Belonging Through Collective Forbearance: A Case Study of Resilience, Campus Climate and the Experiences of Arabic-Speaking International Students at The University of Arizona

Abstract

This qualitative study examines how Arabic-speaking international students from the Middle East and North Africa (MENA) region experience belonging within the context of U.S. higher education. Despite the growing body of literature on international student belonging, students from Arabic-speaking countries remain underrepresented in research, even as they face uniquely complex challenges shaped by political, cultural, and religious dynamics. Drawing on theories of belonging, Islamophobia, and anti-Arab racism, this study investigates how geopolitical tensions, U.S. media portrayals, and campus climate influence the lived experiences of these students. This research is a case study conducted at the University of Arizona. The data was collected through in-depth, semi-structured interviews with 19 Arabic-speaking undergraduate and graduate international students studying at the University of Arizona. Participants shared experiences about navigating microaggressions, religious and cultural stereotyping, and the emotional toll of being perceived through politicized lenses. The study was conducted during a time of heightened political tension, including the ongoing impact of the Muslim ban, the COVID-19 pandemic, and campus protests across college campuses in the United States related to the Israeli-Palestinian conflict. These events deeply influenced students’ perceptions of safety, acceptance, and visibility on campus. The findings highlight how global politics intersect with local campus dynamics, revealing the ways Middle Eastern students internalize and navigate negative stereotypes and experiences while pursuing academic success and personal growth. This research highlights the urgent need for higher education leaders to move beyond assumptions and cultivate policies, programs, and campus environments that genuinely reflect the cultural, religious, and political diversity of Arabic-speaking students. Additionally, the study calls for a more nuanced understanding of resilience and forbearance, recognizing that while these qualities can help students endure challenges, they may also lead to the minimization or dismissal of serious issues that warrant institutional attention