How do queer international students in small Canadian cities navigate the intersection of their queer identities with their cultural backgrounds and the local LGBTQ+ community? Mohit Dudeja, recipient of the 2022-2023 OCUFA Henry Mandelbaum Graduate Fellowship for Excellence in Social Sciences, Humanities, or Arts for doctoral students, explores these questions and more in his PhD research.
Is Canada destined to become a haven for queer individuals?
As I relocated from India to Canada for my PhD in July 2022, I harboured the belief that, unlike in India, my queer identity would not subject me to differential treatment in Canada. However, my experiences in Thunder Bay, Ontario, particularly on the university campus where I studied, quickly dispelled this notion. Within the first month, I faced bullying for my feminine expression, especially for my long and painted nails, primarily from fellow Indian students. They perceived it as a joke, often unaware that homophobic slurs are not humorous but rather traumatizing.
Inspired by bell hooks’ assertion–“I came to theory because I was hurting—the pain within me was so intense that I could not go on living. I came to theory desperate, wanting to comprehend—to grasp what was happening around and within me. Most importantly, I wanted to make the hurt go away. I saw in theory then a location for healing”—I have consistently sought a locus of healing within theoretical frameworks. My lifelong anger, stemming from persistent bullying since childhood, has driven me to find ways to channel this anger constructively. This oppression is often disguised as humour and entertainment by its perpetrators, but it significantly and negatively affects those who are targeted. I decided to address and combat these injustices through theoretical inquiry and activism.
Upon commencing this inquiry, I discovered little scholarship about queer international students’ experiences in Canada, let alone in its small cities. Connecting to my own experiences as a queer international student in Thunder Bay, I resolved to investigate the experiences of queer international students in small Canadian cities and to identify the barriers they may encounter.
I discovered little scholarship about queer international students’ experiences in Canada.
Due to the paucity of research specifically addressing the experiences of queer international students, I have chosen to construct my arguments by examining how neoliberal principles have transformed the university, various aspects of university life, the experiences of international students, and the unique challenges faced by queer students in small Canadian cities. These elements collectively seem to potentially impact the experiences of queer international students in small Canadian cities.
There remains ongoing ambiguity regarding the exact definition of a “small city.” For my research, I define a small city as one with a population between 10,000 and 100,000, with limited resources for queer individuals, such as LGBTQ+ support groups, healthcare services, and community events. Factors like population size, proximity to larger urban centres, and the local cultural and political climate influence the availability of these resources. Based on that definition, Thunder Bay qualifies as a small city.
The erosion of public values in Canadian universities
Public universities in most Western countries seem to be moving away from what it means to be “public.” Among the multiple meanings of “public” in English, one of the strands is “the public good” as a condition of universal welfare, well-being, or beneficence. John Dewey, the American philosopher, advocated for the idea that education serves a public purpose and benefits society. Dewey emphasized that education is a public good, crucial for both individual development and for the well-being and progress of society.
While allocating resources and public funding effectively is essential for the successful reform and transformation of the higher education system, universities in Canada, among other Western countries, have faced a significant decline in public funding. For instance, in Ontario, student fees accounted for more than half (54.0%) of all college revenues in 2019/2020, while public funding sat at 32.2%. For universities during the same period, tuition fees made up about 41% of total revenue while public funding was about 25%.
Figure 1: College and university public funding as a percent of total revenue (Statistics Canada, 2022)
The withdrawal of government support has prompted universities to adopt strategies such as tuition fee increases for international students, such that they are paying three to four times more than domestic students and are often referred to as “cash cows.” Despite the acknowledgment of these practices, there appears to be a continued lack of substantive measures to mitigate the exploitation of international students amidst the funding crises facing Canadian postsecondary institutions. How might these financial pressures impact the experiences of queer international students, who may face unique challenges and vulnerabilities within an increasingly market-driven higher education environment?
International students occupy a unique and increasingly significant position within this context.
International students within neoliberal Canada
The shift away from viewing higher education as a public good is the result of the neoliberal context of Canadian higher education, which emphasizes the marketization of higher education and the pursuit of financial gains. International students occupy a unique and increasingly significant position within this context. As per a research report by MPOWER Financing, international students contributed $36 billion to the Canadian economy in 2022 and are projected to contribute $42 billion in 2024. Despite their economic contributions, international students face various challenges, including high tuition fees, limited access to financial aid, and precarious immigration status. Moreover, the emphasis on revenue generation may prioritize recruiting international students for their financial benefits rather than ensuring their academic success and well-being.
Furthermore, the neoliberal context exacerbates inequalities among students, particularly concerning access to resources and scholarship opportunities, including grants from the Canadian Institutes of Health Research (CIHR), Natural Sciences and Engineering Research Council of Canada (NSERC), and Social Sciences and Humanities Research Council (SSHRC). These funding opportunities are primarily available to Canadian citizens and permanent residents.
The pursuit of credentials and employability often takes precedence over critical engagement and intellectual growth.
Moreover, the commercialization of education can foster a consumerist mindset among international students, where the pursuit of credentials and employability often takes precedence over critical engagement and intellectual growth. In this neoliberal context, it becomes imperative to critically examine the situation of international students in Canada and reflect on the broader implications of market-oriented approaches to higher education. These students face financial pressures from their home countries, the expectation to succeed in a market-driven society, and mental health challenges arising from the intersection of these pressures. For both universities and the government, understanding the complex dynamics that shape the experiences of international students is vital for creating inclusive and equitable academic environments that treat education as a public good rather than as a commodity.
Queer Students in Small Canadian Cities
When examining marginalized populations, various analytical frameworks can be applied to understand the significance of city size, the proximity to larger cities and rural towns, and the interplay of regional, national, and global dynamics over time. Small Canadian cities like Thunder Bay (with a 2021 census population of 95,266 and a population density of 1,253 per square kilometre) serve as a unique backdrop for understanding the experiences of queer students.
Such small cities offer a particular cultural and social environment that can shape the experiences of queer students in distinct ways. For instance, stigma in non-urban environments significantly impacts access to primary health care for queer individuals, often deterring them from disclosing their sexual orientation or gender identity to providers. This lack of disclosure, coupled with a general lack of LGBTQ+ awareness in these settings, can result in reduced utilization of primary and preventive health services, leaving trans patients in the city and surrounding region with few options. And LGBTQ+ advocates in Thunder Bay say Canada’s laws aren’t protecting them from hate.
Queer students in smaller Canadian cities may face a unique set of challenges that differentiate their experiences from those in larger, more cosmopolitan areas. However, the limited research on LGBTQ+ experiences in small Canadian cities hinders our understanding of the broader social, political, and economic contexts for queer individuals in these communities. For instance, in a 25-year review of literature on sexual orientation, scholars Karen I. Fredriksen-Goldsen and Anna Muraco found that participants were recruited exclusively from urban areas in 34% of the studies, from both rural and urban settings in 20%, and exclusively from rural settings in 5% of the studies. In 41% of the studies, the setting was unclear or not stated.
Queer students in smaller Canadian cities may face a unique set of challenges.
As these results indicate, there is clearly a lack of data about queer student experiences specifically in small cities, with their unique set of conditions. However, from the limited research available on this topic, we can determine that there are some unique issues that affect queer students in smaller cities. Studies indicate that the process of identity development and the ability to form community connections are significantly influenced by geographic settings; youth in small cities face distinct challenges in navigating queer identities and experiences due to different logistical realities compared to their urban counterparts. The limited availability of LGBTQ+ resources, combined with a less visible queer community and potentially greater societal conservatism, can create environments where queer students may feel isolated, unsupported, and misunderstood. Limited “queer space” in small cities (often dominated by gay men) can have a direct negative effect on queer individuals. In my review of existing research, I found that in contrast to small cities, big cities have better availability of “queer space,” including access to gay clubs and cafes among other support networks, which has shown a positive influence on sexual identity expression.
Queer International Students
Intersectionality theory highlights the interconnectedness of social identities and emphasizes that various forms of discrimination and privilege intersect to shape individuals’ experiences. For queer international students, their identity is not solely defined by their sexual orientation or gender identity; it intersects with other aspects of their identity, such as nationality, ethnicity, and religion. While the intersectionality of identities contributes to the complexity of experiences, influencing mental health, social integration, and academic success, there remains a significant gap in research concerning the specific experiences of queer international students within small Canadian cities.
International students in Canada, in general, face challenges in social integration, language barriers, and academic adjustment. When considering queer international students, these challenges are often compounded by the need to navigate unfamiliar cultural and social norms alongside their sexual orientation and gender identity—often termed as a double barrier. In a news interview, Struby Struble, the coordinator of the Missouri University LGBT Resource Center, underscores that queer international students experience social alienation within their international student circles due to their LGBTQ+ identity while simultaneously feeling isolated within the campus community owing to their status as international students.
Assaults on queer rights within Canada and globally have further exacerbated the challenges faced by queer international students, who are already susceptible to social, political, and educational challenges. While Canada is often perceived as a progressive and inclusive destination for LGBTQ+ individuals, the experiences of queer international students within this framework are multifaceted and influenced by intersecting identities, systemic inequalities, and neoliberal dynamics. Canada’s legal protections for LGBTQ+ individuals, such as marriage equality and anti-discrimination laws, may attract queer international students seeking a more accepting environment than in their. But while living in Canada, they carry a constant fear of exposure to their home country’s hostile environment, both during their stay and when they return. As one participant in a CBC report on international LGBTQ+ students lamented: “It is extremely hard. Every time I have to visit my home country, there is a major identity crisis, and I have to constantly switch between who I am and who I have to pretend to be.”
While living in Canada, they carry a constant fear of exposure to their home country’s hostile environment.
Even queer campus groups fail to address the diverse identities and experiences of international students. Queer campus groups in these universities should tailor their services to better support students who may not have had the same level of support in their secondary education as their Canadian peers, thus helping them to adjust and feel more secure in their identities as they begin their higher education journeys. The neo-liberalization of Canadian higher education introduces further challenges for queer international students, as universities prioritize revenue generation and marketization over equity and inclusion.
Identity-specific resources and the presence of supportive individuals are essential elements in the eradication of discrimination and victimization, both of which can undermine the overall safety of marginalized individuals. For instance, a peer support program that is culturally sensitive and linguistically diverse, with peer supporters from diverse backgrounds, can help. I formed a peer support committee at Lakehead University that comprises members from student health and wellness, the student union, faculty, and staff from other universities that run peer support programs. The committee is dedicated to developing a tailored peer support program for students at Lakehead University.
The committee is dedicated to developing a tailored peer support program for students at Lakehead University.
The marginalization queer international students experience at home and on their campuses underscores the urgent need for universities to develop comprehensive strategies that address their specific needs, fostering an environment where diversity is truly embraced and equity is a fundamental priority. By understanding and addressing the barriers faced by queer international students, universities can take significant steps toward creating a more inclusive and supportive academic community. This requires not only policy changes but also a cultural shift within institutions, ensuring that all students, regardless of their background or identity, feel valued and supported. As I reflect on and continue my doctoral research into these issues, several critical questions emerge:
- How can universities more effectively support the intersectional identities of queer international students, ensuring their experiences are validated and their needs met?
- What specific policies and practices can be implemented to mitigate the impact of neoliberal economic priorities on the inclusivity and well-being of marginalized student populations?
- How can the broader academic community engage in meaningful allyship and advocacy to dismantle systemic barriers and promote genuine inclusivity for all students?
These questions challenge us to rethink the role of higher education institutions in fostering not only academic success but also social justice and equity. Addressing these questions may pave the way for a more inclusive future where every student can thrive without the fear of marginalization or discrimination.
