The rapid increase in international student enrolment in Canadian universities—rising by over 200% in the last decade (Canadian Bureau of International Education, 2023)—has introduced new complexities in fostering an inclusive and supportive educational environment.
Meanwhile, international students play a unique and complex role and cannot simply be defined in contrast to domestic students (Maleku et al., 2021). Despite their significant presence, international students often face unique challenges that are frequently overlooked, including the pervasive experience of microaggressions. These subtle, yet harmful, interactions can profoundly impact their mental health and overall well-being, emphasizing the critical need for targeted research and policy development to address these issues effectively.
Microaggressions are brief commonplace, daily, verbal, nonverbal, and environmental slights, insults, invalidations, and indignities, intentional or unintentional, directed toward a marginalized group, which are categorized as microassaults, microinsults, and microinvalidations (Sue et al., 2007). International students often face microaggressions, racial bias, and discrimination in various social settings, including post-secondary educational institutions (Sue et al., 2019; Zhou et al., 2017).
Despite a substantial body of research on overt racial discrimination and its impacts, there is a lack of in-depth understanding of how microaggressions uniquely affect the mental health of international students, particularly Chinese students, who have faced increased discrimination post-COVID-19. The existing literature often generalizes international students' experiences without adequately considering cultural and contextual nuances.
Current studies largely fail to differentiate between types of microaggressions and their specific psychological impacts. Most research lacks a comprehensive examination of the intersection between microaggressions and mental health issues, such as depression and anxiety, particularly in non-Western student populations. Additionally, few studies explore effective strategies for educational institutions to mitigate these impacts. Overall, the problem being addressed in this study is the lack of targeted research and effective policies to support the mental health of Chinese international students facing microaggressions in Canada.
The problem being addressed in this study is: How do microaggressions impact the mental health of Chinese international students in Canada, both on campus and within the broader community?
This study was proposed by Mitacs Globalink Intern, Bei Deng.
For more information on this study, contact Dr. Clayton Smith at Clayton.Smth@uwindsor.ca
