Exploring the Impact of the Academic Interactions and Social Relations of Graduate Black African Students on their Learning Experiences in Beijing

Authors

DOI:

https://doi.org/10.32674/jis.v12i4.2563

Keywords:

African, Experiences, China, international students

Abstract

Current research on international students has not particularly examined Black African students’ experiences in Chinese universities. This study, therefore, explores the challenges encountered by African students in China including that of the researcher of this study; the researcher self-locates and explored the academic interactions and social relations of Black African students in Beijing. Semi-structured interviews of 12 Black African Graduate students’ learning experiences of studying in three different Universities in Beijing, China were explored. Results indicate Chinese language, limited interaction with Chinese lecturers, and discriminatory treatment as the major challenges. Although some were ambivalent about their experiences, in general, these experiences did not produce negative impact on their learning, rather Black African students reported their overall academic experiences as being positive. The study concludes by discussing the implications of the findings for practice and recommends specific interventions to enhance Black African students’ learning experiences in Chinese universities.

Author Biography

Raymond Agyenim-Boateng, Lingnan University

Raymond Agyenim-Boateng is a PhD candidate at the department of Applied Psychology at Lingnan University, pursuing research at the intersection of social cognition and intergroup relations for his PhD. He is also interested in research on diversity and inclusion in global higher education and the experiences of African international students in China.

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Published

2022-01-03

How to Cite

Agyenim-Boateng, R. (2022). Exploring the Impact of the Academic Interactions and Social Relations of Graduate Black African Students on their Learning Experiences in Beijing. Journal of International Students, 12(4). https://doi.org/10.32674/jis.v12i4.2563

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Section

Research Articles