Relationship violence is any form of physical, emotional, spiritual and financial abuse, negative social control or coercion that is suffered by anyone who has a bond or relationship with the offender(s). In the literature, we find words such as intimate partner violence (IPV), interpersonal violence (IVP), neglect, dating violence, family violence, battery, child neglect, child abuse, bullying, seniors or elder abuse, stalking, cyberbullying, strangulation, technology- facilitated coercive control, honour killing, gang violence, social isolation, circulation of intimate images and workplace violence. Violence can be perpetrated by persons in opposite-sex relationships (Carney et al., 2007), within same-sex relationships (Rollè et al., 2018) and in relationships in which the victim is transgender (The Scottish Trans Alliance, 2010). Relationship violence is a result of multiple impacts such as taken for granted inequalities, policies and practices that accept sexism, racism, xenophobia, homophobia and ageism. It can span the entire age spectrum and it may start in-utero and end with the death of the victim.

In this chapter international students and the challenges they face in regards to relationship violence are discussed. The aim is to provide an overview of the types and prevalence of relationship violence towards international students, drawing on recent research findings to underscore the need of addressing this issue. In addition, the role of educational institutions, government agencies and communities in preventing relationship violence against international students is highlighted. The chapter ends with links to resources to address RV.

International Students

Definition

International students are individuals, who may be temporary residents, refugee claimants, or those without immigration status in Canada who have a study permit of 6 months or greater from one of the learning institutions designated by a province or territory in Canada (MOSAIC, n.d.).

Reality

In recent years, international student migration has significantly increased, bringing diverse cultural perspectives and economic contributions to host countries worldwide. Canada has been a destination of many international students (IS) and a number of educational institutions have significantly increased their intake of international students to drive their revenues. It is estimated that in 2024, the Canadian government will issue approximately 360,000 student permits (Government of Canada, 2024a).

Along with opportunities to study abroad and gain international life and academic experiences, international students face numerous challenges, including cultural differences, language challenges, adaptation to the new country, and unfortunately an increased risk of violence (MOSAIC, n.d.). The increased vulnerability to violence has been explained by limited social networks in the host country, lack of information about safe housing, limited funds and work opportunities to work due to visa limitations, and sometimes lack of knowledge about what constitutes violence in the host country (Government of Canada, 2024b). International students in 2024-2025 are paying an average fee of $40,115 compared to $7360 for domestic undergraduate students (Statistics Canada, 2024). Add living expenses to the tuition, along with the legislation that allows international students to work only 20 hours/week and they are ripe to be exploited. International students do not know Canadian labour laws and regulations and may be concerned that they may be jeopardizing their immigration status. To make ends meet, they may have no choice but to work “under the table” and this makes them more vulnerable to abuse.  Students are not always paid their earned wages and sometimes are asked to perform sexual acts (Kahani Pictures, 2024).

Although these explanations have been disputed by some researchers suggesting that international students might face lower risk of violence, a recent study shows that these students in fact face an increased likelihood of being targets of violence (Fethi, 2023). As well, Balraj Kahlon, One Voice Canada, states sexual exploitation of international students is extremely common (Johal, 2022) and Jindi Singh, Khalsa Aid, blames the high tuition and legislation for the problem (Johal, 2022).

International students (IS) attending Canadian institutions are primarily from Asian countries, particularly India and China, representing 41% and 10%, respectively. Ontario, British Columbia and Quebec host the largest proportion of IS, accounting for 52%, 20%, and 11%, respectively. In recent years, the proportion of female international students has surpassed that of male students, with females representing 56% and males 43%, while 1% of students did not specify their gender (Canadian Bureau for International Education, 2023). Currently, there is not a detailed, comprehensive national data that directly compares rates of relationship violence between international and domestic students in Canada. The only data available comes from campus surveys and general social survey on victimization. These sources indicate that international students are more likely to experience RV compared their counterparts (domestic students). For instance, the University of British Columbia (UBC) found that Asian international students reported higher levels of verbal harassment during the COVID-19 pandemic (DeBruyn, 2023). Similarly, at York University in Toronto, more (38%) international students reported experiencing RV, compare to (25%) domestic students (York University, 2020; Office of the Auditor, 2023).

RV towards international students has become a critical issue encompassing physical, psychological and discriminatory forms ranging from hate crimes and xenophobic harassment to targeted exploitation. International students are vulnerable to various forms of RV including physical violence, psychological violence, sexual and financial exploitation (Todorova et al., 2022). Physical and psychological violence is often fuelled by racism and xenophobia particularly in periods of social tension like the COVID-19 pandemic (DeBruyn, 2023). International students, particularly women and LGBTQ2SIA+, experience verbal abuse, micro-aggressions, gas-lighting, intimidation and manipulation, racial discrimination, and social exclusion (SSHRC, 2024; UNESCO, 2023).

Factors contributing to a higher risk of RV among IS include cultural and language barriers, racialization and xenophobia, social isolation and lack of a stable support system in the hosting country, economic vulnerability, and house insecurity. In addition, immigration status, house insecurity, power imbalances and abuse of authority, negative stereotyping and prejudice play a critical role in highlighting this risk (Postel, 2017).

As mentioned in the definition of RV, perpetrators of RV are individuals who have some kind of relationship or social interaction with the victim. For IS these could include, but might not be limited to, classmates, professors, mentors, and other academic authorities, landlords, co-residents and roommates, dating partners, members of the public (Brown & Harris, 2013; Brown & Brown, 2013) and employers. For IS, two of the key challenges are limited awareness of local rules, and financial pressures. Besides not being fully familiar with Canadian laws, IS might face misperceptions about consent and sexual assault, lack of cultural and social support, language and culture barriers and fear of jeopardizing their immigration status (ACT Alberta, 2023; MOSIAC, n.d.; Wang and Liu, 2024; Xiong and Smyrnios, 2013).

In two of the largest urban areas in Canada who are home to the largest South Asian populations outside the Indian subcontinent, Toronto and Surrey, female South Asian students have come forward and discussed abuse they have experienced in films, and community gatherings. Of particular concern is the experience of sexual abuse they have suffered at the hands of landlords and employers. Kahani Pictures (2024) produced a documentary Listen: The Struggles of Female South Asian Students, in one scene, a student explains how the landlord had her keep her bedroom and bathroom doors unlocked. The rate of sexual abuse for international students is not documented, but in the general Canadian population, 30% of adult women report having experienced sexual assault at least once since age 15 (Canadian Women’s Foundation, 2024).

Community Response

As a community we need to step up. NEVR has planned a screening of the film Listen: The Struggles of Female South Asian Students, a panel discussion and interaction with the audience to identify how the community can address this issue (it follows the launch of this book). As well, the mayor of Surrey is concerned about the issue and has asked staff to investigate, write a report and present options for action. The city has held focus groups to learn more about the issue. The city of Surrey will be holding a community engagement session following the publication of this book and releasing a report on their findings and recommendations.

It is important to note that educational institutions have a fundamental role to ensure the safety and well-being of IS, particularly in addressing and preventing RV. These institutions need not only to promote an inclusive environment, but also offer comprehensive orientation on RV to international students in order to educate everyone about their rights and how to recognize and report various forms of RV. Such initiatives need to also involve domestic students, faculty members and other individuals working to help address campus culture. Educational institutions also need to provide support to international students in terms of housing security and employment security to support their living expenses during the studies in Canada. To read more about this, access chapter 23 Relationship Violence in Post-Secondary Institutions.

Moreover, government agencies need to develop resources with educational institutions to support international students that addresses the multifactor associated with RV risk such as fear of deportation and safe spaces where IS can find support if they find themselves experiencing RV. As well, the government of Canada needs to lift the restriction on work hours for international students. Until this fall when it increased to 24/hours per week, in the past students were only allowed to work 20 hours per week. As well, they can now work fulltime on breaks if they have obtained a SIN (social insurance number) (Immigration, Refugees and Citizenship Canada, 2024). The legislation prohibits international students from working prior to starting their studies. In post-secondary institutions without student residence, IS require rental deposits along with first month’s rent. This legislation is a barrier for those who do not come from higher socioeconomic status families or do not have large amounts of cash saved. In an Australian documentary, it is discussed how universities are relying on foreign fee paying students to balance their books (ABC News In-depth, 2019). This is true for Canadian post-secondary institutions. With the government decreasing the quota for IS, post-secondary institutions are challenged and several institutions have decreased their course offerings and are struggling to balance their books. The provincial governments, who are responsible for post-secondary education need to provide the needed resources so post-secondary institutions do not need to rely on exorbitant fees from IS. In BC, government funds only cover 33-36% of budgets for post-secondary institutions which is down from 90% that was covered in 1979. The percentage of budgets covered has seen a decline.

Resources

The International Student Safety Guide [PDF] defines international students and their challenges, rights and reporting options and has a list of community resources in the Vancouver area. It has a list of education institutions and their help lines, legal services, medical services and community resources.

International students in Canada who are experiencing abuse have access to help:

1. For immediate danger – call 911: If you or someone you know is in immediate danger, please call 911 or your local emergency number. It’s important to reach out and get the support you need.
2. Crisis Support and Helplines: Each province and territory has crisis support services and helplines. You can find a directory of these services on the Canada.ca website. In BC call 211 or visit the BC 211 website. You may also call or text Victim Link at 1-800-563-0808, 24 hours/day, services are free, confidential and multilingual.
3. Victim Services: There are victim services available that provide support and financial assistance to victims of crime and violence. These services can help with safety planning and provide information on legal rights. In the Surrey area call Surrey Women’s Centre at 604-583-1295 or visit the website. In the Vancouver area call the Vancouver Rape Relief & Women’s Shelter 24 hours/day crisis line at 604-872-8212. It is free and confidential.
4. Legal Services – South Asian Legal Clinic.
5. Educational Institutions: Many universities and colleges have dedicated support services for international students, including counseling and legal advice. It’s a good idea to reach out to your institution’s international student office or student services for assistance. At Kwantlen Polytechnic University access a case manager at Student Rights and Responsibilities and find other resources. KPU offers a sexual violence support line at 778-782-7233. If you are a student at Simon Fraser University (SFU) experiencing abuse, you can contact the Sexual Violence Support & Prevention Office.
6. Community Organizations: Two that have been vocal about the abuse of international students can be accessed include Khalsa Aid 778-268-6113 and One Voice Canada – a network of gurdwaras, professionals and service organizations. Contact help@onevoicecanada or you can contact their member organization Moving Forward Family Services Society.

References

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Brown, Joanne & Brown, Lorraine. (2013). The international student sojourn, identity conflict and threats to well-being. British Journal of Guidance and Counselling. 41. 395-413. https://www.researchgate.net/publication/261097963_The_international_student_sojourn_identity_conflict_and_threats_to_well-being

Canadian Bureau for International Education (CBIE). (2023). International Students in Canada Infographic. https://cbie.ca/infographic/

Carney, M., Buttell, B., & Dutton, D. (2007). Women who perpetrate intimate partner violence: A review of the literature with recommendations for treatment. Aggression and Violent Behavior 12, 108 –115. https://www.researchgate.net/publication/222426549_Women_Who_Perpetrate_Intimate_Partner_Violence_A_Review_of_the_Literature_With_Recommendations_for_Treatment

DeBruyn, C. E. W. (2023). Narratives of coping among international students during the COVID-19 pandemic (T). University of British Columbia. https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0437143

Government of Canada. (2024a). Making Canada’s International Student Program Sustainable. https://www.canada.ca/en/immigration-refugees-citizenship/news/2024/01/making-canadas-international-student-program-sustainable.html

Government of Canada. (2024b). CIMM – International Student Eligibility and Vulnerability. https://www.canada.ca/en/immigration-refugees-citizenship/corporate/transparency/committees/cimm-feb-28-2024/international-student-eligibility-vulnerability.html#

Johal, R. (2022). Canada’s immigration rules are leaving international students vulnerable to exploitation and abuse. PressProgress. https://pressprogress.ca/canadas-immigration-rules-are-leaving-international-students-vulnerable-to-exploitation-and-abuse/

Kahani Pictures. (2024). Listen: The Struggles of Female South Asian Students [Film]. YouTube. https://www.youtube.com/watch?v=Qo_OTLbrj1Y

MOSAIC. (n.d.). International students safe guide: Peer creating awareness to facilitate education & support [PDF]. https://www.mosaicbc.org/wp-content/uploads/2020/03/International-Student-Safety-Guide.pdf

Office of the Auditor. (2023). York University Operations and Capital [PDF]. York University. https://auditor.on.ca/en/content/annualreports/arreports/en23/AR_YorkU_en23.pdf

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Rollè, L., Giardina, G., Caldarera, A. M., Gerino, E., & Brustia, P. (2018). When Intimate Partner Violence Meets Same Sex Couples: A Review of Same Sex Intimate Partner Violence. Frontiers in Psychology, 9, 1506. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.01506/full

Statistics Canada. (2024). Postsecondary enrolments, by registration status, institution type, status of student in Canada and gender. https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3710001801

The Scottish Trans Alliance. (2010). https://www.scottishtrans.org

SSHRC – The Social Sciences and Humanities Research Council Canada. (2024). International students’ experiences of gender-based violence in Canada. https://www.sshrc-crsh.gc.ca/society-societe/community-communite/ifca-iac/evidence_briefs-donnees_probantes/gbv-vfg/srinivasan-eng.aspx

Todorova, M. S., Brooks, H. H., Persaud, R. S., & Moorhouse, E. A. (2022). Sexual violence prevention and international students in Canadian universities: Misalignments, gaps and ways forward. Comparative and International Education, 50(2), 33-50. https://doi.org/10.5206/cieeci.v50i2.14250

UNESCO. (2023). UNESCO prepared for a global research on gender-based violence in higher education. https://www.iesalc.unesco.org/en/2023/11/22/unesco-prepares-for-a-critical-research-on-gender-based-violence-in-higher-education/

Wang, Y., & Liu, J. (2024). The Impact of COVID-19 on International Students: A Qualitative Synthesis. British Journal of Educational Studies, 1-25. https://doi.org/10.1080/00071005.2024.2374077

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Xiong, L., & Smyrnios, K.X. (2013). Social, Cultural, and Environmental Drivers of International Students’ Fear of Crime: A Cognitive Behavioral Perspective. Steering the Cultural Dynamics. https://www.semanticscholar.org/paper/Social%2C-Cultural%2C-and-Environmental-Drivers-of-Fear-Xiong-Smyrnios/e8bc8a7b56589cf01b2449ec7dc1e2215ee57eba