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In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant…
In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.
The chapters in this book focus on student experiences in higher education and how those experiences shape their identity and influence their academic success. This volume…
The chapters in this book focus on student experiences in higher education and how those experiences shape their identity and influence their academic success. This volume focuses on the key factors in identity development and how student experiences in formal, nonformal, and informal learning activities help shape their identities. This volume discusses the main theories and concepts involved in identity formation and how educators can increase their understanding and importance of identity in education. This volume argues that all forms of learning can create a more engaging and democratically oriented student experience. This volume also argues that inclusive leadership is an important factor in cultivating a rich and dynamic learning environment and bringing about greater equity and inclusion in teaching and learning.