University of Illinois Urbana-Champaign

The power of names: Acculturation, belonging, and neo-racism among international students in U.S. higher education

Sun, Shiyu

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https://hdl.handle.net/2142/129570

Description

Title
The power of names: Acculturation, belonging, and neo-racism among international students in U.S. higher education
Author(s)
Sun, Shiyu
Issue Date
2025-04-24
Director of Research (if dissertation) or Advisor (if thesis)
Ruedas-Gracia, Nidia
Doctoral Committee Chair(s)
Ruedas-Gracia, Nidia
Committee Member(s)
  • Marchand, Aixa
  • Kang, Hyun-Sook
  • Pak, Yoon
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • International students
  • Neo-racism
Abstract
International students often navigate complex social and cultural terrains as they pursue higher education abroad. One underexamined yet deeply meaningful aspect of this journey is the experience surrounding their names—how they are perceived, pronounced, adapted, or changed within U.S. academic and social spaces. This qualitative study explores how name-related experiences shape international students’ sense of belonging and acculturation, with particular attention to the role of neo-racism in these processes. Guided by a phenomenological approach, in-depth interviews were conducted with 17 international students at a large, public, predominantly white institution in the Midwest. Findings reveal that name-related experiences—ranging from mispronunciations and pressure to adopt "easier" English names, to feelings of pride in cultural identity—serve as critical touchpoints in students’ identity negotiation. These interactions often reflect subtle forms of exclusion and cultural hierarchies, reinforcing feelings of foreignness and marginalization. Differences in experience between undergraduate and graduate students further underscore how age, academic role, and length of stay influence acculturation and belonging. This study contributes to the growing body of research on international student experiences by centering names as a site of identity, power, and belonging. It calls for more culturally responsive practices in higher education and a deeper awareness of how everyday interactions—such as the use of a name—can either foster inclusion or exclusion.
Graduation Semester
2025-05
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/129570
Copyright and License Information
Copyright 2025 Shiyu Sun

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