Learning Experiences and Challenges facing Black International Students at the University of Windsor

Breakout Room F

In the past two decades, the international-student population increased to about 600,000 (Canada Bureau for International Education, 2018). According to The Immigration, Refugees, and Citizenship Canada (IRCC, 2019I), international students contributed an estimated $21.6 billion to the Canadian gross domestic product. With the COVID-19 pandemic, recruitment of international students, and the economic contribution they bring is under threat. More so, the lockdown imposed by the government, and schools’ adoption of online learning, further poses challenges and unique experiences to children, and young persona, especially international students. We used qualitative data from a focus group of 10 male Black students, aged 20 years and above, attending the University of Windsor in Ontario, Canada. In addition, we include the experiences and concerns of a student in Nigeria. The findings show that students face a number of social and environmental factors that negatively impact their online learning experiences. These factors include: economic support from parents/guardians, availability and access to learning resources, the place of residence, and lack of academic support from instructors, administration, and peers. We conclude that many Black students feel dissatisfied and stressed by the lack of support and how they have been neglected during COVID-19. These experiences are likely to impact their mental health severely.