Global representations of international students in a time of crisis: A qualitative analysis of Twitter data during COVID-19

ABSTRACT

International students have been historically valued by universities for their contributions to their host countries. Yet, representations of international students in the general public have become increasingly mixed, an issue likely exacerbated by COVID-19, which has shown increased hostility towards international students. Given the increased reports of discrimination during this period, there is ongoing need to understand how international students have been represented in this specific time of crisis. Our study analysed public representations of international students through Twitter data and qualitative analysis of 6,501 posts made during the immediate COVID-19 crisis (January-April 2020). Our findings confirm competing public representations of international students that changed over time: initially through stereotyping and depictions as assumed disease carriers, shifting to empathy and support after university campus closures. We also outline themes of racism and discrimination, which are of importance for the global higher education sector as we move into a post-COVID world.

KEYWORDS:

• International students
• higher education
• social media
• representations
• covid-19

Acknowledgments

The authors are grateful to Ross Whyte for contributing his social media expertise to the framing and writing of this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jenna Mittelmeier

Dr Jenna Mittelmeier is Lecturer in International Education at the University of Manchester. Her research expertise centres on international curricula and pedagogies in higher education, as well as experiences and treatment of international students.

Heather Cockayne

Dr Heather Cockayne is a Lecturer in Education at the University of Manchester. Her area of research expertise focuses on international students’ transition experiences and intersection of education, (im)mobilities and internationalisation within HE.