Academic Bullying as a Racialized Phenomenon in STEM Higher Education: Centering the Experiences of Asian International Doctoral Students

While international students' experiences of academic bullying from their advisors have been documented in the literature (e.g., Moss & Mahmoudi, 2021), little is known regarding how race and other identities intersect in normalizing and perpetuating academic bullying within higher education. Utilizing Asian critical theory (Iftikar & Museus, 2018) and interpretative phenomenological analysis (Smith et al., 2022) as the theoretical and methodological lenses, this study examines five Science, Technology, Engineering, and Mathematics (STEM) Asian international doctoral students' experiences of academic bullying specifically as a racialized phenomenon. Employing in-depth semi-structured interviews, it is found that racialized academic bullying is operationalized and perpetuated through racialized stereotypes, maintaining White supremacy, and oppressions compounded by intersecting identities. Implications and recommendations are offered as to what stakeholders can do collectively to address racialized academic bullying towards minoritized students and combat systemic inequities and oppression.