Stereotypes and Help-seeking Among Female International Graduate Students
Shunyan Lyu, Tanya Manning-Lewis
Thompson Rivers University
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Abstract
This study explores the mutual stereotypes between Chinese and Indian international graduate students and their influence on academic help-seeking. Using an intersectional framework, this research centers on the lived experiences of female Master of Education students to understand how their gender intersects with nationality, race, and immigrant status to shape their intergroup academic help-seeking. This qualitative study, conducted with 11 female participants, reveals that stereotypes are not monolithic but are intersectional in nature, touching upon perceptions of academic ability, social behaviour, and cultural expectations placed upon women. These nuanced perceptions create significant barriers to forming supportive cross-cultural academic relationships, thereby impacting academic success and well-being. This study centers on the experiences of women navigating these complex intergroup dynamics, contributing to a deeper, gender-informed understanding of the challenges to creating equitable educational spaces. The findings inform feminist pedagogical practices and institutional policies aimed at enhancing academic support systems and removing barriers to crucial cross-cultural academic help-seeking.
Lay Abstract
This research explores how Chinese and Indian international graduate students perceive one another and how those assumptions impact their willingness to ask each other for help with schoolwork. By focusing on female Master’s students, the study examines how being a woman, a person of colour, and an immigrant all combine to shape these interactions. Through conversations with 11 participants, we found that stereotypes go beyond simple labels—they involve deep-seated assumptions about a woman's academic abilities, social habits, and cultural roles. These hidden biases make it incredibly difficult for students to build supportive, cross-cultural friendships, which in turn hurts their academic success and overall well-being. By highlighting the unique social hurdles these women face, this study provides universities and instructors with clear insights on how to break down these barriers. Ultimately, the goal is to create better support systems and more welcoming, connected classrooms where all students feel safe asking for the help they need.
Key References
Foundational Black Feminist & Intersectional Frameworks
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039 Intersectionality and International Student Identities
Arthur, N. (2018). Intersectionality and international student identities in transition. In N. Arthur (Ed.), Counselling in cultural contexts: Identities and social justice (pp. 271–292). Springer. https://doi.org/10.1007/978-3-030-00090-5_12 Constantine, M. G., Kindaichi, M., Okazaki, S., Gainor, K. A., & Baden, A. L. (2005). A qualitative investigation of the cultural adjustment experiences of Asian international college women. Cultural Diversity and Ethnic Minority Psychology, 11(2), 162–175. https://doi.org/10.1037/1099-9809.11.2.162 Ma, K., Pitner, R. O., Sakamoto, I., & Park, H. Y. (2022). Chinese and Indian international students: Vital components for campus life coping and adjustment. College Student Journal, 56(1), 94–108.
Academic Help-Seeking and Stereotypes
Bornschlegl, M., Townshend, K., & Caltabiano, N. J. (2021). Application of the theory of planned behavior to identify variables related to academic help seeking in higher education. Frontiers in Education, 6, 738790. https://doi.org/10.3389/feduc.2021.738790 Fong, C. J., Gonzales, C., Hill-Troglin Cox, C., & Shinn, H. B. (2023). Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation. Journal of Educational Psychology, 115(1), 1–21. https://doi.org/10.1037/edu0000725 Karabenick, S. A., & Gonida, E. N. (2017). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 421–433). Routledge. https://doi.org/10.4324/9781315697048
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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