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(In)Visibility: International Studen...

Schwartz-Moore, Gary,

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(In)Visibility: International Students in U.S. Higher Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	(In)Visibility: International Students in U.S. Higher Education // Gary Schwartz-Moore.
Author:	Schwartz-Moore, Gary,
Description:	1 electronic resource (258 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 87-12, Section: A.
Contained By:	Dissertations Abstracts International87-12A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32676995
ISBN:	9798197813176

(In)Visibility: International Students in U.S. Higher Education /
Schwartz-Moore, Gary,

(In)Visibility: International Students in U.S. Higher Education /Gary Schwartz-Moore. - 1 electronic resource (258 pages)

Source: Dissertations Abstracts International, Volume: 87-12, Section: A.

This dissertation, "(In)visibility: International Students in U.S. Higher Education," investigates the phenomenon of paradoxical visibility, wherein international learners are hyper-visible as financial and demographic assets yet rendered invisible within substantive equity and belonging frameworks. Grounded in Critical Race Theory and the Multi-contextual Model for Diverse Learning Environments (MMDLE), this qualitative study utilizes reflexive thematic analysis of semi-structured interviews with international graduate students and university staff, triangulated with a critical discourse analysis of institutional documents. This study's findings are organized through three primary meta-themes: a) categorical friction, the misalignment between transnational identities and rigid U.S. racial constructs; b) the shadow curriculum, a secondary set of lived experiences defined by visa precarity and other realities of consequence that exist outside official campus narratives; and c) institutional erasure, the administrative silencing of international needs within institutional agendas. To address the barriers of the domestic firewall, the study proposes a model update-the Global-MMDLE-which integrates a geo-political dimension into traditional campus climate frameworks. This study concludes with recommendations for practitioners: administrative desiloing, reforming data practices to end reductionist categorization, a holistic approach to first-generation initiative development, and the adoption of an inclusive curriculum that bridges domestic social justice with global realities. Ultimately, I argue for reframing international students as institutional architects whose unique perspectives are vital to the democratic health of the global university.

English

ISBN: 9798197813176Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Commodification

(In)Visibility: International Students in U.S. Higher Education /
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245 1 0 $a (In)Visibility: International Students in U.S. Higher Education / $c Gary Schwartz-Moore.
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500 $a Source: Dissertations Abstracts International, Volume: 87-12, Section: A.
500 $a Advisors: Sumida Huaman, Elizabeth; Miksch, Karen Committee members: Collins, Joshua; Staats, Sue.
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520 $a This dissertation, "(In)visibility: International Students in U.S. Higher Education," investigates the phenomenon of paradoxical visibility, wherein international learners are hyper-visible as financial and demographic assets yet rendered invisible within substantive equity and belonging frameworks. Grounded in Critical Race Theory and the Multi-contextual Model for Diverse Learning Environments (MMDLE), this qualitative study utilizes reflexive thematic analysis of semi-structured interviews with international graduate students and university staff, triangulated with a critical discourse analysis of institutional documents. This study's findings are organized through three primary meta-themes: a) categorical friction, the misalignment between transnational identities and rigid U.S. racial constructs; b) the shadow curriculum, a secondary set of lived experiences defined by visa precarity and other realities of consequence that exist outside official campus narratives; and c) institutional erasure, the administrative silencing of international needs within institutional agendas. To address the barriers of the domestic firewall, the study proposes a model update-the Global-MMDLE-which integrates a geo-political dimension into traditional campus climate frameworks. This study concludes with recommendations for practitioners: administrative desiloing, reforming data practices to end reductionist categorization, a holistic approach to first-generation initiative development, and the adoption of an inclusive curriculum that bridges domestic social justice with global realities. Ultimately, I argue for reframing international students as institutional architects whose unique perspectives are vital to the democratic health of the global university.
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653 $a Critical Race Theory
653 $a Diversity, equity, and inclusion
653 $a International students
653 $a Nativism
653 $a Racialization
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690 $a 0446
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710 2 $a University of Minnesota. $b Organizational Leadership, Policy, and Development. $e degree granting institution. $3 3771768
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720 1 $a Miksch, Karen $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 87-12A.
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