Zhino Haghani
Higher education institutions emphasise diversity and inclusion, yet unconscious bias remains a challenge, particularly for international students. According to the research (Tversky and Kahneman, 1974), conscious and unconscious biases shape judgments, perceptions, decision-making, and action. Unconscious bias has been around for a while but affects various aspects of university life. It can influence students’ academic performance, how well they fit in socially, and even their career prospects. Studies show that unconscious bias in universities can impact things like grading, student participation, and interactions with faculty (Gershenson and Dee, 2017). This blog looks at how these biases affect international students, the consequences they face, and how institutions like the University of Lincoln are working to address these issues.
Broadening the Conversation: A Personal Connection to Unconscious Bias
Despite the great support I received from the University of Lincoln, especially from my wonderful tutors, I experienced unconscious bias during my studies and job applications, which made the issue feel very personal and encouraged me to explore it further. Talking to other international students, I realised that many of us face similar challenges, but some are hesitant to speak up because they fear negative outcomes or feel their concerns won’t be taken seriously. From my own experience as an international student during my bachelor’s and master’s degree in UK, I knew I could share my concerns with the right person without worrying, which eased my mind and made me feel supported. Universities can do more to help international students by not only offering better support but also raising awareness of students’ rights to speak about their concerns without fear of negative consequences. By creating safe spaces for open conversations and ensuring fair hiring processes based on skills and qualifications, universities can foster a more inclusive and supportive environment for everyone.
Understanding Unconscious Bias
Unconscious bias refers to the attitudes or stereotypes we hold without realising it, which can influence our decisions and actions (Cheryl, 2016). These biases often come from cultural norms, personal experiences, and the way education systems are organised; these biases can lead people to make decisions that are unknowingly biased, as they may interpret information through the lens of their pre-existing beliefs; despite social changes, these biases continue to exist (Suveren, 2022).
In higher education, unconscious bias can manifest in several ways:
Research shows that international students are often viewed as less capable due to language barriers and cultural differences; unconscious biases shape these views, unconscious bias can affect how teachers and classmates interact with international students, which might lead to unfair treatment in grades or class participation. For example, people might judge international students’ academic abilities based on their accents or cultural backgrounds, which can result in them being treated less fairly in academic settings.
• Classroom Dynamics:
International students often struggle to take part in class discussions due to biases that favour native speakers and Western ways of communicating; these biases make it harder for international students to engage, as different communication standards judge them; cultural differences and language barriers also contribute to the difficulty. Additionally, unconscious biases, such as judging someone’s abilities based on their accent or language skills, can exclude them, making it harder to engage and interact in the classroom; this can limit their chances to be heard and fully participate, which negatively affects their academic experience and ability to fit in socially (Orbe and Harris, 2022).
• Networking and Career Opportunities:
International students often find it hard to get research positions, internships, or mentorships because of selection bias. Arthur and Popadiuk (2013) note that these students struggle to secure co-op positions while studying and face difficulties in finding jobs after graduation. Many students feel frustrated after sending out resumes without hearing back and do not always understand why they are overlooked; language barriers, particularly accents, are often seen as a significant issue. They feel their skills are overlooked simply because they can’t always express themselves perfectly in English. Universities may also not always provide the specific support that international students need to overcome the academic and social challenges they face.
The Impact on International Students:
Unconscious bias can have a significant effect on the overall experience of international students in higher education.
1. Reduced Confidence and Participation
When students, especially international ones, feel overlooked or underestimated due to unconscious bias, it can impact their confidence and motivation, as noted by PLACE, NU (n.d.). This can lead to self-doubt, affecting their participation in class and overall academic performance. Without proper recognition, students may hesitate to share their thoughts, hindering both their learning and engagement.
2. Mental Health Challenges
Research has found that feeling excluded and dealing with unconscious bias can lead to higher levels of stress, anxiety, and imposter syndrome (Cawcutt, Clance, and Jain, 2021). The constant pressure to prove yourself can be emotionally draining.
3. Limited Career Progression
Bias in career services and faculty recommendations can significantly limit job opportunities for international students; these students often struggle to secure career prospects due to biases within both career services and the guidance they receive from faculty, according to research by Rapp, Chen, and Wu (2024), international students face many challenges during their job searches, including lack of support from university services and unconscious biases from faculty advisors. These barriers can significantly limit their access to meaningful career opportunities.
A Call for Greater Awareness and Action
Although universities have made some progress, much more remains to be done to ensure fairness and inclusion for international students.
- universities should Focus on implementing policies that promote diversity and inclusivity to advance equity in higher education (Wedekind et al., 2021). This involves setting clear goals and strategies to address unconscious bias within academic settings; universities can drive positive change by prioritising diversity and encouraging everyone to take responsibility for cultivating an inclusive environment. Providing professional development opportunities for both staff and students will also support these diversity-related objectives.
• Institutions should focus on strategies that prioritise diversity and foster a shared responsibility among all members to create an inclusive environment. These strategies also include providing professional development to empower both staff and students in achieving diversity-related goals (Allen and Garg, 2016).
• The research by Popadiuk and Arthur (2013) points out that, while most studies focus on the early experiences of international students, this one looks at their later transition from university to work; it found that relationships are crucial in helping students navigate this change. for example, building close friendships, forming connections with mentors and supervisors, and creating a professional network were essential in securing job opportunities, the study suggests that establishing these relationships early on, along with receiving mentorship from international alumni, can offer strong support during this transition. This supports your suggestion to expand mentorship and support programs, as these connections are essential.
In conclusion, unconscious bias is something that can deeply affect international students in higher education, even if it is not always obvious, Universities need to recognise these challenges and take action to make sure all students feel welcomed and supported. This is about more than just better grades; it is about creating an environment where everyone, no matter where they come from, has the same opportunity to succeed; by putting in place the right policies and support, universities can help break down these barriers and make higher education a fairer place for all.
Reference list
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Arthur, N. and Popadiuk, N. (2013). International students’ views of relationship influences on career transitions. Journal of Educational and Social Research, 3(7), pp.273-281.
Cawcutt, K.A., Clance, P. and Jain, S. (2021). Bias, Burnout, and Imposter Phenomenon: The Negative Impact of Under-Recognised Intersectionality. Women’s Health Reports, 2(1), pp.643–647. doi:https://doi.org/10.1089/whr.2021.0138.
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