How International Graduate Students in Canada Navigate Intergroup Stereotypes and Envision Social Justice
Shunyan Lyu, Tanya Manning-Lewis
Thompson Rivers University
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Abstract
This qualitative case study investigates the intergroup stereotypes between Chinese and Indian international graduate students and their impact on academic dynamics within Canadian universities. Framed by intersectionality and social-cognitive theory, this research addresses a critical gap in understanding how systemic power dynamics manifest as barriers to equity among marginalized student groups. Through narrative inquiry with 12 Master of Education students, this study uncovers complex stereotypes related to language, academic diligence, and socioeconomic status that reinforce in-group preferences and hinder cross-cultural academic cooperation. Findings reveal these perceptions reflect broader social inequities that impact students’ sense of belonging. Moreover, participant reflections on existing EDI-related training suggest that formal, institution-based education is often perceived as less effective than informal, contextualized interventions in mitigating these biases. The study concludes by proposing such contextualized strategies for students and institutions to dismantle stereotypes, advocating for more effective and decolonized learning environments. This work contributes directly to social justice education by providing tools to foster genuine intercultural understanding and disrupt cycles of prejudice.
Lay Abstract
This study looks at how Chinese and Indian international graduate students in Canada view each other and how these assumptions affect their university experience. Based on interviews with 12 Master's students, the research found that assumptions about English skills, work ethic, and financial backgrounds often cause students to stick to their own cultural groups and avoid working together. These beliefs create divisions and make it harder for students to feel like they belong on campus. The students also shared that formal university diversity workshops are often less helpful than natural, everyday interactions in breaking down these barriers. This research suggests practical ways for schools and students to build real understanding, reduce bias, and improve cooperation in the classroom.
Key References
Institutional Context: Equity, Inclusion, and Social Justice in Canada
Buckner, E., Chan, E., & Kim, E. G. (2022). Equity, diversity, and inclusion on Canadian universities: Where do international students fit in?
Comparative and International Education, 51(1), 39–56.
https://doi.org/10.5206/cie-eci.v51i1.14613Hussain, M. M. (2023). The policy efforts to address racism and discrimination in higher education institutions: The case of Canada.
CEPS Journal, 13(2), 9–31.
https://doi.org/10.26529/cepsj.965Legusov, O., Leong, J., Le, A., & Ramdass, J. (2022). Equity, diversity, and inclusion from the perspective of international community college students.
The Canadian Journal of Higher Education, 52(4), 121–134.
https://doi.org/10.47678/cjhe.v52i4.189821Navigating Intergroup Stereotypes and Student Dynamics
Chen, L., & Wen, H. (2021). Understanding stereotypes of Chinese international students in a U.S. university: A case study. Educational Research and Development Journal, 24(2), 73–91.
Matera, C., & Catania, M. A. (2021). Correlates of international students’ intergroup intentions and adjustment: The role of metastereotypes and intercultural communication apprehension.
International Journal of Intercultural Relations, 82, 288–297.
https://doi.org/10.1016/j.ijintrel.2021.04.011McDonough, K., Trofimovich, P., Tekin, O., & Sato, M. (2024). Exploring linguistic stereotyping of international students at a Canadian university.
Journal of Multilingual and Multicultural Development, 45(9), 3632–3647.
https://doi.org/10.1080/01434632.2022.2115049Sandhu, H. S., Chen, R., & Wong, A. (2022). Faculty diversity matters: A scoping review of student perspectives in North America.
Perspectives: Policy and Practice in Higher Education, 26(4), 130–139.
https://doi.org/10.1080/13603108.2022.2048720
About the Researcher
Shunyan Lyu is a Research Assistant affiliated with Thompson Rivers University and Beijing Normal-Hong Kong Baptist University, holding a Master of Education. His research bridges social psychology and educational practices, with core interests focusing on intergroup relationships, the internationalization of education, and academic help-seeking behaviour.
Actively pursuing PhD opportunities, Shunyan is highly open to collaborative research initiatives across the fields of education and the social sciences.
Acknowledgments
This research and the accompanying presentation were developed in collaboration with my co-author and thesis supervisor, Dr. Tanya Manning-Lewis (Thompson Rivers University). Selected Published Manuscript
Lyu, S. (2026). The influence of stereotypes on academic help-seeking from out-group members: An educational perspective of intersectionality on a Canadian university campus [Master's thesis, Thompson Rivers University]. TRUSpace. https://tru.arcabc.ca/node/4998
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