This study adopts a raciolinguistic perspective to examine how U.S.-China geopolitical tensions shape Chinese international students’ (CISs) understanding of language and identities. While prior research has documented the broader experiences of CISs in the context of racism, marginalization, and academic adaptation, far less attention has been paid to how shifting geopolitical tensions influence their raciolinguistic experiences. Drawing on a larger project examining the raciolinguistic ideologies of international students at a large Midwestern university in the United States, this study presents qualitative interview data from 12 CISs. Thematic analysis reveals that participants’ language practices and identity negotiations are deeply affected by racialized and politicized perceptions. First, CISs experience accent- and name-based hierarchies in which Western-aligned linguistic performances are granted credibility while Chinese linguistic features are Othered. Second, students adopt adaptive strategies, such as concealing their national identity, selectively code-switching, and performing “Americanness,” to protect themselves in academic and social spaces. Third, macro-level geopolitical tensions manifest in classrooms through tokenization and in public life through harassment and fear, further shaping how students are heard, judged, and treated. Across these themes, students’ linguistic performance is evaluated through a geopolitical lens, revealing how politicized identity becomes inseparable from language use. While these dynamics constrain students’ participation and well-being, the study also highlights moments of critical reflexivity, solidarity, and resilience. Ultimately, the findings underscore the need to recognize how global politics mediate language ideologies within higher education and to foster more inclusive and critically informed academic spaces.
Xiao et al. (2026) studied this question.