Finally, implications are offered for students, faculty members, and administrators to build authentically inclusive and equitable learning communities more effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01