Intercultural communication and socio-cultural integration of foreign citizens in the Russian educational environment

Abstract

The study focuses on the features of interpersonal communication, the choice of social circles, and the hidden barriers that foreign students face at Russian universities, using the National Research University “BelSU” and RUDN University as examples. The relevance of the work is driven by the need to move from the formal internationalization of universities to the creation of a truly effective inclusive environment. Such an environment should mitigate acculturation stress and help academic migrants successfully integrate into the new society. The objectives of the study include: 1) analyzing the structure of communication in pairs such as “foreigner–Russian” and “foreigner–student from a third country”; 2) identifying the main directions of communicative sympathies and alienation; 3) assessing the impact of everyday stereotypes and verbal microaggressions on mental health; 4) substantiating the role of the teacher in adaptation and proposing practical measures to prevent discrimination at the university. The theoretical basis for the study is Z. Bauman’s concept of “liquid modernity,” the ABC model of culture shock, and N. M. Lebedeva’s approaches to ethnocultural adaptation. Empirical data was collected through a questionnaire survey ($N=41) and processed using descriptive statistics and frame analysis. The study revealed a noticeable imbalance in communication: 36.6% of international students are forced to initiate contact, while only 14.6% of Russians take the initiative. As a result, based on empirical data, the everyday interactions of students were analyzed, and hidden areas of ethnocultural tension were identified. The hidden nature of ethnocultural pressure was confirmed: although overt xenophobia is almost nonexistent, 85.4% of respondents regularly encounter everyday stereotypes. This provokes the development of "outsider syndrome" in 80.5% of respondents. At the same time, a strong network of international mutual assistance is developing within the university (46.3% of students are close friends with students from other countries). Finally, it has been proven that the key support for foreigners in the new environment is the teacher (indicated by 29.3% of respondents).