Browsing by Author "Luo, Cong"

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    Living through Covid-19 Pandemic as International Students in Canada: Collaborative Autoethnography of Struggles and Resilience
    (University of Calgary. Libraries and Cultural Resources., 2021-12-01) Bello, Jhonattan; Cho, Suyeon; Liang, Siyin; Luo, Cong
    The COVID-19 pandemic has disrupted the lives of a number of international students and the disruption inevitably has caused suffering. With an aim to provide an in-depth understanding of the international students’ experiences, we examined our own written narratives on how the pandemic challenged our lives, and how we strove to build resilience and deal with the challenges. Upon analysis of the qualitative data collected from our respective narratives and group discussion, the following themes emerged: (1)Intersecting Identities, (2) Systemic Barriers to Achieving Goals, (3) Systemic Risks Caused Instability, and (4) Strategies to Build Resilience. By addressing several complex challenges that the international students faced, we hope to inform higher education stakeholders who seek to better accommodate the unique needs of international students.
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    The Lived Experiences of Gender and Sexually Diverse Students at the University of Calgary
    (2024-08-16) Luo, Cong; Callaghan, Tonya; Aukerman, Maren; Boz, Umit
    Postsecondary institutions have traditionally served as havens for Two-Spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex (2SLGBTQI+) students. The University of Calgary (UCalgary) espouses allyship and commitment to diversity on its official website and policy, “UCalgary values and champions diversity, equality and inclusiveness.” However, no research has investigated the well-being of 2SLGBTQI+ students at UCalgary. This study seeks to delve into the lived experiences of 2SLGBTQI+ students at UCalgary, treating them as experts in their own experiences, and advocating for positive changes. This study intends to serve as a useful resource for UCalgary and other higher education stakeholders by providing insights into the opportunities and challenges facing 2SLGBTQI+ students, and solutions to address the issues. By adopting a mixed methods approach, incorporating both quantitative and qualitative elements, this research gathered and analyzed 64 survey responses to identify gaps in university services, resources, and programs impacting 2SLGBTQI+ students’ campus experiences. Additionally, I conducted 18 open-ended and semi-structured interviews to explore participants’ perceptions of inclusivity on campus. The findings suggest that UCalgary’s overall performance is satisfactory while pointing to disparities among 2SLGBTQI+ students, with some thriving socially and academically while others encounter barriers and struggles. Despite rare instances of overt transphobic or homophobic abuse, microaggressions and subtle forms of discrimination persist within and outside of classrooms. Gender and sexually diverse students express a desire for UCalgary to enhance its policies and practices to support their community, fostering a safer and more inclusive learning and teaching environment for all.