A Phenomenological Inquiry into International Students' Development of Critical Agency in U.S. Higher Education

International students' experiences with race and racism in U.S. higher education has received increasing scholarly attention, especially in light of a series of recent environmental hostilities (e.g., anti-Asian hate associated with COVID-19) that have affected the population. This growing body of research has primarily focused on how international students experience racial discrimination and hostilities. However, few empirical studies exist regarding how these populations resist and develop critical agency in response to systemic racism. This is a critical gap given that international students can serve as important transnational allies of racial and social justice movements in the U.S. and global community. To fill this research gap, this dissertation employs a phenomenological approach to examine the development of critical agency among 19 international students in U.S. higher education. In doing so, this study aims to expand the scholarly discourse surrounding international students, challenging the prevailing deficit paradigms and fostering a more empowering and nuanced understanding of this population. Additionally, the findings of this study can provide valuable insights to higher education researchers and practitioners, informing them on how to effectively support the development of critical agency among international students. Such support can empower these students to drive positive social change transnationally and expand the institutional anti-racism agendas and practices of U.S. higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]