The Potential of International Student Associations
Open AccessThe literature on the international student experience reveals that this population faces discrimination from admission to post-graduation. As discrimination perpetuates inequality, it is imperative to understand how discrimination occurs and the ways actors can work to reduce inequality. Social Capital Theory can explain why inequality exists based on group membership and how certain groups can access resources to achieve their goals. If we apply SCT to the international higher education context, international student networks formed by various constituents (e.g., family, friends, classmates, faculty, staff, employers, and co-nationals) can give students the social capital necessary to succeed in higher education overseas. However, international students interacting with co-nationals can have mixed impacts on their social capital and its effects. Thus, this study aims to understand how international student associations (ISAs) can help reduce the inequality gap between international and domestic students. Using qualitative network analysis, I examined documents and interviewed administrators of an ISA and leaders and members of one affiliated unit. The findings revealed that both ISA and its affiliate offer a series of initiatives that helps connect students with other co-nationals and develop social capital in multiple ways at four stages of their educational journey: access, transition to the institution, throughout their studies, and post-graduation. However, as the association grew exponentially within a short timeframe, such growth now poses challenges for its administration. Furthermore, despite the work to address, diversity, equity, and inclusion, both the association and the affiliated chapter mostly serve the predominant student profile (i.e., White Brazilians with financial resources to study abroad), which leaves Brazilian students of color behind. This study also includes a series of recommendations for practice and research on the topic.
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