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This article examines how Chinese international students perceived U.S. racial justice movements, such as Black Lives Matter and Stop Asian Hate protests, given the sociopolitical context of U.S.–China geopolitical tensions, the COVID-19 pandemic, and the surging tides of anti-Asian racism and violence. Through semistructured interviews and follow-up exchanges with 21 Chinese international undergraduate students at a U.S. public research university, this article argues that students' understanding of grassroots racial justice movements is jointly shaped by their political socialization in mainland China and by their observation of the United States' lack of explicit action to dismantle racism and discrimination. Both of these are in turn mediated by these students' elite social status. More specifically, the research finds that Chinese students perceive United States' racial justice activism as merely an emotional outlet, which cannot address racial inequality and social injustice in multiracial America. The research further indicates that, despite being racialized in the United States, Chinese students do not show much interest in fighting against racism and xenophobia. This article contributes a transnational perspective and intersectional analysis of how Chinese international students with different valued social statuses—as both economic elites and racialized others—understand racial tensions and class struggles in the United States. [ABSTRACT FROM AUTHOR]

The faith in progress that propelled the West for over four centuries is in decline due to its own success. The emergence of capitalism with its novel market imperatives has created both the poverty that causes political crises and the material growth that has destabilized the Earth's climate. There is a growing sense that we are dominated by the technologies and social organizations that we hoped would liberate us. Individualism and secularity have left people feeling isolated and without a sense of higher purpose, leading some to reject Enlightenment values in favor of traditionalisms and even neofascism. In universities, faculty struggle to prove their utility and relevance, because they cannot guarantee their graduates a decent living in a world of automation and globalized production. As a result of these trends, the West's ability to produce responsible citizens is in question. Our students are largely inured to appeals to transcendent values because they are urged to be "practical." Faculty are no longer encouraged to care about the character-building nature of a liberal education. United States universities are in danger of not having an independent voice, as those departments that can consistently get major external funding seek commercial applications for the products of their research. In the United States, ideologically based harassment and censorship of unpopular ideas takes place regularly and is a major deterrent to pursuing a career in higher education. Given these challenges, can intellectuals still make a difference in universities? Many have taken to social media and other ways of getting their ideas around the increasingly steep paywalls of academic publications and the de facto censorship in their institutions. Some of the most vibrant exchanges of ideas are now happening in other places, largely online. These venues draw in people who are trying their best to learn something they are unlikely to learn at universities. But are such alternatives truly sustainable or good enough? Higher education is at a crossroads in which even this "retreat and regroup" strategy is highly problematic. [ABSTRACT FROM AUTHOR]

In this study, we explored African-born students' lived experiences in culturally based fraternities and sororities in the United States (U.S.), particularly the reasons they joined their organizations and the ways their articulated involvement influenced their college experiences and awareness of race and racism. Using a descriptive phenomenological research design, ten participants reflected on their lived experiences. Four emergent themes--Why I Joined, Cultural Acceptance, My College Experience, and Learning Race and Racism--describe the essence of the participants' experiences. We close with recommendations for practice and future research. [ABSTRACT FROM AUTHOR]

Drawing on in-depth qualitative interviews, we examine Spanish language instructors' interpretation and appropriation of gender-inclusive language (GIL) policy at a U.S. university. Policy appropriation is represented as a spectrum with varying degrees of policy rejection, avoidance, and engagement across and within participants. Policy rejection was based on language as an inappropriate arena for LGBTQI+ rights, prescriptivists views of language, and language authorities' rejection of GIL; policy avoidance was based on lack of authority and prescriptive views of language; and policy engagement was rooted in ideas related to identity, representation, and inclusion. This study makes a contribution to understanding foreign language instructors' appropriation of GIL in an Anglophone context and the complex realities and views that impact policy implementation. Since GIL is gaining prominence across the world, we suggest that foreign language departments encourage academic discussions on GIL so that instructors can make informed decisions about how and why to integrate GIL in the teaching of Spanish as a foreign language. [ABSTRACT FROM AUTHOR]

As the largest international student group in U.S. higher education, Chinese international students have been made particularly vulnerable due to the resurgence of anti-Asian racism and U.S.-China geopolitical tensions. There is therefore a pressing need to make sense of Chinese international students' perspectives and experiences around U.S. higher education—and in doing so, to highlight the ever-present educational inequalities rooted in academic capitalism, global unevenness, and institutional racism. This article builds on the results of a critical qualitative research project investigating Chinese international students' agency, decision-making, and perceptions of race, racism, and power. It aims to unveil global hierarchies and racial inequalities in the field of international education in order to help advance future research and open new paths to practice. Greater critical reflexivity can help enhance the higher education institution's understanding of and engagement with Chinese international students in today's highly interconnected but politically polarized society. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a group of five, representing various United States (U.S.) higher education institutions and roles within those institutions, we came together to collectively grapple with a set of challenges, critiques, and questions occupying our academic and professional experiences as community-engaged scholar-practitioners. In this article, we reflect on the nature of our group, the Critical/Abolitionist University Studies Edification (CAUSE) group, our professional experiences, and the questions that arose from our collective readings in critical and abolitionist university studies. We combine first-person reflections synthesizing the various ideas we have encountered in our readings on and engagement with critical and abolitionist university studies under three topic areas: 1) the ambiguity of third space labor; 2) community-engaged scholarship as a third space; and 3) the institutionalization and professionalization of third space labor. In doing so, we call for third space academic laborers to reflect, collectivize, and join us in CAUSing a commotion. [ABSTRACT FROM AUTHOR]

This instrumental case study examined why institutional diversity efforts on US campuses gained limited success through a case of a predominantly white research university in the Midwest. Through the lens of reimagined organizational behavior theories for intersectional justice, we analyzed the lived experiences of Black and Latinx students and staff members, as well as institutional practices of the case university. The findings suggest that change-oriented leadership and a consciousness of intersectionality are essential for changes. [ABSTRACT FROM AUTHOR]

As more universities internationalize, interest in engagement between international and domestic students has increased. University initiatives to bring students together often adopt a deficit approach dependent on international students' adjustment to the host culture, overlooking the need for engagement to be a two-way exchange and the role of the institution in this process. Focusing on academic group work as a salient site of cross-national interaction, this study draws on analysis of focus group data to explore how institutional habitus or unwritten rules are enacted at a large U.S. university. Findings indicated that domestic students were better socialized to understand the habitus of the institution and tended to take charge in group work. In contrast, international students were seen as linguistically and academically deficient and were relegated to passive roles in a group. Important implications for practitioners and scholars of U.S. higher education are discussed. [ABSTRACT FROM AUTHOR]

This article investigates the perspectives of international students in the United States who use writing centers to support their identities and to meet their writing needs and goals. Using survey and focus group data to look closely at how students use one writing center's online Profile and more broadly at the accessibility and responsiveness of writing center services, this study found that students have much to say about their place within writing centers and how writing consultants can best support them. Listening to these international student voices reveals how writing centers and other student support services must take the initiative in opening up conversations with and among our students to create the conditions for their success. [ABSTRACT FROM AUTHOR]

International students have contributed to the internationalization and diversification of U.S. higher education; yet, when COVID-19 (i.e., coronavirus) struck, it became evident that this subset of the U.S. higher education student population was left unaccounted for and unprotected. This manuscript underscores the unimaginable damage and disruption that can occur when a global crisis of the highest magnitude meets under preparedness, pre-existing discrimination, and impulsive policy-making. It also highlights, for context, past crises and their impacts on international students, thus establishing a trend which places international students at the epicenter of the blow’s concomitant with crises of different nature. Moreover, the manuscript provides considerations higher education stakeholders should reflect upon, as well as the following implications for higher education institutions: a) Establish support systems, b) create a sustainable emergency/crisis relief fund, c) seek and maintain non-local partnerships, d) get in good trouble, and e) develop intervention programs. In enacting these tangible solutions, institutions would be able to guide, serve, and support international students more effectively during and after crises.

The purpose of this study is to clarify the discussions and initiatives in the 1930s and 40s about preparing future faculty and graduate education in United States based on previous studies and the Report of the President's Commission on Higher Education, Higher Education for American Democracy, published in 1947. In the second half of the 19th century, research universities and graduate schools appeared in the United States, and the role of university faculty members was newly assigned to research. In addition, graduate education was mainly focused on research training. On the other hand, since the 1920s, higher education has expanded and a variety of students have been enrolled in universities. Therefore, criticism was directed against university faculty members who only received research training, and the necessity of preparing college teaching in graduate schools was discussed. Although it was not accepted by the Association of American Universities (AAU), composed of research universities, the Association of American Colleges (AAC), composed of liberal arts colleges, and others discussed the specifics of the implementation measures. In 1929, the AAC, in the report of a Commission on an Enlistment and Training of College Teachers, called for training in teaching methods, offering courses for teacher preparation, and a quantitative relaxation of research requirements. These recommendations were endorsed by the AAUP, the AAC, and the Federal Bureau of Education in various reports and other publications in the 1930s. The issue was also discussed at the University of Chicago, a research university, at "The Institute for Administrators of Institutions of Higher Education." It was shared that in 1930 very few universities were preparing for university education, but by 1938 efforts were spreading. This issue continued to be debated in the 1940's. The GI Bill made the expansion of higher education inevitable. Therefore, President Truman established "The President's Commission on Higher Education", which led to a nationwide discussion. The Commission's report Higher Education for American Democracy identified the establishment of preparing college teaching through graduate education as a national issue. The committee included people who had participated in the University of Chicago's "The Institute for Administrative Officers of Higher Institutions" in the 1930s. The report recommended the establishment of courses on higher education and internship programs, such as those discussed by the AAC in the 1930s. Regarding the internship program, it was suggested that it should be implemented in collaboration with universities, especially research universities, and that it should be related to the Preparing Future Faculty (PFF) program. On the other hand, a detailed examination of the events leading up to the President's Commission's report and the impact of the Commission's report on the University of Chicago's research results and other findings since 1948 are not yet clear and require further study. [ABSTRACT FROM AUTHOR]

This article presents philosophical-ethical arguments concerning the extent to which NCAA inter-collegiate ("American" or U.S.) football is a public good and some implausible implications of the claim that it constitutes a public good and ought to be publicly subsidized as part of a component of U.S. higher education generally as is currently the case. Underlying this main argument is one concerning who or what should have the responsibility for subsidizing the necessary costs of the sport, including its associated healthcare and medical costs. [ABSTRACT FROM AUTHOR]

Images of students in overseas settings have become a common feature of university websites in the USA, as universities employ bold visual imagery to encourage student participation in study abroad programs and to market the university more broadly. In this paper, we analyze the content of this visual material, reporting on an extensive analysis of 2000 screenshots from the websites of 39 leading U.S. research universities. We focus on three recurring visual categories of meaning that show up across the cases: images of students jumping, horizon-gazing, and standing with their arms open wide. We extend prior analyses of how marketing imagery commodifies study abroad, arguing that these images must also be situated within the cultural context of elite American higher education, where college is not only seen as a utilitarian or academic pursuit, but is also—or perhaps mostly—understood as a time of fun, maturation, personal discovery, and self-transformation. This work makes a methodological contribution toward the use of visual imagery in higher education research and also advances theoretical studies of how the meaning of study abroad is constructed and communicated. [ABSTRACT FROM AUTHOR]

For this study we used the 2011-2014 survey data collected by the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education to examine the degree of international faculty members’ satisfaction with autonomy, interactions with colleagues, departmental climate, and recognition and the effect of these elements upon the overall workplace satisfaction of international faculty members relative to their U.S. citizen peers. This study helps identify factors that can enhance international faculty members’ satisfaction in order to aid institutions in their efforts not only to recruit the best talent but also to support and retain such talent. [ABSTRACT FROM AUTHOR]

Cost escalation in higher education in the United States prior to 1930 has scarcely been studied, even though the period from the 1870s to the 1920s was formative for U.S. higher education. This article develops and explains a method to measure the cost during this period. The authors then compile more accurate cost data than have been available, calculate new cost indexes for higher education from 1875 to 1930, and compare these indexes to economy-wide indexes. The striking findings inform the two leading economic theories of cost escalation, advanced by economists Howard R. Bowen and William G. Bowen. Cost escalation in total expenses of higher education occurred consistently between 1875 and 1930, and exceeded the worrisome rate that economist Howard Bowen found for the period from 1930 to 1977. Cost escalation did not occur in the more salient per capita terms. This latter finding, combined with recent historical research, supports the “revenue theory of cost” of Howard Bowen and challenges the “cost disease theory” of William Bowen. [ABSTRACT FROM PUBLISHER]

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students' academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students' transition and success. [ABSTRACT FROM AUTHOR]

More universities, two-year colleges, and graduate schools in the United States strive to create hospitality and tourism programs in order to accommodate the rapidly-increasing popularity of the hospitality and tourism management (HTM) field in U.S. higher education. The purposes of this study are: a) to identify reasons why college students in the U.S. want to study HTM; and b) to identify subject areas within HTM in which students want to specialize. This study also aims to identify students' preferred foreign destinations for studying HTM. The results of the empirical study of 479 undergraduate students majoring in HTM revealed six motivational factors, preferred study areas within HTM, and popular overseas destinations for HTM studies. Major findings and implications are discussed. [ABSTRACT FROM AUTHOR]

Review of historical patterns of diversity among internationals in American higher education and of literature on diversity and diversity training for evidence of inclusion, followed by a micro analysis of interaction between, staff, administrators and students dealing with conflict involving international students. The paper assesses the obstacles to and the promise of a more inclusive approach to internationalization and diversity in U.S. higher education. [ABSTRACT FROM AUTHOR]