Institutional Supports for Racial Discrimination of International Students

Institutional Supports for Racial Discrimination of International Students

at the University of Minnesota

Introduction

The purpose of this proposal is^[a] to reduce^[b] the despair, passion, and sorrow evoked by acts of hatred due to racial discrimination on campus^[c]. Recently, due to the phrase of Donald Trump’s presidential campaign “Build the wall” painted on a panel on the Washington Avenue Bridge and the panel of Muslim Students Association defaced with the word “ISIS”, students have found the phrases hurtful, offensive, discriminated, and anti-immigrant.^[d] The University of Minnesota’s International Student and Scholar Services (ISSS) – committed to diversity, equity, and access across our curriculum and programs with the purpose of developing an inclusive environment on all the University of Minnesota campuses – condemns^[e] these incidents, citing that They^[f] are abhorrent actions that will not be tolerated on campus. The University must be a safe and welcoming campus for all students, regardless of race, gender and socioeconomic status. Therefore, to help resolve^[g] the racial discrimination experienced by^[h] international students, the Office of Equal Opportunity and Affirmative Action would like to provide intercultural training for students, staff, and faculty to create a climate that encourages respectful exchanges of ideas and offers multi-cultural events to build up connections between Americans and international communities on campus. The diversity of thoughts, beliefs and cultures that students from around the world bring to the University enriches our community and ensures that every student is prepared to positively contribute to a society^[i] and thrive in a globalized economy.

Problem Statement

Racial discrimination remains a significant issue on campus. Although students of color are said to be valued and rewarded, most realize that they must learn^[j] the American^[k] lifestyles to adapt to the American college life. This means that they should give up particulars of their cultures – styles of speech and appearance, value priorities, preferences ^[l]to get engaged on campus.^[m] In the history course^[n] my Cuban friend, Oldanier Fidels, took last semester, the professor introduced the topic of the United States and Latin America relations by talking about how we would probably like to be on a beach in Cuba. He went on to say, with a notable sigh, that unfortunately the embargo kept us from such pleasure, “Well to be honest, most of my so-called research involves some extensive work on the beach – one good reason to study Latin America.” My friend said^[o] the professor was trying to make^[p] a sarcastic joke to connect with the students in the class. He thought that this kind of shared laughter – a laughter of detachment – was a laughter^[q] of privilege. The professor then encouraged the class to introduce themselves and explain why they take^[r] the Latin American history class. Almost every student in the classroom recounted their stories about either studying abroad or “studying on the beach” in Mexico, Argentina, Costa Rica, etc. After three days of taking the class with this professor, my friend dropped it. He said there were many moments when everyone in the class was laughing except him and other students from different countries. He could not ^[s]stand nor tolerate the jokes about immigration and the portrayal of the countries where immigrants come from.