Moving beyond the “international” label: A call for the inclusion of the (in)visible international engineering students

• DOI: 10.1002/jee.20513
• Publication Date: 2023-03-23T07:44:25Z
• Authors: Xinrui Xu; Siqing Wei; Yi Cao
• Keywords: Bachelor; Heuristics

Engineering programs worldwide have seen a rise in the number of international students enrolling since last century (Gürüz & Zimpher, 2011). As 2020, percentage pursuing engineering degrees Germany, Russia, and United States has reached 27%, 22%, 21%, respectively (IIE, 2020). In States, for instance, which is top host destination (IESs), 11.2% bachelor's degrees, 53.2% master's 58.8% doctorate were awarded to (ASEE, 2021). IESs contribute intellectual engagement university research laboratories, industry R&D departments, other key areas that drive global technological advancement, addition making significant contribution country's economy (Chellaraj et al., 2008; NAFSA, n.d.; Conlon 2019). Furthermore, bring unique values, attitudes, knowledge enrich pool information, skills, heuristics when collaborating solve problems (Harrison Klein, 2007). Wulf (2002) suggested teams with diverse life experiences better chance developing creative optimal solutions while meeting various constraints. Only by recognizing leveraging strengths can take advantage such complementary assets (Page, 2019; Van Knippenberg 2004). However, despite high numbers IESs, education community pays inadequate attention their experiences, there dearth literature about IESs. Faced many similar difficulties as marginalized populations, are rarely included discussion advocacy efforts. former current we deeply concerned workforce undervalue this population. Therefore, article, aim shed light on challenges face propose potential actions promote inclusion support group. vastly group but often homogenized under label "International" most contexts. This legal status so powerful it defines who overshadows identities they may possess. Under label, complex sociopolitical situations impact aspects journey. They could be perceived concurrently benefits (e.g., revenues, labor, goodwill) threats competition national security) country (Adnett, 2010; Allen Bista, 2022). Their academic career plans vulnerable changes foreign affairs higher policies further complicated regulations employment opportunities (Bollag, 2006; Gürüz 2011; Lomer, 2018). uncertainty leads being Othered constantly changing context throughout studies, where treated "visitors" welcomed, not equivalent counterparts domestic (Marginson, 2012). situation present itself forms, difficulty integrating class project teams, discrimination companies looking internships, exclusion from merit-based fellowships, fewer practice cultural customs. The view solely characterized legally-defined identity problematic oversimplifies homogeneous marginalize those types oppressed (Malcolm Mendoza, 2014; Sloan stigmatization due intersection "minoritized" associated gender, race, ethnicity, age, religion, social class, language proficiency, personality, practice, more, relative countries (Lee Rice, 2007; Liu, 2017; Sparks To understand IESs' need holistically consider factors microaggressions, years study abroad, family expectations, definition success, degree pursued, fields study, opportunities, more—the help build out understanding. Those do relevant firsthand experience tend recognize profound interactions between these factors. awkwardly invisible position, silently fall through cracks system, feeling lost finding little guidance (Laufer Gorup, Supporting requires systematic collaboration units across campus influencing responsibility supporting usually falls only one or two offices even just few staff. specialists enough resources provide holistic lack institutional exacerbated fact Othering become common, unconscious within system. Despite strong presence classes labs, faculty staff limited understanding daily struggles concerns face. awareness intention create an inclusive welcoming learning working environment concerning. For example, some how political atmosphere lead levels anxiety among worry visa status, internship job relationships peers advisors, physical psychological safety, more. These profoundly influence professional performance. feel dismissed trying articulate silent struggles, result less interventions them. It crucial acknowledge proactive steps supportive environment. There certainly constructive programming efforts focus helping adjust Wu 2015). effectiveness if ignored, implicitly position inferior. bridge gap, practices approach population asset-based perspective, rather than viewing deficient immigration identities. matter ethics justice, also limits ability entire effectively. advocate genuine entails legitimate sufficient practices. Without interrupting quo stigma systemic oppression disadvantaged achieving justice maximizing would challenging. genuinely include value researchers practitioners inherent power difference groups (Minda, 1995; Nash, 2008). Here, agendas transform toward more We suggest person-centered quantitative methods recognizes values each IES individual. Current studies treat homogenous overlook diversity population, common data collection reporting standards Lord 2022; Tan Disaggregating origin metrics challenging sample size low statistical power. address issue, call shift paradigm, advocated scholars Godwin, 2020; Godwin 2021; Holly, Long, 2021), avoid dominant supremacy, center increase ethical validity process products. inquire "bottom-up approach" illustrate emergent intersectional patterns. Concurrently, future collecting pertinently meaningful native languages traits. Further variables identified in-depth qualitative studies. More mixed-method will gain deeper experiences. An perspective considers diversity, necessary enhance base effective achieve this, unpack particularly solving multiple perspectives. involve researching heuristics, tool usage, reflect culturally variance commonality (Vargas-Ordóñez educational settings, adopting pedagogy centers around culture, identity, language, leading greater groups. Promising already been made Castaneda Mejia, 2018; Jordan Olayemi DeBoar, anticipate widespread implementation transformation serve Moreover, must establish formal informal activities all students' intercultural competence, proficiency today's globalized world (Carter, 1994; Jesiek 2014). Faculty should generate mental health, development, financial require approaches because Research shown positive interpersonal critical health (Tseng Newton, 2002). essential elevate student organizations communal providing sense connections beyond Regarding directly indirectly excluded experiential establishing targeted information sessions, Additionally, implementing mechanisms handle rising living expenses, increasing travel costs reunions, possible crises. extend our deepest gratitude Dr. Qin Zhu, inspired, encouraged, supported, guided us personal stigmatized issues faced work. appreciate valuable insights, perspectives, feedback provided Drs. Kirsten Davis, Alejandro Magana, Linjue Wang, well Tiantian Li Cristian Vargas Ordonez, helped shape like thank David Knight Joyce Main assistance improving Finally, several including Hoda Ehsan, Zahra Atiq, Hossein Ebrahimi, Saira Anwar, Aziz Dridi.