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

Autor/inn/en	Changamire, Nyaradzai; Mwangi, Chrystal A. George; Mosselson, Jacqueline
Titel	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
Quelle	In: Higher Education: The International Journal of Higher Education Research, 84 (2022) 3, S.505-521 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mosselson, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00782-9
Schlagwörter	Foreign Students; Neoliberalism; Higher Education; Graduate Students; Student Experience; Foreign Countries; Universities; Global Approach; School Policy; Educational Policy; Racism; Program Implementation; Equal Education; Africa; United States + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Ausland; University; Universität; Globales Denken; Schulpolitik; Politics of education; Bildungspolitik; Rassismus; Afrika; USA
Abstract	Prior to the pandemic, approximately 42,000 students from countries in sub-Saharan countries in Africa enrolled in U.S. universities (IIE 2021). Despite this strong and growing presence, little research exists focusing on their experiences of education in the U.S. Through a small-scale study of the experiences of graduate students from sub-Saharan African countries, we see evidence of material and discursive representations of race that produce material inequalities that are then used to legitimize racial formations. We couple these experiences to the background of campus internationalization policies and the university's responses to argue that the policies reproduce and reinforce cultural and social racism that positions white Americans as the norm and unproblematically contributes to Western supremacist positionality in the academy and beyond for economic benefit. In this paper, we demonstrate ways in which the implementation of campus internationalization programs is part of the larger discourse of racism on both the national and international arenas, perpetuating white superiority and implementing policies that reproduce the inequities that reify and legitimize neoracism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01