Lianzi (Lily) Ouyang, Alec Eichelkraut, & Lauren Aldana

With the rapid rate of globalization, many international students and immigrants travel from less developed countries like mainland China, Bangladesh, India, or Tanzania to highly developed countries like the United States (U.S.). Domestic and international students provide an important barometer for balancing cultural diversity and equity in America (Lee, et al. 2018). This panel aims to present how teachers of immigrant youth and international students interact with the United States education system at both the public school and the higher education level. One study explores the ways in which international students narrate and reflect on their cultural, social, emotional, and academic experiences before and after they quarantined during the COVID-19 pandemic. Another project addresses the factors that international students consider in developing plans after graduation. The last study examines teachers’ perceptions and expectations of recently arrived immigrant youth at urban public schools in the Northeast. Using qualitative methods, these studies analyze the beliefs and behaviors of the individuals that are connected to the global dimensions of the American education system.

Zoom Link: https://buffalo.zoom.us/j/4500501523?pwd=WmpaZkFHMWh1SGsyWHhVQjNqTGRUUT09