Faculty Mentor(s)

Dr. Rodrigo Serrao, Sociology & Social Work

Document Type

Poster

Event Date

4-17-2026

Abstract

In this study, we examine how undergraduate international students from Latin America and domestic Latina/o/e students experience belonging and inclusion at a Predominantly White Institution (PWI). While existing research highlights systemic barriers and microaggressions faced by domestic Latina/o/e students, we address a critical gap by exploring the distinct challenges faced by international Latin American students. We ask how these groups’ experiences of inclusion, microaggressions, and support systems differ within a PWI context. Using qualitative interviews with 55 students (40 domestic, 15 international), we employed grounded theory to analyze themes such as classroom dynamics, feelings of inclusion/belonging, and institutional support. Our findings reveal that most international students (80%) felt institutionally “welcomed” through dedicated offices but struggled to integrate into the broader campus community; only 20% reported genuine inclusion, whereas domestic students experienced a lower initial welcome but a comparable level of inclusion. International students faced heightened microaggressions tied to accents, nationality, and racialization, often novel experiences for those from majority-status backgrounds in their home countries. They also relied primarily on institutional resources (e.g., faculty and international offices), whereas domestic students relied on personal networks. Our study underscores the need to recognize heterogeneity within Latina/o/e student populations, as skin color (or racial identification), cultural background, and immigration status shape divergent experiences. We critique the limitations of “shallow inclusion” (Rolón-Dow et al. 2022) efforts at PWIs, where segregated support services may inadvertently isolate international students.

Comments

One author's name appears on poster but not in the abstract booklet: Rita Kagaju.

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