How Campus Alienation Exacerbated International Students’ Difficulties in Accessing Campus Services Remotely During COVID-19: Notes on Policy and Programming

Abstract

The declining trend of international student enrollment in the United States has been investigated from the standpoint of social discrimination, and more recently, by accounting for the compounding effects of COVID-19-based campus closures and remote learning operations. The purpose of this study was to explore whether experiences of campus alienation are related to difficulties international students faced while accessing campus services remotely. A survey was developed and validated for the study. It was completed by 417 international students attending US postsecondary institutions. A canonical correlation was conducted to evaluate the multivariate shared relationships between campus exclusion, COVID-19 racism, and country of origin as one set of variables, and difficulties accessing campus services remotely (DASCR) and international travel difficulties as the other set. Results revealed one significant canonical function; this model explained 27% of variance shared between the two variable sets. Indicators of shared variance provided evidence for significant relationships between experiences characterizing campus alienation and DASCR. Implications are drawn in light of policy and program development, and practical examples are provided for postsecondary educators on how to offer pertinent outreach to their international students and advocate for inclusive campus policies in managing international student engagement remotely during campus closure.